Programación Social and Natural Sciences 3 English

SOCIAL AND NATURAL SCIENCES
(PROJECT LOOK AND THINK)
PRIMARY EDUCATION
THIRD GRADE
Social and Natural Sciences. Third grade (Primary Edu a!i"#)
TA$LE O% CONTENTS
INTRODUCTION Ge#era' (ri# i('e) Social and Natural Sciences (Pr"*e ! Look and Think) METHODOLOGICAL PRINCIPLES Ge#era' (ri# i('e) Tea hi#g "- !he E#g'i)h 'a#guage i# !he Pr"*e ! Look and Think "- Social and Natural Sciences Trea!me#! "- r")) urri u'ar !heme) A!!e#!i"# !" di0er)i!y $ASIC COMPETENCES $a)i "m(e!e# e) a#d )u4 "m(e!e# e) E5ALUATION The e0a'ua!i"# "- !he edu a!i"#a' (r" e)) E0a'ua!i"# "- "m(e!e# e) MATERIALS THAT MA6E UP THE PROJECT LOOK AND THINK O% SOCIAL AND NATURAL SCIENCES S!ude#!)7 ma!eria' Tea her)7 ma!eria' C'a))r""m ma!eria' THIRD GRADE PROGRAMME (SECOND CYCLE) Third grade u#i! (r"gramme) Pr"0i)i"#a' di)!ri4u!i"# "- "#!e#!) U#i! 29 Our 4"die): ha#ge a#d m"0eme#! U#i! &9 The -i0e )e#)e) U#i! +9 C'a))i-yi#g a#ima') U#i! 89 P'a#!) U#i! ,9 <a!er "# !he Ear!h U#i! .9 La#d) a(e) U#i! /9 The Ear!h i# !he )"'ar )y)!em U#i! ;9 Ca# y"u )ee !he 'igh!= U#i! 19 Ma!!er a#d ma!eria' U#i! 239 Ma hi#e) U#i! 229 Li0i#g !"ge!her U#i! 2&9 P"(u'a!i"# U#i! 2+9 A! >"r? U#i! 289 Time a#d Hi)!"ry & & + , , . / 1 23 22 2, 2, 2. &3 &3 &2 &+ &8 &, &, &, &; +3 +& +, +; 82 8+ 8. 81 ,& ,, ,/ ,1
2 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
INTRODUCTION
Ge#era' (ri# i('e) The phase of Primary Edu a!i"# constitutes a fundamental period in the formation of the person. Boys and girls reach the maximum intellectual and social development in this phase, which will determine not only their future learning but many other vital elements. Furthermore, as it is situated within the broadest educational framework, it is necessary to relate its content both to the preceding phase as well as that of the subsequent phase, allowing a stable line of development and continuity. To these factors two more are added firstly, the fact that educational processes have to be in accordance with the guidelines emanating out of existing legislation, which at all times is responsible for guaranteeing that the school offers an adequate response to the demands of society! and secondly, the need to adapt educational pro"ects and curriculum to the educational institution9 #resent$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'"(me#!a' hara !eri)!i ) ")!ude#!), specifying appropriate ob"ectives. ) To clarify that this teaching does not limit the acquiring of knowledge, but proposes a "m(rehe#)i0e de0e'"(me#! "- )!ude#!)7 a(a i!ie) , in line with "m(e!e# eB4a)ed edu a!i"#. ) To provide students with an education that develops his*her personality and his*her mental and physical capacities, no matter what conditions exist (-" u)i#g "# di0er)i!y). ) T" -a i'i!a!e u#der)!a#di#g a#d "e@i)!e# 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 "m(rehe#)i"# +basic literacy,, -"reig# 'a#guage) +intercultural*cross cultural, and i#-"rma!i"# a#d "mmu#i a!i"# !e h#"'"gie) +basic digital culture,, as well as acquiring a series of values in relation to re)(e ! -"r "!her) +sensitivity and tolerance, and dem" ra!i "e@i)!e# e +solidarity,. ) To assure that e0a'ua!i"# ri!eria 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 areasC a global focus must take precedence as the main didactic principle in this educational level.
Social and Natural Sciences. Third grade (Primary Edu a!i"#) 2ll these considerations allow for proposing the organi&ation of the teaching$learning process in four categories of a(a i!ie): ?#">'edgeC which is the basis of thought and allows for the development of intelligenceD )?i'')C which allow students to be independent! de@!eri!ie)C which allow students to interact with their environment! 0a'ue)C 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 ! 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. Third grade (Primary Edu a!i"#) '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#!) )ig#i-i a#! '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. I! i) a !i0e a#d (ar!i i(a!i0e9 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. I! i) "mmu#i a!i0e9 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. I! i) m"!i0a!i#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. A!!e#!i"# !" di0er)i!y9 :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 ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) Pr"m"!e !eam>"r?9 2ssures equal relationships and provides guidelines on contrasting interests, collective decision making, group organisation, distribution of responsibilities and tasks, mutual assistance, etc. Ta?e i#!" a "u#! !he a4i'i!ie) !ha! "me i#!" ('ay 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. I! i) dire !ed a! g"a' a hie0eme#!9 '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) e!hi ) edu a!i"#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 !he E#g'i)h 'a#guage i# !he Social and Natural Sciences Pr"*e ! 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 ! Look and Think (O@-"rd Edu a iA#)
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. Trea!me#! "- r")) urri u'ar !heme) 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$based education To achieve (ea e-u' "e@i)!e# e, the methodology fosters a 'ear#i#g e#0ir"#me#! in the classroom in which relationships between one-s peers as well as with adults are made possible, based on mutual respect and personal responsibility to be able to put into practice conduct that contributes to achieving this end. /uch is the educational foundation for future free and responsible citi&ens in a democratic and "ust society. /olidarity and peaceful coexistence among people are values that are encompassed in this sphere. To be able to "0er "me !he u)e "- 0i"'e# e i# huma# re'a!i"#)hi() , a careful treatment of 'a#guage is used. 9ommunication makes up a privileged medium for experimenting within the school environment, where relationships and communication are based on personal and collective enrichment emanating from different points of view, and on arriving at consensus when the situation so requires through the recognition of shared values between the participants.
B Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) To guarantee re)(e ! -"r !he #a!ura' e#0ir"#me#! a#d 'i-e "# "ur ('a#e!, which includes, consequently, respect for all forms of life, a treatment of a>are#e)) "- #a!ura' )(a e is offered that develops respectful attitudes based on the understanding of the importance that its care has in the conserving of life on (arth. Anderlining the concept that human beings make up a part of those species that inhabit it, respect for life on the planet is equal to respect for our own lives. To achieve an appreciation of and interest for u'!ura' (a!rim"#y, understood as the common roots of humanity that have to be used, en"oyed and respected with a sense of shared responsibility, u'!ura' a#d ar!i)!i e@(re))i"#) from them are incorporated, with the ob"ective of their being analysed and interpreted critically as a part of our shared history. This educational sphere is directed, as well, with a clearly$defined intention towards the development of sensitivity and aesthetic sense. To avoid the ri)?) i# !ra0e''i#g ar"u#d inherent to our present way of life, r"ad )a-e!y edu a!i"# 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'-Be)!eem, 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 himEher)e'- and, through self$regulated strategies of conduct, develop his*her em"!i"#a' i#!e''ige# e. To promote re)(e !-u' a!!i!ude) 4a)ed "# 0a'ue) related to the consideration for huma# dig#i!y, the orientation that is followed encourages and revolves around a human concept that is #"#Bdi) rimi#a!"ry i# a#y "- i!) ("))i4'e )" ia'C )e@ua' "r a(a i!yB4a)ed e@(re))i"#), and favours equal opportunity. 2s a consequence of the values emanating from the recognition of human dignity, the integration of those 0a'ue) !ha! are i#here#! !" mu'!i u'!ura'i)m are included in a cross curricular way, with the intention of ma#agi#g "#-'i !) that, inevitably, mean for either person the birth of a concept of equality that overcomes differences. Tolerance and respect for personal and cultural differences are found between the pillars of this section. The school can be an especially sensitive social space, where the whole school community makes an effort to bring about the formation and interpretation of these differences in order to respond to the values of equality that are defended in our social environment social. To achieve an educational use of 'ei)ure !ime, alternatives are integrated to carry out activities for en"oying nature and cultural patrimony. 2lso reading is stimulated as a possibility that opens the doors to new knowledge and expectations, and new technologies are presented that serve as means for putting at one-s reach possibilities for personal enrichment. 2ll of these C Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) measures are added to the promotion of healthy consumer habits and the integration of initiatives that the surrounding institutions can offer for free time use. A!!e#!i"# !" di0er)i!y 'n the present educational context, attention to diversity means a personalised development of the education that each student needs. The reality of present$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 programme 9 =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 ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) #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 ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) 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. $a)i "m(e!e# e) a#d )u4 "m(e!e# e)
#reviously we have indicated which are the basic competences that make up our educational system, competences that by their own formulation are, inevitably, quite generic. 'f we want them to serve as a reference for educational activity and to demonstrate the real competence achieved by the student +in evaluation, for example,, we have to clarify them far more, breaking them down, always in relation with other elements from the curriculum. 'n what we call su$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 !hird grade, these subcompetences and the units in which they function are as follows $ASIC COMPETENCES E SU$COMPETENCES C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. 9ommunicate and dialogue with the ob"ective of establishing links and constructive relationships with the environment. (n"oy listening, reading and writing. 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. Ma!hema!i "m(e!e# e 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc. in real situations and in UNITS 2C &C +C 8C ,C .C /C ;C 1C 23C 22C 2&C 2+C 28 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2, %3, %6 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2, %3, %6 8, %%
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%2 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) simulations of daily life. 2pply reasoning strategies to solve problems and to obtain information.
B, C
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"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"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 the 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,. '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. Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# 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 multimedia,.
%D
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%, 2 B, C
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0rganise, relate, analyse and synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. S" ia' "m(e!e# e a#d i!iFe#)hi( #articipate actively and responsibly in group learning activities, respecting the group-s operating rules. =ave skills to participate fully and emotionally in civic life, which means building, accepting and practising social rules in agreement with democratic values, exercising rights, freedom, responsibilities and civic duties, and defending the rights of others. Cu'!ura' a#d ar!i)!i "m(e!e# e :emonstrate desire and will to develop aesthetic and creative skills, and demonstrate initiative, imagination and creativity to express through the use of artistic codes. Gnow the main techniques, resources and conventions of the different artistic expressions, as well as the most prominent works and representations of the cultural heritage. :evelop cooperative skills to contribute to the achievement of a final result, taking into account that cultural and artistic activities often imply group work. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# 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.
%, 2, 3, ?, %D, %%, %2
,C 22C 2&C 28 8, %%, %2 %%, %6
8C .C 28 ;
%6
%, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2, %3, %6 ;, %D, %3
6, B
: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 to similar situations and to different contexts. <egulate effort, self$assess and accept mistakes. 5earn from others and with others. C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e9 2ssess what is done and self$assess, draw conclusions and evaluate improvement possibilities. :emonstrate assertiveness and flexibility, as well as social skills to relate to others, cooperate and work in groups empathise with others, value othersideas, communicate and negotiate.
%, 3, 6, 8, ?, B, C, %%, %2, %6
2, %6 ? %% 2C &C +C .C /C ;C 1C 23C 22C 2&C 2+C 28 %, 2, 3, ;, ?, B, C, %D, %%, %2, %3, %6 %%
%; Pr"*e ! Look and Think (O@-"rd Edu a iA#)
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'ua!i"# "- !he edu a!i"#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 ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) programme, as well as curriculum development in relation to its adaptation to the educational needs of the institution and the students- specific characteristics. E0a'ua!i"# "- "m(e!e# 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)! C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"#
9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. 9ommunicate and dialogue with the ob"ective of establishing links and constructive relationships with the environment. (n"oy listening, reading and writing. 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
%INAL E5ALUATION
GLO$AL Ma!hema!i a' "m(e!e# e

