THE

HUMAN
BODY
UNIT LEARNING
Sonia García
Isabel Hinojosa
María Peco
Unite Learning THE HUMAN BODY

UNIT LEARNING THE HUMAN BODY 2

We fix the teaching unit entitled "The Human Body" in the Second Cycle E. Primary, in
the Science Subject.

Given the characteristics of the students and the working group which has been
prepared, the materials chosen for the attainment of the objectives and skills in the
teaching and learning process has been primarily multimedia and audiovisual materials
listed in the blog http://pale0708.blogspot.com.

Then detail the overall objectives of stage.

GENERAL OBJECTIVES OF STAGE

The Primary education will help to develop in girls and boys, the skills that will enable
them to:

A. To know and appreciate the values and standards of living, learning to act in
accordance with them, prepare for the active exercise of citizenship and respect
for human rights and pluralism characteristic of a democratic society.

B. Develop habits of individual and team work, effort and responsibility in the study as
well as attitudes of self-confidence, critical thinking, personal initiative, curiosity,
interest and creativity in learning.

C. Acquiring skills for the prevention and peaceful conflict resolution, which would
allow them to operate autonomously within the family and school, as well as
social groups to which they relate.

D. Know, understand and respect different cultures and the differences between
people, equal rights and opportunities for men and women, have an attitude of
rejection of any bias and non-discrimination for reasons personal, social,
economic, cultural beliefs or race.

E. Purchased in at least one foreign language basic communicative competence that

allows them to express and understand simple messages and deal with everyday
situations.

F. Initiated in the use, for learning and interpersonal communication, information

technology and communication to develop a critical spirit before the messages
they receive and develop.

G. Using different media representation and artistic expression and started on the
construction of proposals visuals.

H. Rate hygiene and health, accepting one's own body and that of others, respect
differences and use physical education and sport as a means to promote the
personal and social development.

I. Develop your emotional skills in all areas of personality and in their relationships
with others, as well as to develop attitudes of active defence of peace and against
violence of any kind of prejudice and sexist stereotypes.

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Unite Learning THE HUMAN BODY

J. Raising solutions to problems and needs of daily life through their identification,
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planning and finding constructive and creative alternatives, using sources of
information, knowledge acquired, material resources and the cooperation of other
people

CORE COMPETENCIES
The powers are defined as a body of knowledge, skills and attitudes which are
necessary for the realization and personal development, school and social life and to
be developed across the curriculum.

A. Competition in linguistic communication.

C. Competition on knowledge and interaction with the physical world.
D. Treatment of information and skills.
E. Competition social and civic.
F. Competition cultural and artistic.
G. Competition to learn how to learn.
H. Autonomy and personal initiative.
I. Competition emotional.

Throughout the development of the teaching unit, and will take into account all of
these skills will be addressed one way or another.

The established order does not imply priority criteria and description of the skills that
make up each competition helps define their use as a benchmark in the evaluation.

A. Competition in linguistic communication.

Listen, talk, talk, read and write the language skills are used by the pupils of Primary
Education to represent, interpret and understand reality. It also uses these skills to
build thinking (thinking is talking to oneself) and to regulate their own behavior.

The knowledge, skills and attitudes linguistic let you express their thoughts, emotions,
experiences and opinions; dialogue; organize ideas; form a critical judgement and
ethical; prepare and present a speech; enjoy listening, reading or writing. The language
skills put us in communication with each other and bring us closer to other cultures.

These language skills are related to all the languages that students and student use,
the mother tongue, different for immigrants who do not know Spanish, the first,
second, third… foreign language. Against models considered independent training in
each of the languages, all of them involve the same strategies of teaching and learning.

In short, students at the end of primary education has to be competent to orally

express ideas, feelings, experiences ... In a coherent, orderly and clear understanding
of oral and written texts, identifying main ideas, distinguishing facts and opinions, real
and fantastic aspects and interpret messages are not explicit; reading aloud and silent

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Unite Learning THE HUMAN BODY

effective manner; perform compositions written respecting the formal aspects and the
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type of text, spelling and legibly identify and classify words grammatical categories.

Also follow orders and understand oral and written texts associated with images,
objects and situations known in foreign language; use simple formulas and structures
in social situations simulated communication to greet, ask, ask for help ... In a foreign
language, read an appropriate short texts, simple, adapted to their age and interests
and respond to questions on the reading, foreign language; routinely read and enjoy
reading; appreciate and respect the use of other languages in Spain and abroad and
inquire about her culture, and identify and avoid the use of language to discriminate
against others (sexist, racist ...).

