COLEGIO TIERRA NUEVA GC F

VERSIÓN: 1
UNIDAD DIDÁCTICA
PÁGINA 1 de 1

Asignatura: Science Unidad Nº: 3 Grado: Fourth

Docente: Erika Peraza Fecha: November -

Forces - Energy - Rotation of the Earth. - Solar Systems

HILOS CONDUCTORES:
1. What affects the movement of an object?
2. What are the different forms of energy?
3. What causes day and night?
4. What makes up the Solar System?

TÓPICO GENERATIVO: What amazing things around us!

METAS DE COMPRENSIÓN:
Students will understand
that the movement of an
object depends on the
mass and shape of the
object, and the strength
of force applied through
videos, worksheets,
textbooks, and real
practices.
Students will understand
Students will understand that
that the occurrence of day
the objects that make up our
Students will understand and night is related to the
Solar System range in size
that energy can be Earth’s rotation on its own
from microscopic specks of
transformed from one form axis through textbooks,
dust all the way up to the
to another, and there are research, experiments,
massive star at its center
various sources of energy and comparisons.
through mini labs, worksheets
through mini labs, and textbooks.
worksheets, textbooks,
and experiments.
 DESEMPEÑOS DE COMPRENSIÓN TIEMPO VALORACIÓN CONTINUA
ACCIONES REFLEXIONADAS FORMAS CRITERIOS
DEL ÁREA

 Define new vocabulary about states

of matter.
 Homework: Find the  Individual work
 Word-game, join the word with the  Team work
correct meaning. things in your home to  Instructions
 Textbook, p. 35, students will make the experiment
discuss the word “explore.”
and prepare your
 Show students a picture of a tree on
a windy day. Then, ask students if presentation.
they can determine if the winds
ETAPA are blowing strongly or the
EXPLORATORIA
direction from which the wind is
blowing.
 Show students that magnets exert a
force on objects. Place the iron
nail in a baker of water and tell
students that I can pick up the iron
nail from the beaker of water by
using a bar magnet. They will see
that the nail is moving along with
the magnet.
 Video about different types of
energy. Students will define each
one according to the video.
 Ask students: what do you mean
when you say that you have
energy?
 Switch off the lights in the
classroom, then switch on the
torch and point it at the wall, so a
circle of light is seen on the wall.
After that, ask: what happens  Homework: Define
when the torch is blocked? What properties of light.
can we say about the behavior of
light?
 Show some transparent,
translucent, and opaque elements.
Students have to identify the
characteristic of each one.
 Listen to some keywords to
complete a mind map.
 Video about the formation of
shadows.
 Show a picture of a sunrise and ask
them why we are unable to see
the sun before dawn and what
happens at sunrise.
  With a ball and a torch, show
students that in half of the Earth is
the day, and the other half is night.
 Video about the movement of the
sun, to visualize the position and
movement of the sun, the Earth,
and the Moon in the space.
 Introduce the concept that the
appearance of the Moon changes
from night to night.
 Video about Solar System. Students
will find some keywords from the
video, and they will define them.
 Video about arrangement and
movement of planets in the Solar
System.

 Workshop: Experiment
 Explain properties about solids,
about solids.  Creativity
liquids, and gases.  Responsibility
 Students will experiment to measure  Team work
the volume of solids.  Critical thinking
 Quiz: Self-check page  Sharing ideas
 Explain the factors that affect the  Comprehension
14.
movement of an object.  Individual work
 Independent
 Explanation: place the metal can on working
a table and ask: What happens
when we push the metal can? And
 Homework: Activity
What do they observe about the
motion of the metal can? book pages 19 and 20.
 Have students turn to textbook p.
ETAPA GUIADA
33.
 Explain frictions slows down moving
objects. Textbook, pp. 34 -35.
 Students will do a mini-lab where
they will use some cars and a  Quiz: Students will
measuring line.
record a video
 Explain that the movement of
objects depends on the mass and explaining about forces
shape of an object. and magnetic force and
 Textbook pp. 36 - 37, Activity about they will answer a short
how the strength of a force applied
to an object affects its movement. guide.
 Show students how to use a spring
balance to measure force.
Textbook, p. 44.
 Textbook, pp. 45 to 47. Magnetic
force.
 Explain that magnets attract  Workshop: Activity
magnetic materials but not non-
book pp. 29, 30 and 31.
magnetic materials.
 Explain the forms and uses of
energy. Textbook pp. 55, 56, 57,
58, 59, 60.
  Students will explain one type of
energy that they find in their
homes.
 Explain that energy is the ability to
do work.  Quiz: Mini Lab about a
 Explain the properties of light light filter and self-
textbook pp. 72, 73, 74, and 75.
evaluation from the
 Activity book, pp. 36, 37, and 38.
topic.
 Explain that different materials allow
different amounts of light to pass
through them. Textbook, pp. 77
and 78.
 Students will give an example of
shadows.
 Textbook, pp. 78 and 79. Self
-check p. 80.
 Textbook, pp. 137 and 138. Explain
the occurrence of day and night.
 Textbook, p. 139. Explain that one
half of the Earth experiences day
and the other half experiences
night at any point in time, and the  Quiz: Self-check p. 150
rotation of the Earth. and guide from the
 Textbook, p. 142. Explain that the
topic.
lunar cycle consists of eight main
phrases and describes the
changes in the shape of the Moon
as it moves around the Earth.
 Activity book, pp. 22, 23, and 24.
 Textbook, p 152. Ask students what
objects can you find in the space
and how is the Sun different from
the Moon.
 Explain that besides the Sun, the
Moon, and the Planets, there are
comets, asteroids, and meteoroids
in the Solar System.
 Textbook, pp. 154, 155, and 156. In
the notebook elaborate the
positions of the Sun, the Earth,
and the Moon.
 Explain that the planets revolve
around the Sun in elliptical paths
known as orbits.
 Activity book pp. 87-88.

Let’s create our board game.

 Final project
 Set of cards  Responsibility
This activity allows students to review
 Design of cards  Presentation
the concepts of forces, light, Earth,
 Research about the concepts  Creativity

PROYECTO DE and solar system. given  Coherence

SINTESIS
 Design of the board game  Final product
1. At the beginning of a student will
decide action squares; these are
squares like go-ahead 2, miss a turn,
short cut, and free candy. If a student
lands on one of these squares, the
students must do or get whatever the
square indicates.
2. Then, students will create
questions from each topic seen during
the term. Students can make up a set
of question cards found in the same
place the board game is found. That
takes some time, but the advantage is
that the students can then ask the
questions themselves.
3. If a student cannot answer a
question, they go back to the square
where they began the turn.