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. 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.
%B Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) GLO$AL
%C Pr"*e ! Look and Think (O@-"rd Edu a iA#)
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd
2dequately perceive the physical space where life and human activity develop, both at a large scale and in the immediate surroundings. (xplain the influence that the presence of humans has on the physical world, including settlements, activities and modifications made to landscapes. <ecognise the importance of the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. :emonstrate critical thinking in the observation of reality, the analysis of informational and advertising messages, and the adoption of responsible consumer habits in daily life. Ase knowledge of the human body, nature and human interaction with nature to discuss the consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. 2pply autonomous healthy habits related to self care +nutrition, exercise, sleep1,. 'dentify relevant problems! perform direct and indirect observations, taking into account a theoretical frame of interpretation! ask questions! locate, obtain, analyse and represent quantitative and qualitative information! predict and identify available knowledge to answer scientific questions and communicate conclusions in different contexts.
GLO$AL Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# 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 multimedia,. 0rganise, relate, analyse and synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge.
GLO$AL
2D Pr"*e ! Look and Think (O@-"rd Edu a iA#)
S" ia' "m(e!e# e i!iFe#)hi(
a#d
#articipate actively and responsibly in group learning activities, respecting the group-s operating rules. =ave skills to participate fully and emotionally in civic life, which means building, accepting and practising social rules in agreement with democratic values, exercising rights, freedom, responsibilities and civic duties, and defending the rights of others.
GLO$AL Cu'!ura' a#d ar!i)!i "m(e!e# e

:emonstrate desire and will to develop aesthetic and creative skills, and demonstrate initiative, imagination and creativity to express through the use of artistic codes. Gnow the main techniques, resources and conventions of the different artistic expressions, as well as the most prominent works and representations of the cultural heritage. :evelop cooperative skills to contribute to the achievement of a final result, taking into account that cultural and artistic activities often imply group work.
GLO$AL C"m(e!e# e i# 'ear#i#g h"> !" 'ear#

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 to similar situations and to different contexts.
2% Pr"*e ! Look and Think (O@-"rd Edu a iA#)
<egulate effort, self$assess and accept mistakes. 5earn from others and with others.
GLO$AL C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e9

2ssess what is done and self$assess, draw conclusions and evaluate improvement possibilities. :emonstrate assertiveness and flexibility, as well as social skills to relate to others, cooperate and work in groups empathise with others, value othersideas, communicate and negotiate.
GLO$AL
MATERIALS THAT MA6E UP THE PROJECT LOOK AND THINK O% 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 S!ude#!7) $""? 'n all units, the book maintains the same structure Pre)e#!a!i"# "- !he u#i! $ 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'"(me#! $ 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. %i#a' a !i0i!ie) $ 'n this section a variety of proposals are offered that are directed at focusing on knowledge that students have acquired throughout the unit. Re0ie> a#d Pr"*e !) $ For finishing each trimester and to review all that has been learned in it. A !i0i!ie) e@er i)e 4""? 0rganised using the same unit structure as the Student&s 'ook +%6 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.
Social and Natural Sciences. Third grade (Primary Edu a!i"#) TEACHER7S MATERIALS Tea her7) 4""? The Teacher-s book is very helpful for the teacher-s classroom work. 't includes the following sections Lega' -rame>"r?9 Li)! "- ma!eria') of the pro"ect Look and Think. (xplanation of the me!h"d"'"gy applied in Social and Natural Sciences( 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 !i u#i!)9 These include the didactic resources necessary to work on each unit of the )u%il&s $ook - Pr"gramme and the 4a)i "m(e!e# e) developed in the unit. - 5" a4u'ary and 'a#guage )!ru !ure). - 5ist of -'a)h ard) and "# e(! ard)9 - The "rga#i)a!i"# of the contents and suggested use of the teaching materials. - 5ist of ma!eria')C from the pro"ect and others provided by the teacher, necessary for some activities9 - 7umerous )ugge)!i"#) and re "mme#da!i"#) to apply in the classroom. - Re-ere# e) !" Ideas bank in distinct moments of the teaching$ learning process. <eproduction of mura') along with fun suggestions to work on in the classroom.
Tea her7) CD The teacher-s 9: provides numerous printable and presentable Re)"ur e), a Te)! ge#era!"rC 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"gramme and C"#!e#! can be downloaded, according to the different autonomous communities. RESOURCES Apon choosing this option, the application displays all the mu'!imedia resources and printouts associated with the unit, a content section or a trimester. Mu'!imedia Re)"ur 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 26 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) 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 %'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. <"r?)hee!) +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 eme#! +re0i)i"#, and e@!e#)i"# a !i0i!ie) for the unit. Te)!)9 (valuations available in %df and +ord format. Two tests are proposed (Te)! A a#d $) with two levels of difficulty per unit. 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 rea!e !e)!) 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"gramme 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 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. 28 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
CLASSROOM MATERIAL P")!er) 'n the posters the principal contents of the course are presented in a way that can be dealt with through images. Mura') Four murals present the main course contents that can be addressed using images.
2; Pr"*e ! Look and Think (O@-"rd Edu a iA#)
THIRD GRADE PROGRAMME (SECOND CYCLE)
2? Pr"*e ! Look and Think (O@-"rd Edu a iA#)
THIRD GRADE UNIT PROGRAMMES