C. Competition on knowledge and interaction with the physical world.

Interacting with the world that surrounds us to identify its elements and understand
the dynamics of relationship that is established between them, is a core competency
for students from the earliest stages, but takes on a key role in primary education.

The students, at the conclusion of this phase, it is able to understand the relationships
that exist between different phenomena of nature and between it and human
activities (climate and vegetation, economic resources, jobs and housing, etc.). From
this understanding, their performance will be competent to anticipate any action and
to choose those that have a positive effect on the conservation and quality of life.

In this sense, knows his body and implements actions promoting or inhibiting health;
familiar with the environment and the features most representative of a natural or
urban landscape and putting in place measures that favor the defense of the
environment and quality of life: rational consumption of water, energy saving, sorting
and recycling of waste and respect for the rules.

Ultimately, it is able to act consistently in areas of health, productive activity,

consumption, and interpret the world devote its efforts, since its capabilities, to ensure
the responsible use of natural resources, environmental care, rational and responsible
consumption, and protection of the individual and collective health.

D. Competition and digital information processing.

Students of Primary Education have to be competent to search, locate, organize and

communicate information using information technology and communication as a
support. It is able to locate and use the basic elements of the computer; connecting
peripherals and perform simple maintenance; starting and shutting down; use of the
operating system to store and retrieve, organize into folders; use antivirus; print; use
word processors ; surf the Internet; communicate by e-mail; use chat…

This ability means using different languages (text, numeric and iconic, visual, graphics
and sound) and the competence of integrating understanding, reasoning and
interpreting information before submitting it. It also involves assessing their potential

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Unite Learning THE HUMAN BODY

and avoiding the risks both in terms of access to sites or games negative and
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unacceptable face of the danger of social isolation.

E. Competition social and civic.

An understanding of the social reality in which we live, the practice of cooperation and
participation are basic skills for daily living and subsequent exercise of democratic
citizenship. Students of Primary education is competent to share materials and objects,
common and personal collaborate in the care of the materials and cleaning the
environment; participate in the drafting of the rules of coexistence and fulfilling
collaborate with colleagues in the resolution Conflict using techniques of dialogue,
consensus and compromise; participate cooperatively with their peers tasks;
proactively reject any kind of discrimination and marginalization and participate in
solidarity actions towards disadvantaged groups.

It also includes awareness of the social, political and territorial your local, autonomous
community, nation and historical events most relevant and representative, placing
them in time.

Also part of this competition so-called social relationship skills, which include, in the
case of students of Primary education: respect and use the communication standards:
pay attention, listen to others, seek and respect the time and the time intervention;
respect and use the rules of politeness: show, greet and say goodbye, to thank,
apologize and accept an apology; know and show interest in the problems of others,
assess its achievements, and seek assistance; know say that and make no complaints
so educated.

F. Competition cultural and artistic

This competition means getting to know, understand, appreciate and participate in

cultural and artistic events, customs, popular games, traditions, and is competent to
assist in the preservation of their heritage.

Students of primary access codes artistic, used as a language to communicate across

the different techniques and access namely use color, shape, texture, measure,
materials, music, rhythm… In all cases, along knowledge and the technique is the
enjoyment its practice individual and shared.

It also includes the use of divergent thinking as part of creative thinking, learn to value
freedom of expression, the right to cultural diversity, the importance of intercultural
dialogue and the realization of artistic experiences shared.

G. Competition to learn how to learn.

Learning to learn involves using learning strategies an increasingly autonomous and

enjoy the exercise of that autonomy.

Students of Primary Education is able to use techniques and work habits to plan and

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Unite Learning THE HUMAN BODY

organize their own study; integrate and organize information through diagrams,
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conceptual maps ... storing and retrieving information; review the work done to
improve it; present work with order and cleanliness… also is capable of analyzing
problem situations by establishing cause-effect relationships, looking for alternatives
and make decisions.

H. Autonomy and personal initiative.

Initiate involves competition, from the autonomy of setting targets in the medium and
long term is to develop concrete projects. The elementary students are able to bring
their ideas into practice, the plan of action to carry out and complete it in collaboration
with others. This is to be able to respond safely and autonomy to the proposed
activities, in a realistic way valuing their ability to learn, effort and the result obtained.

