SUBSECRETARÍA DE FUNDAMENTOS EDUCATIVOS

DIRECCIÓN NACIONAL DE CURRÍCULO

Unidad Educativa Particular Bilingüe Angel Polibio Chaves

Año Lectivo: 2019 - 2020 (S)

1.-Datos Informativos
Área: Ciencias Naturales Asignatura: Science
Docente: Vincent Suárez -- Grado/Curso: Sexto Grado B, Educación General Básica
Título de la Unidad de
Los Seres Vivos y su ambiente No. Unidad de Planificación: 1
Planificación:
O.CN.3.1 To observe and describe invertebrate animals and seedless plants and group them according to their characteristics and analyze reproductive cycles
O.CN.3.2 To experiment, analyze and relate functions of nutrition, respiration and photosynthesis in plants, to understand life maintenance in the planet.
Objetivos Específicos O.CN.3.6 To experiment and differ the types of forces and the effects of their application over physical variables in everyday objects and explain their conclusions.
O.CN.3.19 To use scientific inquiry skills and appreciate the importance of investigative processes in everyday natural phenomena, from experiences to scientific
knowledge.

2.-Planificación
Semana
Periodos:
de inicio:
Destrezas con criterio de desempeño Indicadores esenciales de evaluación
I.CN.3.1.1. To identify the invertebrate representatives of the natural regions of Ecuador, based on
CN.3.1.1. Research with the help of TICs and other resources the characteristics of the invertebrate
their similarities and differences, their diversity, the threats to which they are exposed and proposes
animals, describe and classify them according to their similitudes and differences.
measures for their protection. (J.3., I.1.)
CN.3.1.2. Explore and classify seedless plants and explain their relationship with soil humidity and
I.CN.3.1.2. to identify the differences and importance of the reproductive cycle (sexual and asexual)
its importance.
of the vertebrates and invertebrates of the natural regions of Ecuador, for the maintenance of life.
CN.3.1.3.To experiment about photosynthesis, nutrition, and respiration of the plants, explain these
(J.3.)
procedures and deduce their importance in the maintenance of life.
I.CN.3.2.1. To explain with clear and appropriate language the importance of the processes of
CN.3.1.4. To research with the help of TICs and other resources the diversity of invertebrate
photosynthesis, nutrition, respiration, relationship with soil moisture and importance for the
animals within the natural regions of Ecuador and propose ways to protect them from their threats.
environment. (J.3., I.3.)
CN.3.1.6. To investigate and describe the reproductive cycle of vertebrate animals and differentiate
I.CN.3.2.2. To explain the process of reproduction of plants from recognizing their structures,
them according to their reproduction type.
phases, factors and/or agents involved in fertilization, recognizes their importance for the
CN.3.1.8. to analyze and describe the plants' reproductive cycle and identify the pollinator agents
maintenance of life, and through collaborative work proposes protective measures and watch out.
that take part in its fecundation.
(J.3., I.1., S.4.)