Below, the programme for each one of the %6 teaching units is completely developed in which the contents for this third 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 O% CONTENTS The provisional distribution initially anticipated for the development of the %6 units in which the grade has been organised, in accordance with teaching materials used and the academic load assigned, is the following First evaluation units % to 8 /econd evaluation units ; to %D Third evaluation units %% to %6
UNIT 2
OUR $ODIES: CHANGE AND MO5EMENT

O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. 7ame healthy habits. 'dentify the 6 stages of human life. <ecognise the characteristics of each of the stages of human life. 'dentify and define the elements of the locomotor system. :istinguish the bones of the human skeleton. 5ist the ma"or muscles of the human body. 'dentify the muscles and bones that allow movement of the body. (valuate the importance of physical exercise for health care.
CONTENTS The universe and its components. =ealthy and unhealthy habits. /tages of human life childhood, adolescence, adulthood and old age. 9haracteristics of each one of them. The locomotor system bones, muscles and "oints. Functions. Bones and "oints. 4uscles of different body parts. 4ovements of our body contract and relax muscles. 9are of our locomotor system physical exercise. :istinguishing between healthy and unhealthy habits. 9haracteri&ation of the different stages of human life. 'dentifying the different bones and muscles and their location in the human body. 2B Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) 9lassification of individual bones and muscles according to different body parts +head, trunk and limbs,. :rawing pictures of the different bones, muscles and movements of the locomotor system. #ractising stretching and contracting exercises of muscles of the limbs. (valuation of measures that benefit the care of the locomotor system and implementation of each one of them.
ASSESSMENT CRITERIA %. #resent orally habits that are good for health and habits that are not. 2. :istinguish the different stages of human life and the characteristics of each one. 3. 5ist orally the various elements of the locomotor system. 6. :efine what are bones, muscles and "oints of our body for. 8. 5ocate the ma"or bones and muscles in drawings and illustrations of the human body. ;. 9lassify bones and muscles according to the body part to which they belong. ?. 4ake drawings of bones and muscles of different body parts. B. #ractice the movements of contracting and relaxing muscles of the arms and legs. C. #articipate in activities of review and revision of vocabulary related to the unit. %D. (xplain, in a simple manner, the actions that are good to take care of our locomotor system and the actions that are not. %%. (valuate as a class the importance of exercise and sport for our health care. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
$ASIC COMPETENCES E SU$COMPETENCES ASSESSMENT CRITERIA ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# (G) 9ommunicate, verbally and in %, 3, 6, C, %D writing, simple messages. Ase specific vocabulary from %, 2, 3, 6, 8, ;, each area as an instrument ?, B, C, %D, %% for language enrichment. #rocess information from oral %, 2, 3, 6, 8, ;, and written sources. ?, B, C, %D, %%
2ll 2ll 2ll
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd Ase knowledge of the human %, 2, 3, 6, 8, ;, p. ; 2% * p. C 22 * body, nature and human ?, B, C, %D, %% p. %% 22, 23 * p. %3 22, 23 * interaction with nature to p. %; 2%, 22 * discuss the consequences of p. %? 2%, 22, 23 different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. 2pply autonomous healthy %, B, %D, %% p. ; 2% * p. %8 22, 23 habits related to self care +nutrition, exercise, sleep1,.
2C Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# e 0rganise, relate, analyse and ;, ? synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# :evelop skills to obtain 2, 3, 8, ;, %D, %% information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e 2ssess what is done and self$ C assess, draw conclusions and evaluate improvement possibilities. 2 2ctivity
p. %% 22 * p. %; 2%, 22 * p. %? 22
p. C 26 * p. %% 22, 26 * p. %3 28 * p. %8 26 * p. %; 2%, 22 * p. %? 22
p. C 26 * p. %% 26 * p. %3 28 * p. %8 26
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. Third grade (Primary Edu a!i"#) UNIT &
THE %I5E SENSES

O$JECTI5ES %. 2. 3. 6. 8. ;. ?. 'dentify the five senses. 5ist the different sense organs. Gnow what the nervous system is for and of which parts it is made up. Anderstand how the five senses work. <ecognise the characterisitics of the sense organs and the way they work. 'ndicate actions for caring for the five senses. (valuate the importance of the proper functioning of the senses.
CONTENTS /ense organs eyes, ears, nose, tongue and skin. The senses sight, hearing, taste, smell and touch. The nervous system what it is for and how it works. #arts of the nervous system +brain, spinal cord and nerves,. /ight the eyes and their function. =ow the sense of sight works. Face elements that protect the eyes. =earing the ears and their function. #arts of the ear +outer ear, middle ear and inner ear,. =ow the sense of hearing works. /mell the nose and its function. =ow the sense of smell works. Touch the skin and its function. =ow the sense of touch works. 9are of the sense organs. 2ctions to protect them. 'dentifying the sense organs. 5isting the five senses. <ecognising the importance of the nervous system. :istinguishing the parts that make up the nervous system. <ecognising the characteristics of the five senses, their functions, their parts and the way they work. (valuation of the importance of caring and protecting the sense organs. 'dentification of the actions that are good for caring for the sense organs.
ASSESSMENT CRITERIA %. 7ame orally the five senses. 2. <elate each sense to the corresponding organ. 3. :efine what the nervous system is for. 6. :istinguish the parts that make up the nervous system and present them. 8. <elate each sense organ to the functions they perform. ;. :istinguish characteristics of each of the five senses. ?. <ecognise the way each sense works. B. :raw pictures of each of the sense organs and the parts that make them up. C. #articipate in activities of review and revision of vocabulary related to the unit. %D. <ecognise actions that allow caring and protecting each one of the senses and put them into practice. 3% Pr"*e ! Look and Think (O@-"rd Edu a iA#)
$ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES

