AREA. THE UUDD matter: Science.

3rd grade of Primary Education

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

Number of sessions planned: 8 (3 sessions

per week, for two weeks and a half)

GENERAL OBJECTIVE.
Understand and develop knowledge and skills about living beings, their characteristics,
classification, as well as the habitats and ecosystems to which they belong, so that the child
acquires this knowledge in order to be able to apply it to their daily lives.
DIDACTIC OBJECTIVES.
1. Knowing and appreciate the values and norms of coexistence, learn to act in accordance with
them, prepare for the active exercise of citizenship and respect human rights, as well as the
pluralism of a democratic society.
2 - Learning the fundamental aspects of the nature of science, social sciences, geography,
history, and culture
3 -Starting using, learning, information and communication technologies, developing a critical
spirit to messages that receive and produce.
4 -Meeting and rating closer to the humans the animals and adopt modes of behavior which
favor their care.
Transverse elements. Objectives.
1. Reading comprehension, oral and written expression.
1.1 use language in such a way that it helps to express themselves with total consistency and
making a rich use of language.
2.-audiovisual communication and ICT
2.1 Use audiovisual and technological tools of the Center for educational purposes.
3. Entrepreneurship.
3.1 promoting the entrepreneurial spirit and autonomous from the students so that they become
interested and take action to meet and learn about their environment.
4. Civic and constitutional education.
4.1 create attitudes of respect and freedom to the companions, living beings, acting according to
the social norms.

CONTENTS

BLOCK 3 THE LIVING

BEINGS.

NATURAL
SCIENCES

-Living beings:
characteristics,
classification and types.
-Vertebrate and
invertebrate animals,
characteristics and
classification.
-The relations between
human beings. Food
chains. Populations,
communities and
ecosystems.
-Use of technological
means for the study of
living beings.

CRITERIA OF
EVALUATION

LEARNING
STANDARDS

1. Knowing the
structure of living
beings: cells, tissues,
types, organs,
devices and systems
by identifying the
major features and
functions.
3. Knowing the
characteristics and
components of an
ecosystem.
4. Using
technological means,
respecting the rules
of use, safety and
maintenance of
instruments of
observation of
working materials,
showing interest in
the observation and
rigorous study of all
living beings, and
habits of respect and
care for the living
beings.

1.2 identify and

describe the structure of
living beings: cells,
tissues, types, organs,
devices and systems by
identifying the major
features and functions.
3.1 identifies and
explains the
relationships between
human beings. Food
chains. Populations,
communities and
ecosystems.
3.5. Notes and
identifies the different
habitats of living
beings.
4.4 observed and
recorded any process
associated with the life
of human beings, using
the instruments and the
appropriate audiovisual
and technological
media, communicating
in a way oral and
written results.
4.5 it respects the rules
of use, safety, and
maintenance of
instruments for
observation and
working
materials

ACTIVITIES (SEE ANNEX)

COMPETENCE
2.
SCIENCE AND
TECHNOLOGY

INITIATION ACTIVITIES
Complete the crossword
Introduction to habitats

Ecosystem

Wordsearch

DEVELOPMENT
ACTIVITIES
Complete the parts of the
animal

Recreating Habitat

Environments

Food chain

CONSOLIDATION
ACTIVITIES
Fill the gaps

What have you learnt?

Different kingdoms
How many things do you know
about animals
Characteristics of animals
3

COMPETENCE 3.
DIGITAL

COMPETENCE 4.
LEARNING TO
LEARN.

Quiz about types of animals

SUPPLEMENTARY
ACTIVITY
Visit to Madrid's zoo
EXTENSION ACTIVITY

REINFORCEMENT
ACTIVITY

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

25% participation in class, good behavior

and attitude in the classroom

You will evaluate good behavior,

participation, respect for the shift of Word,
production of correct dialogue, respect for
views. In addition to the attitude of interest in
the topics covered.
The quality of productions and oral
presentations, the organization...
Also you will evaluate students using controls
to learn his knowledge on living beings, their
habitats and ecosystems.
You will evaluate daily class work, helping
the other students, in addition to group
cooperation, the realization of activities,
datasheets, and proposed activities.