This competition involves the ability to choose, to have discretion, make decisions,
take risks, accept responsibilities, act, evaluate what has been accomplished, self-
assessment, learn from mistakes, to draw conclusions and to evaluate potential
improvements. In addition to the change of attitude requires sufficient flexibility to
tackle new tasks and accept initiatives.

I. Competition emotional.

In the development of each of the actions the girl child and performed in an
increasingly broad horizon, and in contact with people who have a decisive role in his
life, builds self-confidence and self-esteem develops.

Students of Primary education are able to postpone the demands and rewards of
tolerating failure and not show superiority to success. You can talk about yourself
without false modesty nor displays and can recognize and enjoy the success of others.

At this stage is beginning to gain strength academic self-confidence that under no

circumstances can be encouraged from the competition
The self-configured, therefore, the keys to be used for interpreting the reality around
him and, in particular, relations with others. The development of emotional
competence is always associated with a positive relationship and committed to the
others. The action natural and uninhibited routinely in different situations that you live
is the clearest manifestation of that emotional competence.

Sonia García López - Isabel Hinojosa Muñoz de la Torre - María Peco Guerra
Unite Learning THE HUMAN BODY

AREAS FOR UNDERSTANDING AND RELATIONSHIP WITH THE WORLD

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KNOWLEDGE OF NATURAL AND SOCIAL ENVIRONMENT

TARGET AREA
1. Behave according to the health habits and personal care through knowledge of
the human body and adopt an attitude of acceptance and respect for individual
differences and understand the relationship between man and the rest of living
things.
2. Identify the key elements of the natural environment, social and cultural
development and understand its characteristics from the analysis of your
organisation and interactions and progress in mastering space areas
increasingly complex.
3. Analysing some manifestations of human intervention in the middle,
evaluating critically and taking behaviour on the daily lives of defence and
recovery of the ecological balance and conserve our natural heritage.
4. Know and respect the ways social and cultural changes and transformations
result of the passage of time and history and its current state; recognise and
appreciate the membership of social and cultural groups with their own
characteristics and value differences with other groups and respect for human
rights.
5. Participate in group activities by adopting a responsible behaviour, constructive
and supportive, while respecting the basic principles of democratic functioning
and to reject any form of discrimination.
6. Identify, and raise questions and resolve problems associated with significant
elements of the natural environment, social and cultural development of
conjecture, using search strategies and information processing with different
codes, exploring alternatives, making decisions guided by the values set;
present the conclusions using different codes, and perform, from thinking,
valuing own learning process.
7. Using reading and Information Technology and communication for information
and as a tool for learning and sharing knowledge, valuing their contribution to
improving the living conditions of all people.
8. To plan, implement and evaluate projects, devices and appliances with a simple
purpose previously established using the knowledge gained.

CONTENT

BLOCK 1: Knowledge and defense of man and all other living beings.

Observing direct or indirect living beings

• Knowledge of the external morphology of the body.
• Classification of various parts of the body (head, trunk, limbs).
• Changes in the different stages of life.
• The senses

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Unite Learning THE HUMAN BODY

• Health habits and hygiene.

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Troubleshooting
• Planning an itinerary personnel healthy life.
• Attitude critical to the social practices that harm healthy development.
• Planning autonomously and creative leisure activities.

Preparation of simple projects team

• Monographs
• Comparisons between living things
• Autobiography
• Practice usual observation, consultation and registration
• Using verbal formats, graphics, Internet, ICT.

ASSESSMENT CRITERIA

1. Identify and explain the consequences for the health and personal
development of certain eating habits, hygiene, physical exercise and rest.
2. Identify and classify parts of the body, senses and various appliances and
internal organs, according to scientific criteria.
3. Recognize and discuss collecting data and measuring apparatus using the
human body, valuing adopting attitudes of respect for the ecological balance.
4. Using the temporal and spatial concepts to be in the environment, to locate
and describe situations and events.
5. Participate actively in the life of the class and the center, meeting and enforcing
the rules.
6. Conducting experiments and research projects cooperatively.
7. Collect information from oral and written conventional and through the use of
ICT.

MATHEMATICS

OBJECTIVES

1. Developing and using tools and personal strategies for mental calculation,
measurement and spatial and temporal orientation.

2. Using instrumental techniques of data collection for gathering information on

events and situations of their environment. Representation of numerical and graphical
form and express an opinion on it.

3. Appreciating the role of mathematics in everyday life. Recognize the value of

activities such as exploration of alternatives.