C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# (G) 9ommunicate, verbally and in %, 3, 6, %D writing, simple messages. Ase specific vocabulary from %, 2, 3, 6, 8, ;, ?, B, C, %D each area as an instrument for language enrichment. #rocess information from oral %, 2, 3, 6, 8, ;, ?, B, C, %D and written sources.
2ll 2ll 2ll
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd Ase knowledge of the human %, 2, 3, 6, 8, ;, ?, B, C, %D p. %B 2%, 22 * p. 2% 22 * p. body, nature and human 23 22, 23 * p. 28 22, 23 * p. interaction with nature to 2B 2% * p. 2C 2%, 22 discuss the 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 %D p. 2? 22, 23 habits related to self care +nutrition, exercise, sleep1,. Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# e 0rganise, relate, analyse and 2, 6, 8, ;, ? synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# 2pply new knowledge and skills to similar situations and to different contexts. ?, B, %D p. 2% 22 * p. 23 23 * p. 2? 23 * p. 2B 2%, 22 * p. 2C 2%, 22
p. %B 22 * p. 2% 23, 26 * p. 23 26 * p. 28 22, 23, 26 * p. 2? 23, 26 * p. 2B 2% * p. 2C 2%, 22, 23 p. %B 22 * p. 2% 26 * p. 23 26 * p. 28 26 * p. 2? 26 * p. 2C 23
C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e 2ssess what is done and self$ C assess, draw conclusions and evaluate improvement possibilities. 2 2ctivity
Social and Natural Sciences. Third grade (Primary Edu a!i"#) UNIT +
CLASSI%YING ANIMALS
O$JECTI5ES %. 2. 3. 6. 8. ;. ?. :istinguish vertebrates and invertebrates. 'dentify characteristics of vertebrates. 9lassify vertebrates. 'dentify characteristics of invertebrates. 9lassify invertebrates. :istinguish characteristics of vertebrates and invertebrates. <ecognise the importance of animals on (arth life and human life.
CONTENTS @ertebrates examples. 9haracteristics their body, diet and way of reproduction. 9lassification of vertebrates groups +fish, amphibians, reptiles, birds and mammals,. 9haracteristics of each group. 'nvertebrates examples. 9haracteristics their body, diet and way of reproduction. 9lassification of invertebrates groups +molluscs, arthropods, worms, "ellyfish, sponges and starfish,. (valuation, as a class, of the role of animals in life on (arth and, in particular, on human life. 5isting of examples of vertebrates and invertebrates. <ecognising differences between vertebrates and invertebrates. #resentation, in a simple manner, of some of the characteristics of vertebrates. <ecognising characteristics of each of the vertebrate groups. 5isting of examples of animals, according to the vertebrate group they belong to +fish, amphibians, reptiles, birds and mammals,. #resentation, in a simple manner, of some of the characteristics of invertebrates. 5isting of examples of invertebrate groups and their characteristics. (valuation of the need to respect the natural habitat of different animal groups.
ASSESSMENT CRITERIA %. 5ist examples of vertebrates. 2. 'dentify body characteristics of vertebrates. 3. :istinguish types of diet and ways of reproduction of vertebrates and relate them to particular examples of animals. 6. /tate vertebrate groups and distinguish their main characteristics. 8. 5ink examples of vertebrates to the classification group they belong to. ;. 5ist examples of invertebrates. ?. 'dentify body characteristics of invertebrates. B. :istinguish types of diet and ways of reproduction of different invertebrates. C. /tate invertebrate groups and distinguish their main characteristics. 33 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) %D. #articipate in activities of review and revision of vocabulary related to the unit. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# (G) 9ommunicate, verbally and in %, 6, ;, C, %D writing, simple messages. Ase specific vocabulary from %, 2, 3, 6, 8, ;, ?, B, C, %D each area as an instrument for language enrichment. #rocess information from oral %, 2, 3, 6, 8, ;, ?, B, C, %D and written sources.
2ll 2ll 2ll
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd Ase knowledge of the human %, 2, 3, 6, 8, ;, ?, B, C %D p. 33 22, 23 * p. 38 22 * body, nature and human p. 3? 22, 23 * p. 3C 22 * interaction with nature to p. 6D 2%, 22 * discuss the consequences of p. 6% 2%, 22, 23 different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# e 0rganise, relate, analyse and 2, 3, 6, 8, B, C synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# :evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 3, 6, 8, B, C p. 33 26 * p. 38 22, 26 * p. 3? 26 * p. 3C 23 * p. 6D 2%, 22 * p. 6% 23
p. 38 22 * p. 6D 2%, 22 * p. 6% 23
C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e 2ssess what is done and self$ %D assess, draw conclusions and evaluate improvement possibilities. 2 2ctivity
p. 33 26 * p. 38 23 * p. 3? 26 * p. 3C 23
Social and Natural Sciences. Third grade (Primary Edu a!i"#) UNIT 8
PLANTS
O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. 'dentify some common characteristics of all plants. <ecognise and identify each part of the plant and its functions. :istinguish different types of plants based on their stem. <ecognise and identify the different parts of the flower and their functions. :istinguish the fruits of some plants. <ecognise different trees based on the type of leaves. 'dentify some of the ways human beings use plants. (valuate the importance of plants for life on our planet.
CONTENTS #lants. Their importance to life on (arth and to human beings. 9haracteristics of plants. #arts of a plant roots, stem, leaves and flowers. 9haracteristics of each one of them. :ifferent types of roots, stems and leaves. Flowers. #arts of a flower characteristics of each. <eproduction system of flowers. #lant classification. Types of plants based on their stem tree, bush and grass. Types of trees. :ifferent uses of plants +food, building material, medicines, perfume,. 'dentification of the common characteristics of all plants. <ecognising each part of a plant and its function. 9lassification of plants based on their stem. #ractising the new vocabulary from the unit. :istinguishing different types of leaves based on their shape and edge. <ecognising each part of a flower and its function. 9lassification of the fruits of a plant. 'dentification and classification of the different types of plants. <ecognising and classifying types of trees based on the types of leaves and how long they stay on the tree. (valuation of the different ways human beings use plants. <ecognising the importance of plants for life on our planet.
ASSESSMENT CRITERIA %. 5ist the common characteristics of all plants. 2. #oint out the main parts of the plant, name them and explain, in a simple manner, their functions. 3. :istinguish and classify different types of plants based on their stem. 6. :escribe the shape and edge of different types of leaves. 8. #oint out the different parts of the flower, name them and explain, in a simple manner, their functions. 38 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) ;. :istinguish and classify the types of fruits of a plant. ?. <ecognise and classify types of plants as trees, bushes or grasses. B. :istinguish evergreen trees from deciduous trees. C. :escribe different ways human beings use plants. %D. #resent some of the benefits and advantages that plants provide to human beings and to life on (arth. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# (G) 9ommunicate, verbally and in %, 2, 6, 8, C, %D writing, simple messages. Ase specific vocabulary from %, 2, 3, 6, 8, ;, ?, B, C, %D each area as an instrument for language enrichment. Find information in different %D media +printed and computerised, using collected data to do pro"ects related to different areas. #rocess information from oral 2, 8, ?, %D and written sources.
p. 83 22, 23 p. 68 2% * p. 6? 23 p. 8% 26
p. 68 %, 6 * p. 6? 2%, 26 * p. 6C 2%, 26 * p. 8% 2%, 26 * p. 83 2%
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd 2dequately perceive the %, 2, 3, 6, 8, ;, ?, B, C, %D p. 62 2%, 22 physical space where life and human activity develop, both at a large scale and in the immediate surroundings. <ecognise the importance of C, %D p. 8% 2%, 22, 23, 26 the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. Cu'!ura' a#d ar!i)!i "m(e!e# e :evelop cooperative skills to contribute to the achievement of a final result, taking into account that cultural and artistic activities often imply group work. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# :evelop the habit of asking questions, identifying and managing the array of possible answers for similar situations by using different strategies and methodologies. 6, %D p. 8% 26
2, 8, ?
p. 82 2% * p. 83 2%, 22, 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. 2 2ctivity
C, %D
p. 82 2% * p. 2%, 23
Social and Natural Sciences. Third grade (Primary Edu a!i"#) UNIT ,
<ATER ON THE EARTH