50% controls, production activities, oral

presentations.

25% work in class

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

groups
Practices that are materials or in real-life situations
East and personally oversee the activities or practices
Materials (texts, notes, instrumental,...) are suitable.
I support different didactic materials to make more
understandable what we study
I verify that the students have understood the concepts.
I adapt the quantity and difficulty of the contents
taught in class at the level of the students.
I am respectful with the student
My way of teaching the maintains the attention and
interest.
I adjust to the plan of work for each class.
I summarize what has been in class.
DEVELOPMENT OF THE UUDD EVALUATION:
Yes
Not
Have been achieved
the proposed
objectives?
Are the contents well
adapted to the criteria
and standards?
Are the activities
developed in a
remarkable way?
Have assessment
methods been
appropriate?
Have been achieved
the transverse
elements objectives?

Why? Observations.

ANNEX. ACTIVITIES.
I.

INITIATION ACTIVITIES

1. Complete the crossword

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

knowledge.

This

activity

was

created

with

this

webpage:

http://worksheets.theteacherscorner.net/make-your-own/crossword/crossword.php

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

2.Desert.

3.Meadows.

4.Mountain.

5. Polar Region.

6.Ocean.

3. Getting familiar with habitats.

This activity is proposed to pupils to getting familiar with habitats. It consist in
complete puzzles with images of different habitats in order to create a clear image of
each one in their minds for the acquisition of each kind of habitat.
http://www.jigsawplanet.com/lolacoy/HABITATS/?authkey=c5bb41571b0ed0ad5a8b2
af19e5839d9

4. Ecosystem
http://www.studystack.com/crossword-2093297
The first one, is a Crossword about the ecosystem of the animals; and this is the
initial activity. You can work with the children in general form, individual, in groups of
four pupils or in pairs, and this case you have to teach the different ecosystem. The
activity has to last about 25 min, in general all the students have to finish on time, but if
you have any problem with other students you can change the time.

5. Wordsearch
This is an initiation activity in which they have to search the words that I provide
them (in the wordsearch). With this activity they get used to this words and then, when
they work in other activities they will know better this vocabulary.
The idea is to work by groups of three or even by pairs in other to do some effort
to search those words. The activity takes 15 minutes more or less, because its an easy
activity and so they could do some other activities proposed for that period of class.

10

The page where I created this activity: https://www.educima.com/wordsearch/spa/

II.

DEVELOPMENT ACTIVITIES

1. Complete the parts of the animal

This activity is made to help children learn new concepts on the agenda. In this
case refers to the interior of all animals of all types, and can thus see the differences
between them.
In this activity, children must indicate pointing arrows.

11

This is an individual activity that will be 20 minutes to complete and find

information about the activity.
In addition, this activity is very visual and encourages children to learn,
furthermore they learn the concepts faster through images.

12

2. Recreating a habitat
This is a group activity that consist in dividing the pupils into 6 different groups.
We provide each group a habitat, and they have to create a big image composed by the
characteristics of the habitat chosen.
Then, we put the six murals in the classroom walls. And we start playing a game.

13

The game is a competition by groups were we provide stickers of animals and

each group have to work together to put all the stickers in the habitat that correspond.
We the time is finished the time that put more stickers win.
3. Relating animals with habitats.
This activity is for making sure that the pupils are able to relate each animal with
its habitat.
http://www.educaplay.com/es/recursoseducativos/2219237/habitats.htm
4. Environments
http://www.studystack.com/fillin-2093300
This kind of activity is development of the different kind of animals depending on
their type of feeding. In this link you find an activity in which the children can learn the
different kind of animals' food chain.
The game can be worked individual, in groups of three pupils or in pairs; and the
time has to be 15 min, because this type of activities have to be motivate and the
children don't realize that they learn but for them all of this is a game.