Ejes Transversales Estrategias metodológicas

A: The teacher will start the class by making some punctual questions about the characteristics of
 some specific animals, and the students will observe and set some differences among them. C: The
teacher will explain the main characteristics and singularities about invertebrate animals and their
classification, after the explanation the students will complete a chart with the classification of
invertebrates. C: The students will match some of the characteristics invertebrate animals with the
environment where these ones can be found, after this, the teacher will give his students a list of
some invertebrate animals and the students will have to classify them in the groups they belong to.
Homework: The students will draw a fly and place and name its parts.
A: The teacher will start the class making questions about the plants that the students have in their
houses and how they think these plants reproduce and create new ones. C: The teacher will explain
the concept of seedless plants and how the soil humidity helps them reproduce. C: The students will
acquire the new vocabulary from the unit by defining some of the most important words presented in
the class. Homework: The students will exemplify the process of seedless plants reproduction
through a drawing of all the factors present in it.
A: The teacher will give the class an introduction of how trees transform energy into their food, and
also he will relate this phenomenon to the way humans absorb and transform energy as an example
of this process. C: They teacher will the process of water transport through plants and the parts (from
the roots to the leaves) that play an important role in the photosynthesis, nutrition and respiration of
plants. C: The students will be given a plant model where they have to identify its constituents, and
Good Living: Interculturality, devolpment a democratic and responsable citizenship, health and they will also answer some questions related to the photosynthesis process.
environmental care. A: The teacher and the students will talk about the four geographical regions (coastal, Andean,
Institutional Values: Love, honesty, solidarity, freedom and managnimity Amazon and Galapagos Islands) existing in Ecuador. The kids will brain storm words that represent
Justicia the animals and plants we can find in these four different regions. C: Teacher and students will take
Innovación a look at the 4 most important natural regions that are found in the Ecuadorian territory. The class
will also learn about each ecosystem by looking at the fauna and flora present in each ecosystem.
(Mangrove, Tropical dry forest, Tropical cloud forest and Tropical rainforest). C: The students will
create in their notebooks a mind map were they organize the information seen in Ecuadorian
regions having access to Internet to complement their information. Homework: Create a powerpoint
presentation based on the region given and present it to the teacher.
A: The teacher will introduce the topic by making clear the main differences between vertebrate and
invertebrate animals, and he as well will make the students think about some examples of these
kinds of animals. C: The teacher will read the main characteristics of vertebrate animals and help the
students identify where they can be found, in addition the students will learn how to classify and
differentiate the types of vertebrates and their reproductive cycles. C: The students will be given
some vertebrates and they will have to explain their individual reproductive cycle along with their
main features. Homework: The students will draw different ecosystems and place the corresponding
vertebrates.
A: The teacher will start the class by just talking about the importance and usage of plants, flowers
and fruits in our daily life, and therefore he will make his students think “why are these living beings
so important for the human life?” C: The teacher will explain the parts of the plants by using
illustrations and by enumerating each of them. The teacher will also go over the process of
pollination, fertilization and the seed dispersal. C: The students will acquire the new vocabulary from
the unit by defining some of the most important words presented in the class. Homework: The
students will exemplify the process of pollination through drawing of all the factors present in it

Actividades de Evaluación/Técnicas/Instrumentos Recursos Indicadores de logro

Natural
 science 6
book E.CN.3.1. To argue the importance of the diversity of invertebrates of the natural
Slides of regions of Ecuador, based on the understanding of their characteristics,
plants and classification, the differentiation between the reproductive cycles of vertebrates and
Activity: Individual work. Technique: Drawing Instrument: Rubric
flowers invertebrates and the threats to which they are exposed.
Activity: Group work. Technique: Vocabulary. Instrument: Rubric.
Games and E.CN.3.2. To argue the importance of the processes of photosynthesis, nutrition,
Activity: Group work. Technique: Vocabulary. Instrument: Rubric.
worksheets respiration, reproduction, and diversity of seedless plants of the natural regions of
Activity: Individual work. Technique: Mind map (investigation). Instrument: Rubric.
Personal Ecuador and the relationship with soil moisture.
Activity: Individual work. Technique: Power point presentation. Instrument: Rubric.
Work E.CN.3.3. To propose conservation measures towards the ecosystems of the
Activity: Individual work. Technique: Ecosystem presentation (investigation). Instrument: Rubric.
Guides natural regions of Ecuador, including its dynamics, characteristics, classes,
Activity: Individual work. Technique: Portfolio (investigation). Instrument: Rubric.
Colors, interrelation mechanisms, the processes of adaptation, the causes and
markers, consequences of the extinction of the species, and the techniques and practices for
Internet, the management of waste.
laptop,
InFocus,
worksheets

3.-Adaptaciones Curriculares
Estudiante Necesidad educativa Adaptación a ser aplicada

Elaborado Revisado Aprobado