O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. <ecognise what water is and its elements. 'ndicate the different uses of water. 'dentify the three states of water. <ecognise the way water changes state. Anderstand the water cycle. 'ndicate the sources of water of the planet. 'dentify measures to protect the water on our planet. (valuate the importance of water for life on our planet.
CONTENTS The water on the planet. 2 common good that we need to care for. :ifferent uses of water. /tates of water liquid, solid and gas, and their characteristics. 9hanges in the state of water free&e, melt, condense and evaporate, and their characteristics. The water cycle. Fresh water on the planet lakes, ponds, rivers and groundwater. <ivers. :ifferent parts of a river and their characteristics. /alt water on the planet seas and oceans. 'dentification of the water elements. Hiving examples of the different uses of water by humans. (xplanation of the different states of water and their characteristics. 4aking a simple diagram to explain the changes that water can undergo. /earch images corresponding to the different states of water. 4aking pictures to explain in a simple manner the three stages of the water cycle on the planet. :istinguishing rivers, lakes, groundwater, seas, and oceans based on their characteristics. 'dentification of sources of fresh water and salt water in a nearby natural environment. (valuation in group of the measures needed to care for the water on the planet and to rationali&e its consumption. <ecognising the importance of water for life on our planet.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. :efine water and name its elements. 5ist the different ways we use water. :escribe the three states of water. (xplain the water cycle sequence by making pictures. 7ame and describe the location of fresh water on the planet. 7ame and describe the location of salt water on the planet. 3B Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) ?. 5ist and describe the different parts of a river. B. :istinguish groundwater, lakes and ponds. C. (xplain how liquid water turns into ice and vice versa. %D. (xplain how liquid water turns into water vapour. %%. 2ssociate places on the planet with water +rivers, seas, lakes, air, snow, iceberg, with its corresponding state +liquid, solid or gas,. %2. :iscuss the importance of water on our planet and measures to protect it. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
$ASIC COMPETENCES E SU$COMPETENCES ASSESSMENT CRITERIA a!i"# (G) %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 %2 ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. 9ommunicate and dialogue with the ob"ective of establishing links and constructive relationships with the environment. #rocess information from oral and written sources. Ma!hema!i a' "m(e!e# e 'nterpret information from different types of graphs and simple numerical word problems of daily life.
2ll 2ll p. ;D 2%
%, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 6
2ll
p. ?% 22
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd 2dequately perceive the 6, 8, ;, ?, B, %%, %2 p. ;D 2% * p. ;3 22, 23 * p. physical space where life and ;8 22 * p ;? 22 * p. ;C 22, human activity develop, both 23 * p. ?D 22 * p. ?% 22, 23 at a large scale and in the immediate surroundings. <ecognise the importance of %2 p. ;D 2% the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. S" ia' "m(e!e# e a#d i!iFe#)hi( #articipate actively and responsibly in group learning activities, respecting the group-s operating rules. %2 p. ;D 2%
C"m(e!e# e i# 'ear#i#g h"> !" 'ear# :evelop skills to obtain 6, 8, ;, ?, C, %D, %2 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% * p. ;3 22 * p. ;? 22, 23 * p. ?D 2% * p. ?% 22, 23
Social and Natural Sciences. Third grade (Primary Edu a!i"#) UNIT .
LANDSCAPES
O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. C. 'dentify different types of landscapes. <ecognise the elements of a landscape. Anderstand the causes that produce changes in a landscape. (valuate the consequences of human activity in a landscape. 'dentify types of inland landscapes. 'ndicate the characteristics of mountain landscapes. :istinguish different types of flat landscapes. 'dentify the geographic features of coastal landscapes. :efine the cardinal points.
CONTENTS 5andscapes a natural resource we need to protect. Types of landscapes inland and coastal. Flat and mountain landscapes. (lements of a landscape natural elements and human elements. 9hanges in the landscape. 9auses due to natural phenomena and due to human activity. 9onsequences of human activity on landscapes. 'nland landscapes characteristics. Types mountain landscapes and flat landscapes. 9oastal landscapes characteristics. 9oastal geographical features. 9ardinal points. #oints during the day. #oints at night. The compass. <ecognising measures to protect natural landscapes. :istinguishing between natural and human elements of a landscape. /tating, in a simple manner, the different causes that produce changes in a landscape. 'dentification and description of inland landscapes. 5isting and distinguishing coastal geographical features. <ecognising the consequences of human activity on landscapes.
ASSESSMENT CRITERIA %. :raw different types of landscapes and their typical elements +inland$coastal, mountain$flat,. 2. 7ame elements of a landscape and classify them as natural or human elements. 3. /tate the consequences human activity can have on landscapes. 6. <eflect, as a group, on the importance of protecting landscapes as our natural resources and heritage. 8. 5ist phenomena that produce changes in landscapes and distinguish whether they are produced by natural causes or by human activity. ;. :istinguish types of inland landscapes. ?. :escribe a mountain landscape and indicate its typical elements. 6% Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) B. :istinguish between a plain, a plateau and a depression. C. 5ocate and describe the geographic features of coastal landscapes. %D. (xplain how to locate the cardinal points during the day and at night. %%. 5isten, read and understand written and oral messages related to the unit. %2. #articipate in review and evaluation activities of the unit contents. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# (G) 9ommunicate, verbally and in 2, 3, 6, 8, ?, C, %D, %%, %2 writing, simple messages. Ase specific vocabulary from %, 2, 3, 6, 8, ;, ?, each area as an instrument B, C, %D, %%, %2 for language enrichment. (n"oy listening, reading and %%, %2 writing. #rocess information from oral and written sources. %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2
2ll 2ll p. ?8 2%, 22 * p. ?? 2%, 22 * p. ?C 2%, 22 * p. B% 2%, 22 * p. B2 2%, 22 * p. B3 2% 2ll
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd 2dequately perceive the %, 2, 3, 6, 8, ;, ?, B, C, %D p. ?8 22, 23 * p. ?? 22 * ?C physical space where life and 26 * B% 22, 23 * human activity develop, both p. B2 2%, 22 * p. B3 22, 23 at a large scale and in the immediate surroundings. (xplain the influence that the 3, 6, 8 p. ?2 2%, 22 presence of humans has on the physical world, including settlements, activities and modifications made to landscapes. Cu'!ura' a#d ar!i)!i "m(e!e# e :emonstrate desire and will to develop aesthetic and creative skills, and demonstrate initiative, imagination and creativity to express through the use of artistic codes. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# 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, % p. ?? 23 * p. B3 22
%2
p. B% 22, 23 * p. B2 2%, 22 * p. B3 22, 23

selecting and processing information, including technological resources to obtain maximum and personalised performance. C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e 2ssess what is done and self$ %2 assess, draw conclusions and evaluate improvement possibilities. 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. ?8 26 * p. ?? 26 * p. ?C 28 * p. B% 26
Social and Natural Sciences. Third grade (Primary Edu a!i"#) UNIT /
THE EARTH IN THE SOLAR SYSTEM

O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. :efine what the (arth is. 'dentify the parts of the (arth. <ecognise different representations of the (arth. Anderstand what the imaginary lines of the (arth are. :efine the universe and the solar system. 'dentify the (arth-s movements and their consequences. <ecognise the 4oon-s movements and their consequences. Anderstand the phases of the 4oon.
CONTENTS The (arth the planet where we live. #arts of the (arth atmosphere, hydrosphere y lithosphere. (arth-s representations a globe and a world map. The imaginary lines of the (arth the (quator. 7orthern and /outhern =emisphere. The (arth and the universe. The solar system the /un, the planets and their satellites. The movements of the (arth. <otation and its characteristics. <evolution and its characteristics. The movements of the 4oon. <otation and its characteristics. <evolution and its characteristics. The phases of the 4oon. (valuation of the importance of caring for and protecting the water and air of our planet. :escription of the three parts of the planet atmosphere, hydrosphere y lithosphere. 5ocating the three parts of the (arth on a picture of a globe. Anderstanding of the two representations of the (arth a globe and a map. :istinguishing the planet-s 7orthern and /outhern =emispheres. :escription of the solar system and its main elements the /un and the planets. :istinguishing the (arth-s movements and describing them. :istinguishing the 4oon-s movements and describing them. :istinguishing the different phases of the 4oon and describing the reason that causes them.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. ?. (xplain what the (arth is and why we need to protect it. :escribe the different parts of the (arth. (xplain what a globe is and its use. (xplain what a world map is and draw it. (xplain what the imaginary lines are and their use. :istinguish the 7orthern and /outhern =emispheres. :escribe the universe and the solar system, and their elements. 66 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) B. :istinguish and explain the two (arth movements and their consequences. C. :raw the movement of revolution of the (arth within the solar system. %D. (xplain the different phases of the 4oon. %%. 5isten, read and understand written and oral messages related to the unit. %2. /earch and select images of the (arth and other planets and stars of the solar system. %3. #articipate in review and evaluation activities of the unit contents. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# (G) 9ommunicate, verbally and in %, 2, 3, 6, 8, ?, B, %D, %2 writing, simple messages. Ase specific vocabulary from %, 2, 3, 6, 8, ;, ?, each area as an instrument B, C, %D, %%, %2, %3 for language enrichment. #rocess information from oral %%, %2, %3 and written sources.
2ll 2ll 2ll
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd 2dequately perceive the %, 2, 3, 6, 8, ;, ?, B, C, %D p. B6 2%, 22 * p. B? 23, 26 * physical space where life and p. BC 22, 23 * p. C% 22, 23 * human activity develop, both p. C3 22, 23, 26 * at a large scale and in the p. C6 2%, 22 * p. C8 22, 23 immediate surroundings. Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# e 0rganise, relate, analyse and %%, %2, %3 synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# :evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. <egulate effort, self$assess and accept mistakes. %2 p. C% 26 * p. C3 26 * p. C6 2%, 22
p. B? 26 * p. C% 26 * p. C6 2% * p. C8 23
%3
p. BC 26 * p. C% 26 * p. C3 28 p. BC 26 * p. C% 26 * p. C3 28
C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e 2ssess what is done and self$ %3 assess, draw conclusions and evaluate improvement possibilities. 2 2ctivity