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

CONSOLIDATION ACTIVITIES

14

1. Fill the gaps

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

15

2. What have you learnt?

This activity consist on reviewing what the pupils have learnt about habitats with
a habitat hangman.
The page where Ive created the activity: http://www.studystack.com/hangman2084808

3. Different kingdoms
https://quizlet.com/112634522/the-animal-ecosystem-flash-cards/
This kind of activity is a consolidation form to teach the different animal
kingdoms. In this link you find a web where you can work all about the animal
ecosystem (their feeding, kingdoms...) and there are a variety of definitions related to
this topic.
The different definitions have to be worked individual, in groups of three pupils or
in pairs, in that form they can help his/her classmates or find help in others. The time is
optional, if you consider that it necessary to work more than 30 min, you can, but in a
normal situation all pupils get all the knowledges in this time.
http://www.studystack.com/test-2093308
This activity is a test to check the children's knowledge about the animal
ecosystem and their food chain. In this way the children can improve realize their real
situation about this knowledge.
The test should be work individual because is like exam and each student has to
work alone to improve the objectives. The time is about 30 min because is very short
and if you want to let more time, you can. With this kind of activity the teacher can
know the level of his/her class and he/she can work in a dynamic way.

4. How many things do you know about animals?

This activity is used to consolidate some knowledges about animals. For example
invertebrates, vertebrates and each types, characteristics that have in common, etc. Its
an activity in which all pupils can be involved or do it by groups. Depending if they do
the flashcards or they play the hangman, quiz, etc., they can do it by groups.
The idea is to divide the class into groups of 2 children so, in that way, they can
answer the questions. We will go to the ALTHIA class so we will have enough space
16

for all students. According to the time, the activity takes 25 minutes more or less, so
they have some minutes for each question. If some pairs have free time they could play
other games of the same page and with the same content.
The page where I created the activity: http://www.studystack.com/flashcard-2080466
5. Characteristics of animals:
This activity is used to consolidate some characteristics about animals. You must
join the characteristics to the correct group of animal.
We will go to the ALTHIA class so we will have enough space for all students.
According to the time, the activity takes 10 minutes more or less, so they have some
minutes for each question.
The page where I created the activity: http://www.studystack.com/picmatch2085262

6. Quiz about types of animals:

This activity is used to consolidate the types of animals and to ensure if they have
learn good the classification. This activity is a quiz where you must click in the correct
answer to pass the exercise
We will go to the ALTHIA class so we will have enough space for all students.
According to the time, the activity takes 10 minutes more or less, so they have some

17

minutes for each question. If they have doubts the teacher can explain again with tables
the different classifications.
The page where I created the activity: http://www.studystack.com/quiz-2085268

IV.

SUPPLEMENTARY ACTIVITY. Visit to Madrids Zoo.

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

V.

EXTENSION ACTIVITY

This activity is an extension for pupils with high capabilities or pupils that want to
learn more about this topic. It consists in making a project about the danger extinction
of some animals in their habitats.
The idea is that they search for information about the theme (on Internet, books,
etc.) and then, they have to tell this information to the other partners. So, with this
activity they can get used to work on their own and to talk to other partners when they
do the little presentation.
18

VI.

REINFORCEMENT ACTIVITY

In this activity, children have to create a little story about the topic that we give to
them (about this theme). When they have finished the story they are going to draw it, so
they work a lot of skills. They work writing, vocabulary, the imagination to create a
story and to draw it, they improve their artistic skill when they are drawing, etc. They
can also use the ITCs to create it.
At the end, each student is going to stick his story and drawing in a mural so
everyone can see the work.
What we want to get with this activity is to consolidate better the knowledges of
the theme and to show them that they can use those knowledges in a practical and
creative way.

19