4. Using reading and the technological means in the search, treatment and
representation of various information.

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Unite Learning THE HUMAN BODY

CONTENT
Block 1. The understanding, representation and use of numbers: operations and
measure
Provision for the use of numbers, their relationships and transactions for the
acquisition and expression of information and for the interpretation of messages in
everyday situations.
Using numbers, their relationships and transactions in real-life situations, to obtain
information and expression and for the expression of messages.
Estimate and calculating quantities of length, weight, mass, capacity and time.
Using measuring instruments in conventional situations.

Block 2. Interpretation and representation of the forms and the situation in the area.
The situation in space, angles, distances and turns.
Description of positions and movements in space.

Block 3. Collecting information and troubleshooting of everyday life.

Collecting and recording data on the human body and healthy habits.
Participation in active collaboration and teamwork.

ASSESSMENT CRITERIA

1. Conducting, in real contexts, estimates and measurements choosing units and tools
that best fit the characteristics of the object to be measured.

2. Describe a spatial representation by reference to familiar objects and the body.

3. Gather data on facts and objects from everyday life, sort the data according to a
criterion and express the results.

4. Using various teaching resources in learning situations.

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Unite Learning THE HUMAN BODY

AREAS FOR COMMUNICATION AND THE EXPRESSION

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ARTISTIC

OBJECTIVES

1. Using artistic skills in observation and analysis of situations and objectives of the
daily reality in different manifestations in the world of art and culture to understand
them better and form an own mind.

2. Know and use reading, audio-visual and information technology and communication
arts as a resource and as a resource for learning.

CONTENT

Block 1. Observation expression and creation plastic

Observation and curious to discover the artistic possibilities offered by the human
body.

-- Observing from various angles to the study of proportion.

Interpretation and evaluation of the information provided by the images.

-- Expression and plastic creation

Experimenting with lines and shapes in different positions.
Using digital resources for the development of artistic productions.

-- Organizing an art project

Establishment of an order to carry out observation and communication.

Block 2. Audition, interpretation and musical creation

-- Interpretation and musical creation

Habits care of the voice and body.

ASSESSMENT CRITERIA

1. Interpreting the content of images and representations of the human body.

2. To describe the characteristics of the human body and feelings that cause in the
artistic productions, using terms plastic own language and music.

3. Using ICT and the media to make visual and musical performances with autonomy.

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Unite Learning THE HUMAN BODY

PHYSICAL EDUCATION 11

OBJECTIVES
1. Knowing and accepting your body, exploring its potential driving, use the
physical abilities and motor abilities to adapt the movement to the
circumstances and conditions of each situation.
2. Solving Problems engines through observation procedures and propioceptiva
perception, self-control and body posture and self-regulation effort in its
execution.
3. Using resources expressive body and movement, aesthetic and creative way,
communicating feelings, emotions and ideas and to develop projects that
integrate different languages.
4. Appreciate physical activity for the welfare, manifesting a responsible attitude
towards oneself and others and recognizing the effects of physical exercise,
hygiene, food and postural habits on health.
5. Meet, participate and valuing the physical activities, games and sports such as
interpersonal and intercultural and as a resource for the book while avoiding
discrimination on the personal characteristics of gender, social and cultural
rights.
6. Using reading and information technology and communication as a source of
advice and support as a resource in regulating learning.

CONTENT
block 1. Body movement and Image and perception.
Representation of one's own body and that of others. Valuation and acceptance of
one's own body and the reality of others.
Discovery of the elements organic-related functional movement.
-- Driving Skills
Improvement of basic physical qualities. Interesting to improve competition driving.

Block 2. Physical Activity and Health

Acquisition of postural habits and healthy food-related physical activity and
consolidation of bodily hygiene habits.
Relationship of physical activity to health and welfare.
Security within the practice of physical activity.

Block 4. Artistic Expression and body

The body and movement as a means of expression and communication
Participation in situations involving bodily communication.

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ASSESSMENT CRITERIA 12

1. Keeping active behaviors consistent with the value of physical exercise for health,
showing interest in the care of the body.

2. Using resources expressive body.

SPANISH LANGUAGE

OBJECTIVES

1. Listen, understanding and production of explanations and instructions on contents

related to the human body

2. Identification, classification and comparison of information relevant audiovisual

documents

3. Interest expressed orally with the pronunciation and intonation appropriate

interactions in class.

4. Skit situations related to the care of the human body.

5. Participation and cooperation in conversations, discussions and instructions in the

team and in class and attitudes of cooperation and respect in situations of job sharing.