2ll 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. Third grade (Primary Edu a!i"#) UNIT ;
CAN YOU SEE THE LIGHT=

O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. :efine what light is. 'dentify characteristics of light. <ecognise types of light. Anderstand how light travels through ob"ects. <ecognise how some ob"ects produce light and others do not. 'dentify how and why light dispersion happens. :istinguish primary and secondary colours. (valuate the need to save energy to care for the environment.
CONTENTS 5ight characteristics. Types of light. 0b"ects that produce light +/un, electric light, candle flame, television screen, etc.,. 5ight travelling through ob"ects transparent, opaque and translucent ob"ects. 9hanges in light direction light reflection and refraction. >hite light dispersion. 9olours. 9aring for the environment saving energy. :escription of the three characteristics of light. 'dentification of types of light. :istinguishing ob"ects that produce light from ob"ects that do not produce it. Hiving examples of ob"ects that produce light. :istinguishing transparent, opaque and translucent ob"ects. :istinguishing reflection and refraction. (xplaining what happens when light travels through a transparent prism. 'dentification of the primary colours. (xplanation of how secondary colours are made. (valuation of the importance of caring for the environment by consuming light in a responsible manner.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. ?. (xplain what light is. :escribe characteristics of light. /tate the types of light, indicating examples of each type. :istinguish ob"ects that produce light from ob"ects that do not. 7ame ob"ects that produce light. /tate the differences between transparent, opaque and translucent ob"ects. 4ake a list of ob"ects and classify them based on being transparent, opaque or translucent. B. :istinguish light reflection and refraction.
Social and Natural Sciences. Third grade (Primary Edu a!i"#) C. #erform, in pairs, different experiments to investigate the behaviour of light on different ob"ects, in front of a mirror, when changing the medium1 and reflect on the conclusions reached. %D. 4ake combinations of primary colours and state the results. %%. (xplain, in a simple manner, what light dispersion is and indicate how it is produced. %2. 5isten, read and understand written and oral messages related to the unit. %3. #articipate in review and evaluation activities of the unit contents. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
$ASIC COMPETENCES E SU$COMPETENCES ASSESSMENT CRITERIA a!i"# (G) %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2, %3 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2, %3 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2, %3 C, %D, %% ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i 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. Ma!hema!i a' "m(e!e# e 2pply reasoning strategies to solve problems and to obtain information.
2ll 2ll 2ll
p. %D3 23 * p. %D? 23
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd 'dentify relevant problems! C, %D, %% p. C; 2%, 22 * p. CC 22, 26 * perform direct and indirect p. %D% 22 * p. %D3 22, 23 * observations, taking into p. %D8 22, 23 * account a theoretical frame of p. %D; 2%, 22 * interpretation! ask questions! p. %D? 2%, 23 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"m(e!e# e i# 'ear#i#g h"> !" 'ear# :evelop the habit of asking 3, ;, C, %D, %% questions, identifying and managing the array of possible answers for similar situations by using different strategies and methodologies. p. C; 22 * p. CC 26 * p. %D3 23 * p. %D8 22, 23 * p. %D; 2%, 22 * p. %D? 2%, 22, 23
6B Pr"*e ! Look and Think (O@-"rd Edu a iA#)
:evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience.
%3
p. C; 2%, 22 * p. CC 22, 26 * p. %D% 22 * p. %D3 22, 23 * p. %D8 22, 23 * p. %D; 2%, 22 * p. %D? 2%, 22, 23
p. CC 28 * p. %D% 23 * p. %D3 26
MATTER AND MATERIAL

O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. :efine matter. 'dentify states of matter. :ifferentiate mass and volume. :istinguish physical and chemical changes of matter. 'dentify types of mixtures. Anderstand what a mixture is and how to separate it. 'ndicate different types of materials. (valuate the importance of recycling different types of materials.
CONTENTS 4atter characteristics. Types of states of matter liquid, solid and gas. 4ass and volume of ob"ects. 9hanges of matter physical changes and chemical changes +rusting, burning, fermenting and rotting,. 4ixtures of materials. Types homogeneous and heterogeneous mixtures. >ays of separating mixtures evaporation and filtration. 4aterial definition and characteristics. Types of materials natural and artificial. #rocess of transformation of materials. <ecycling. #rotecting the environment dangerous substances. 'dentification and description of types of states of matter. :istinguishing mass and volume of an ob"ect. :escription of the types of changes that ob"ects undergo. :istinguishing the different physical changes of ob"ects. <ecognising the types of chemical changes that ob"ects undergo. <elating ob"ects and their state of matter. Hiving examples of different types of mixtures. :escription of ways of separating mixtures. Hiving examples of natural materials of vegetable, animal and mineral origin. (valuation of the importance of recycling materials and protecting the environment from the use of dangerous substances.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. (xplain what matter is. :escribe the three states of matter. (xplain, in a simple manner, what the mass and volume of an ob"ect are. /tate the differences between physical and chemical changes of matter. :escribe how physical changes of matter are produced. :istinguish how different chemical changes of matter +rusting, burning, fermenting and rotting, are produced. ?. (xplain the different types of mixtures. B. :istinguish the processes of evaporation and filtration. 8D Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) C. /tate the differences between natural and artificial materials and indicate examples. %D. 4ake a list of natural materials and classify them based on origin +vegetable, animal or mineral,. %%. (xplain the purpose of recycling materials. %2. #articipate in review and evaluation activities of the unit contents. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# (G) 9ommunicate, verbally and in %, 2, 3, 6, 8, ;, ?, writing, simple messages. B, C, %D, %%, %2 Ase specific vocabulary from %, 2, 3, 6, 8, ;, ?, each area as an instrument B, C, %D, %%, %2 for language enrichment. #rocess information from oral %2 and written sources.
2ll 2ll p. %DB 2%, 22 * p. %%% 2%, 22 * p. %%3 2%, 22 * p. %%8 2%, 22 * p. %%? 2%, 22, 23 * p. %%B 2%, 22 p. %DB 22 * p. %%8 23
Ma!hema!i a' "m(e!e# e 2pply reasoning strategies to solve problems and to obtain information.
8, ;, %%
C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd 'dentify relevant problems! 2, 3, 8, ;, ?, B, %% perform direct and indirect observations, taking into account a theoretical frame of interpretation! ask questions! locate, obtain, analyse and represent quantitative and qualitative information! predict and identify available knowledge to answer scientific questions and communicate conclusions in different contexts. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# :evelop skills to obtain 3, 8, ;, B, %% information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience.
p. %DB 2%, 22 * p. %%% 22, 23 * p. %%8 22, 23 * p. %%? 22, 23 * p. %%C 23
p. %DB 22 * p. %%% 23 * p. %%3 22 * p. %%8 22, 23 * p. %%? 22 * p. %%B 2%, 22 * p. %%C 23
8% Pr"*e ! Look and Think (O@-"rd Edu a iA#)
p. %%% 26 * p. %%3 23 * p. %%8 26 * p. %%? 26
MACHINES
O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. 'dentify characteristics of machines. 'dentify types of machines. <ecognise how machines work. :istinguish machines from different time periods in history. 5ist applications and uses of machines. <ecognise tools from different professions. 'dentify machines that require special handling when used. Anderstand the need to follow safety rules when using machines.
CONTENTS 4achines characteristics. Types of machines simple and complex. =ow machines work human or animal energy, electrical energy and fuel. The evolution of machines throughout history the /tone 2ge, medieval times, the 2ge of :iscovery and our times. Ases and applications of machines and tools. #rofessions and tools. :angerous machines. /afety rules. :escription of the characteristics of machines. :istinguishing simple and complex machines. 'dentification of the energy sources of different machines. :escription of how machines work. 9lassification of machines or tools according to the time period in history. :escription of the different uses and applications of machines. <elating machines and tools to different professions. (valuation of the importance of following safety rules when using dangerous machines.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. ?. #rovide examples of machines by observing the surroundings. :escribe characteristics of machines. (xplain how machines work by using a practical example. /tate the differences between a simple and a complex machine. >rite names of simple and complex machines. 9lassify examples of machines based on the type of energy they need to work. /earch for information, in groups, on machines used during different time periods in history. B. <elate machines to daily uses +to do housework, to communicate, to move from place to place, to en"oy our free time,. C. 9lassify machines and tools according to the professions that use them. %D. (xplain why some machines can be dangerous and the safety rules to be followed when using them. %%. 5isten, read and understand written and oral messages related to the unit. 83 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) %2. #articipate in review and evaluation activities of the unit contents. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
$ASIC COMPETENCES E SU$COMPETENCES ASSESSMENT CRITERIA a!i"# (G) %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 ? ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i 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. Ma!hema!i a' "m(e!e# e Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information.
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Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# 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 multimedia,. 0rganise, relate, analyse and 3, 6, ;, ?, B, C, %D synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# Ase the help of different %, 3, ;, ?, 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 information, including technological resources to obtain maximum and
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p. %2C 26 * p. %3% 26 * p. %33 26 * p. %3; 2% * p. %3? 22
p. %2; 22 * p. %2C 22, 23 * p. %3% 22, 23 * p. %33 23 * p. %3; 2%, 22 * p. %3? 22