6. Using non-discriminatory language and respectful of differences.

7. Identification, classification, integration, comparison, interpretation of knowledge

and information from different sources and media for learning and contrast
information.

8. Preparation of questionnaires, abstracts, simple reports, descriptions and

explanations to organize and communicate information.

CONTENT
Block 1. Talk: listen, talk, talk.

-- Listen

Listen, understanding and production of explanations and instructions on instructional

content related to the human body.

Identification, classification and comparison of relevant information on the human

body in audiovisual documents.
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-- Speak

Interest expressed orally with proper pronunciation and intonation.

-- Chat

Using non-discriminatory language and respectful of differences.

Block 2. Written Composition: Reading and writing

-- Understanding written texts

Identification, classification, integration, comparison, interpretation of knowledge and

information from various sources and media for learning and contrast information
related to the subjects learned.

Using information technology and communication as sources of information.

-- Composition of written texts

Preparation of questionnaires, abstracts, simple reports, descriptions, explanations for

organizing and communicating information.

ASSESSMENT CRITERIA
1. Participating in situations of communication in the classroom

2. Speech through texts presented in a manner consistent ideas, facts and experiences
related to the subjects learned.

3. Locate and retrieve information explicit, make inferences direct contrast with the
ideas themselves and interpret written texts related to the human body and health.

4. Using the language for the planning, organization and presentation of content
related to the human body.

5. Using learning strategies, resources and information technologies for the acquisition
of new learning.

Sonia García López - Isabel Hinojosa Muñoz de la Torre - María Peco Guerra
Unite Learning THE HUMAN BODY

ENGLISH AS A FOREIGN LANGUAGE

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OBJECTIVES
1. Listening and understanding of instructions and oral explanations led or audio-visual
recordings and computer support to extract some specific and comprehensive
information related to the human body and health

2. Develop strategies to support the speech: non-verbal and visual context.

3. Reflection's own learning process and acceptance of the error as part of the process.

4. Using graphic media and information consultation and the possibilities offered by
new technologies.

5. Using the basic techniques of production of written texts to transmit information

about the contents worked in the classroom.

CONTENT
Block 1. Listen, talk, talk

-- Listen

Listening and understanding of instructions or explanations, oral interactions led or

audio-visual recordings and computer support to extract some specific and
comprehensive information on the human body.

Using repetition, memorization, and observation models for acquiring content related
lexicon worked.

-- Speak

Recognition and use vocabulary, basic forms and structures inherent in the foreign
language previously used and linked to the human body.

-- Chat

Interaction in real or simulated situations giving verbal and nonverbal responses

requiring choice between a limited repertoire of possibilities.

Reflection on the acceptance own learning of the error as part of the process.

Block 2. Written: Reading and writing

-- Read

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Reading and understanding of different texts, in paper and digital formats, tailored to
the language proficiency of students, to use global information and specific in the
development of tasks related to the human body.

Using graphic media and information and consultation of the possibilities afforded by
new technology.

-- Write

Using basic strategies for producing simple texts to organize information related to the
contents worked.

Using information technology and communication to read, write and communicate

information on the human body.

ASSESSMENT CRITERIA
1. Participation in oral interactions targeted on the contents worked.

2. Capturing the overall direction and identify specific information in oral texts on
subjects related to the human body.

3. Using forms and structures of the foreign language in the oral exchanges.

4. Read and grasp the overall meaning and some specific information from simple texts
on the contents treated in the classroom.

5. Write short texts and meaningful phrases in everyday situations from models with
an established formats, both on paper and in digital form.

6. Using the foreign language for the planning, organization and presentation of
content from other areas.

READING

OBJECTIVES
1. Reading of descriptive texts on the human body, graphics, images.

2. Composition of papers on the human body and / or health to read with colleagues.

3. Preparation of murals.

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CONTENT
Block 1. Reading cooperative multiple formats

Reading charts, maps, images.

Using techniques practice cooperative.

Block 2. Reading practice as individuals.

Presentation and identification of texts related to the contents worked

Block 3. Writing as a tool for the author.

Written in short texts associated with the content on the human body.

Block 4. Use of the classroom and library center.

Using the library to keep learning.

Block 5. The practice of communication

Reading aloud from the productions themselves

Preparation of murals.

Collaboration in the web classroom.

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METHODOLOGY 17

The methodological justification of the unit, will always be open and flexible, proposing
temporalization of various activities, such as axis complementary to the different areas
and vice versa.