personalised performance.
C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e 2ssess what is done and self$ %%, %2 assess, draw conclusions and evaluate improvement possibilities. 2 2ctivity
p. %2C 26 * p. %3% 26 * p. %33 26
LI5ING TOGETHER
O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. Anderstand different groups of people in society. 'dentify characteristics of contemporary families. <ecognise the role of contemporary schools. (ncourage the following of rules at home, school, with friends and neighbours. 5ist public services of a community. 'dentify "obs of public service workers in a community. 5earn to interpret a simple map or plan. Anderstand the election process of mayors and councillors of a community.
CONTENTS Families in contemporary society. /tructure. 2ssuming responsibilities. /chools and school communities. /chool activities. Following and respecting rules. The community. Friends and neighbours. 9ooperating and communicating as ways to avoid conflict. 9ommunity laws and rules. #ublic services of a community. #ublic service workers. #lans and maps use. =ouse plans. 9ommunity maps. The town council of a community. The election process of mayors and councillors. :iscussion, in pairs, stating household tasks to perform at home. /tating orally some of the basic rules at home, school, in the neighbourhood and the community. (xplaining the "obs that public service workers do. 4aking a plan of their house and room. :escribing, in a simple manner, the election system of mayors and councillors of a community. :eveloping awareness of the importance of following rules and assuming responsibilities at home, school, with friends and neighbours.
ASSESSMENT CRITERIA %. (xplain characteristics of contemporary families. 2. :iscuss, in groups, household tasks and their assignment among different family members. 3. :escribe the role of school in contemporary society. 6. 4ake, in groups, posters of the main school rules. 8. :iscuss behaviours and rules that help with living together in a family, at school, with friends and neighbours. ;. 5ocate houses, schools, hospitals, post offices, bus stops, etc. on a community map. ?. :raw routes to go from one-s house to the school, the post office, the hospital, etc. 8? Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) B. /earch, read and record information about the town council of a community. C. :escribe, in a simple manner, different public services of a community. %D. <elate professions with the public service they provide. %%. :iscuss, in groups, community laws and rules. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i a!i"# (G) 9ommunicate, verbally and in %, 2, 3, 6, 8, ;, ?, B, C, %D, %% writing, simple messages. Ase specific vocabulary from %, 2, 3, 6, 8, ;, ?, B, C, %D, %% each area as an instrument for language enrichment. 9ommunicate and dialogue 2, 6, 8, %% with the ob"ective of establishing links and constructive relationships with the environment. #rocess information from oral %, 2, 3, 6, 8, ;, ?, B, C, %D, %% and written sources. Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# e 0rganise, relate, analyse and 2, 6, 8, ;, ?, B, %% synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. S" ia' "m(e!e# e a#d i!iFe#)hi( #articipate actively and responsibly in group learning activities, respecting the group-s operating rules. =ave skills to participate fully and emotionally in civic life, which means building, accepting and practising social rules in agreement with democratic values, exercising rights, freedom, responsibilities and civic duties, and defending the rights of others. 2, 6, 8, %%
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p. %6% 22
2, 6, 8, %%
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C"m(e!e# e i# 'ear#i#g h"> !" 'ear# :evelop skills to obtain 2, 6, 8, ;, ?, B, %% information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience.
p. %6% 22 * p. %68 22, 23 * p. %6? 22, 23 * p. %6B 2% * p. %6C 2%
8B Pr"*e ! Look and Think (O@-"rd Edu a iA#)
5earn from others and with others.
2, 6, 8, %%
p. %6% 22
C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e 2ssess what is done and self$ 2, 8 assess, draw conclusions and evaluate improvement possibilities. :emonstrate assertiveness 2, 6, 8, %% and flexibility, as well as social skills to relate to others, cooperate and work in groups empathise with others, value othersideas, communicate and negotiate. 2 2ctivity
p. %6% 26 * p. %63 26 * p. %68 26 p. %6% 22
Social and Natural Sciences. Third grade (Primary Edu a!i"#) UNIT 2&
POPULATION
O$JECTI5ES %. 2. 3. 6. 8. ;. ?. Gnow characteristics of population groups. 'dentify demographic data that affect the population. Anderstand how the population is counted. 'dentify where people live. 5ist the different types of settlements where people live. :istinguish urban from rural populations. 'dentify characteristics of the population of /pain.
CONTENTS >ho makes up the population. :emographic features of population groups +gender, age1,. #opulation studies. :emographic changes that affect population data births, deaths, emigration, immigration. >here the population lives human settlements. 9ities and towns. :emographic characteristics of urban and rural populations. #opulation statistics how the number of inhabitants is counted +registers, census1,. >hy it is useful to know the population. :ata and graphical representations for analysing and comparing +work techniques,. :escription of demographic characteristics of different population groups +by gender, age1,. 4aking demographic charts of different people based on gender +man or woman, and age +children, adults or elderly people,. :istinguishing immigration and emigration. 2nalysing and comparing demographic data and their graphical representations. (xplaining differences between types of population settlements.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. ?. B. C. (xplain characteristics of different population groups. <elate family members with age and gender groups to which they belong. :escribe factors that make the population increase or decrease. (xplain, in a practical manner, how the population is counted. /tate the differences between a population register and a census. 'ndicate the main characteristics of the population of /pain. :escribe characteristics of different types of population settlements. 4ake a list of the characteristics of urban and rural populations. 9lassify different settlements from nearby surroundings, such as cities, towns or villages. %D. :iscuss, in groups, the use of population studies. %%. 5isten, read and understand written and oral messages related to the unit. %2. #articipate in review and evaluation activities of the unit contents. ;D Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
$ASIC COMPETENCES E SU$COMPETENCES ASSESSMENT CRITERIA a!i"# (G) %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 2, 6 ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i 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. Ma!hema!i a' "m(e!e# e 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc. in real situations and in simulations of daily life.
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p. %83 22 * p. %8C 2%, 23
Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# e 0rganise, relate, analyse and %, 2, 3, 6, ?, B, %%, %2 synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. S" ia' "m(e!e# e a#d i!iFe#)hi( #articipate actively and responsibly in group learning activities, respecting the group-s operating rules. C"m(e!e# e i# 'ear#i#g h"> !" '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. %D
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p. %8D 22
%D, %%, %2
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p. %83 23 * p. %88 26 * p. %8? 26
;% Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) UNIT 2+
AT <OR6
O$JECTI5ES %. 2. 3. 6. 8. ;. ?. B. <ecognise different types of "obs. 'dentify types of products obtained from each economic sector. <ecognise characteristics of "obs that get resources from nature. 5ist "obs asociated with making products from resources from nature. :istinguish between craftwork and industrial work. 'dentify "obs that provide different services. :istinguish different areas of services and the "obs asociated with each of them. (valuate the role of adverts on product consumption.
CONTENTS