Thus arose on the one hand to develop the activities of the blog, taking into account
the various aspects of the unit so globalized, or, alternatively, use it as a learning
support, as long as any area in question some of the blocks Content in the blog.

As a center of interest take HUMAN BODY and around it, we will develop the following
Blocks Content:

• THE BODIES OF THE SENSES.

• THE BODY FROM THE INSIDE.
• THE SKELETON.
• THE PHYSICAL EXERCISE.
• HEALTHY FOOD.

ASSESSMENT
The assessment of the learning process of students will be continuous and
comprehensive and take into account progress in all the areas.

The assessment will be carried out taking into account the different elements of the
curriculum. The criteria for evaluation of the areas will be essential reference for
assessing the degree of acquiring basic skills.

Continuous assessment is a matter of training and allows incorporate measures

enlargement, enrichment and reinforcement for all students in terms of educational
needs arising out of the educational process.

The reference for the evaluation and promotion for pupils with special educational
needs will be the evaluation criteria set forth in the corresponding curricular
adaptation to assess the degree of acquiring basic skills.

Teachers evaluate, together with the skills achieved by students, the process of
learning and their own teaching practice in accordance with the provisions of the
legislation.

Taking into account the evaluation criteria, we have developed the following sheet
tracking pupils that can be modified according to the needs of the implementation of
the teaching unit.

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FORM UP
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STUDENT: NUMBER: CLASSROOM:

ASSESSMENT CRITERIA

AREAS FOR UNDERSTANDING AND RELATIONSHIP WITH THE WORLD

KNOWLEDGE OF THE NATURAL AND SOCIAL ENVIRONMENT

1. It identifies and explains the implications for the health and personal
development of certain eating habits, hygiene, physical exercise and rest.

2. It identifies and classifies the parts of the body, senses and various
appliances and internal organs, according to scientific criteria.

3. Recognizes and explains collecting data and measuring apparatus using

the human body, valuing adopting attitudes of respect for the ecological
balance.

4. Use the temporal and spatial concepts to be in the environment, to locate

and describe situations and events.

5. Join an active role in the life of the class and the center, meeting and
enforcing standards.

6. It conducts experiments and research projects cooperatively.

7. Collect information from oral and written conventional and through the
use of ICT.

8. It identifies and explains the implications for the health and personal
development of certain eating habits, hygiene, physical exercise and rest.

MATHEMATICS
1. Performs in real contexts, estimates and measurements choosing units
and tools that best fit the characteristics of the object to be measured.

2. Describes a spatial representation by reference to familiar objects and

body.

3. Collect data on facts and objects from everyday life, sort the data
according to a criterion and express the results.

4. Use educational resources in various learning situations.

Sonia García López - Isabel Hinojosa Muñoz de la Torre - María Peco Guerra
Unite Learning THE HUMAN BODY

AREAS FOR COMMUNICATION AND THE EXPRESSION

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ARTISTIC
1. It interprets the content of images and representations of the human
body

2. It describes the characteristics of the human body and feelings that cause
in the artistic productions, using specific terms of language and music
plastic.

3. Use ICT and the media to make visual and musical performances with
autonomy.

PHYSICAL EDUCATION
1. Maintains active behaviors consistent with the value of physical exercise
for health, showing interest in the care of the body.

2. Use the expressive resources of the body.

SPANISH LANGUAGE
1. Participates in situations of communication in the classroom

2. It is expressed orally through texts presented in a manner consistent

ideas, facts and experiences related to the subjects learned.

3. Locate and retrieves information explicit, makes inferences direct

contrasts with the ideas themselves and interpret written texts related to
the human body and health.

4. Use language for the planning, organization and presentation of content

related to the human body.

5. Use learning strategies, resources and information technologies for the

acquisition of new learning.

ENGLISH AS A FOREIGN LANGUAGE

1. Participates in oral interactions aimed worked on the contents.

2. Take in the global sense and identifies specific information on oral texts
on subjects related to the human body.

3. Use forms and structures of the foreign language in the oral exchanges.

4. Lee and captures the global sense and some simple text-specific
information about the contents treated in the classroom.

5. Enter phrases and short texts significant in everyday situations from

models with an established format, both on paper and in digital.

6. Use the foreign language for the planning, organization and presentation
of content from other areas.

Sonia García López - Isabel Hinojosa Muñoz de la Torre - María Peco Guerra