>ork why people work. :ifferent types of "obs. The three economic sectors +productive sectors,. Jobs that get resources from nature farming, fishing and mining. #roducts. Jobs that make products from resources from nature. 9raftwork and industrial work. Types of industries +furniture, textile, automotive,. Jobs that provide services for others. 2reas of services education, health care, transport, media, etc. 2ssociated "obs +teachers, doctors, nurses, taxi drivers, etc.,. 9onsumption +responsible,, retail activity and adverts. 4aking a table with names of products from each sector. :escription of different activities linked to the primary sector. :istinguishing between resources from nature and products made from resources from nature. (xplanation of different ways to make products. :escription of different areas of services for others. 9lassification of "obs based on the productive sector in which they take place. (valuation of how different "obs complement each other. <ecognising the importance of responsible consumption of products.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. ?. B. 9lassify "obs based on the type of products they make. <eflect, in groups, on the need for responsible product consumption. /tate characteristics of "obs that get resources from nature. <elate different natural resorces to corresponding economic activity. /tate characteristics of "obs that make products from resources from nature. (xplain differences between craftwork and industrial work, and give examples. (xplain characteristics of "obs that provide services for others. <elate different areas of services +education, health care, transport 1, with their corresponding "obs. C. 4ake a list of the names of at least three products * services obtained from the different activities * areas associated to each economic sector. %D. (valuate, in groups, whether adverts influence people to buy products or not. ;2 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) %%. 5isten, read and understand written and oral messages related to the unit. %2. #articipate in review and evaluation activities of the unit contents. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
$ASIC COMPETENCES E SU$COMPETENCES ASSESSMENT CRITERIA a!i"# (G) %, 2, 3,6 , 8, ;, ?, B, C, %D, %%, %2 %, 2, 3,6 , 8, ;, ?, B, C, %D, %%, %2 %, 2, 3,6 , 8, ;, ?, B, C, %D, %%, %2 ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i 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.
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C"m(e!e# e i# ?#">'edge a#d i#!era !i"# >i!h !he (hy)i a' >"r'd :emonstrate critical thinking 2, %D in the observation of reality, the analysis of informational and advertising messages, and the adoption of responsible consumer habits in daily life. C"m(e!e# e i# 'ear#i#g h"> !" 'ear# Ase the help of different %, 2, 3, 6, 8, ;, ?, strategies and techniques B, C, %D, %%, %2 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. C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e 2ssess what is done and self$ %%, %2 assess, draw conclusions and evaluate improvement possibilities. 2 2ctivity
p. %;D 2%, 22
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p. %;8 23
;3 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
TIME AND HISTORY

O$JECTI5ES %. 2. 3. 6. 8. ;. Anderstand what time is and how it is measured. 'dentify the different units of time. Anderstand what =istory is. Gnow our personal history and our family history. <ecognise different types of vestiges from the past. #romote interest in learning about traditional elements in the surrounding environment +songs, regional costumes, typical dishes, etc.,. ?. 'dentify historic buildings in the surrounding environment. B. (valuate the importance of caring for and proctecting past heritage. CONTENTS
Time how it is measured. Time units to organise a day +day, hour and minute,. Time units to organise a year +decade, century and millennium,. The clock and the calendar. =istory what it means. 0ur personal history. 0ur family history. 0b"ects and the passage of time. @estiges from the past. >ritten documents +clay tablets, papyrus and parchment, paper, electronic,. Traditions local festivals, typical dishes and regional costumes. /ongs, proverbs and legends. #ast heritage. =istoric buildings churches, castles and palaces. =istoric ob"ects coins, cups and "ewellery. Anderstanding the passage of time and how it is measured. <ecognising the units of time measured with a clock and a calendar. 2pplying units of time to daily life, in a practical manner. /earching and recording information about our personal and family history. <ecognising ob"ects and vestiges that form part of past heritage. /earching and identifying historic buildings in the surrounding environment. /howing interest to know past heritage in the surrounding environment +traditions, ob"ects, buildings, etc.,. (valuating the importance of caring for and protecting buildings and past heritage.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. ?. (xplain what time is and how it is measured. :escribe the different units of time of a day and how they are measured. :escribe the different units of time of a year and how they are measured. 0rganise different historic moments or ob"ects in a sequencial order in time. Ase units of time in a practical manner. <esearch and record information about calendars from different cultures. :raw an imaginary time line indicating the most significant moments of our personal lives. ;6 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
Social and Natural Sciences. Third grade (Primary Edu a!i"#) B. 4ake a family tree, indicating some of our ancestors. C. <esearch and record information about traditions, historic ob"ects and buildings from the surrounding environment. %D. <eflect, in groups, on how to care for and protect the heritage from the past. %%. 5isten, read and understand written and oral messages related to the unit. %2. #articipate in review and evaluation activities of the unit contents. $ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
$ASIC COMPETENCES E SU$COMPETENCES ASSESSMENT CRITERIA a!i"# (G) %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 %, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2 2, 3, 6, 8 ACTI5ITIES
C"m(e!e# e i# 'i#gui)!i "mmu#i 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. Ma!hema!i a' "m(e!e# e 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc. in real situations and in simulations of daily life. S" ia' "m(e!e# e a#d i!iFe#)hi( =ave skills to participate fully and emotionally in civic life, which means building, accepting and practising social rules in agreement with democratic values, exercising rights, freedom, responsibilities and civic duties, and defending the rights of others. Cu'!ura' a#d ar!i)!i "m(e!e# e Gnow the main techniques, resources and conventions of the different artistic expressions, as well as the most prominent works and representations of the cultural heritage.
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;8 Pr"*e ! Look and Think (O@-"rd Edu a iA#)
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;; Pr"*e ! Look and Think (O@-"rd Edu a iA#)

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SOCIAL AND NATURAL SCIENCES

(PROJECT LOOK AND THINK)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

2 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

3 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

6 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

8 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

; Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

B Pr"*e ! Look and Think (O@-"rd Edu a iA#)

%% Pr"*e ! Look and Think (O@-"rd Edu a iA#)

%2 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

%3 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

2C &C +C /C 23C 22C 2& %D

%6 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

,C 22C 2&C 28 8, %%, %2 %%, %6

%, 2, 3, 6, 8, ;, ?, B, C, %D, %%, %2, %3, %6 ;, %D, %3

%8 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

2, %6 ? %% 2C &C +C .C /C ;C 1C 23C 22C 2&C 2+C 28 %, 2, 3, ;, ?, B, C, %D, %%, %2, %3, %6 %%

%; Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

%? Pr"*e ! Look and Think (O@-"rd Edu a iA#)

TRIMESTER E5ALUATIONS & #d + rd

GLO$AL Ma!hema!i a' "m(e!e# e

%B Pr"*e ! Look and Think (O@-"rd Edu a iA#)

%C Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

GLO$AL Pr" e))i#g i#-"rma!i"# a#d digi!a' "m(e!e# e

2D Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

S" ia' "m(e!e# e i!iFe#)hi(

GLO$AL Cu'!ura' a#d ar!i)!i "m(e!e# e

GLO$AL C"m(e!e# e i# 'ear#i#g h"> !" 'ear#

2% Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

GLO$AL C"m(e!e# e i# au!"#"my a#d (er)"#a' i#i!ia!i0e9

22 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

23 Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

2; Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

THIRD GRADE PROGRAMME (SECOND CYCLE)

2? Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

THIRD GRADE UNIT PROGRAMMES

OUR $ODIES: CHANGE AND MO5EMENT

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2C Pr"*e ! Look and Think (O@-"rd Edu a iA#)

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

3D Pr"*e ! Look and Think (O@-"rd Edu a iA#)

THE %I5E SENSES

Social and Natural Sciences. Third grade (Primary Edu a!i"#)

$ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES

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32 Pr"*e ! Look and Think (O@-"rd Edu a iA#)