Proyecto De Science

GUIÓN DE PROYECTO PARA EL DOCENTE

TEMA: “Relationship between Plants and Animals and the Preservation of Ecosystems”

SUBTEMAS: Food chain, natural resource conservation, natural resource usage, biodiversity and ecosystems.

PROYECTO: Why am I part of the environment and how can I take care of it?
TÍTULO DEL PROYECTO: Survivor

GRADO ESCOLAR: 6 ° Grade

DURACIÓN: 3 to 4 weeksCOMPETENCIAS A DESARROLLAR:
Estándares curriculares SEP | Competencias del Sunrise Program que se favorecen. |
* Picks data from 2 different sources and puts it together in one document. * Knows how to distinguish the difference between facts and opinions from different texts. * Summarizes information without bringing the text out of context. * Explains the conceptual aspect ofbiodiversity, ecosystem, food chain and environment. * Puts in writing concepts and ideas in a clear way, paying special attention to the cause – effect relationship. * Identifies the underlying reasons behind the ecosystem deterioration, and its consequences. * Presents the conclusions of his/her findings in different ways that may include graphs and other presentation tools, using the fullarray and advantages that technology brings with it. * Shows curiosity about how nature works, and shares his/her own point of view. * Shows willingness to make decisions that protect the environment and the natural resources. * Appreciates and respects all forms of life. * Shows commitment to the concept of interdependency between nature and humans, and understands the importance oftaking care of our natural wealth. | COMPETENCY 2 Analyze texts given in a verbal way, to organize the information therein, and put it in perspective with his/her own point of view |
COMPETENCY 6 Make sure that the grammar is good enough to produce a good document that can be easily understood. |
COMPETENCY 1 Understand the relationship between plants and animals, and how this knowledge isimportant to protect the ecosystem. |
COMPETENCY 17: Understand the meaning of nature in a broad way with all the components around it: natural (biologic and physical) and social (political, economic and cultural) |
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APRENDIZAJES ESPERADOS

PISTA 1 | * Recognizes visible characteristics of plants and animals. * Proposes two or more criteria in order to organize and classify plants andanimals. * Identifies the natural resources of a given place and their benefit for humans. |
PISTA 2 | * Identifies and lists different medicinal plants and their uses. |
PISTA 3 | * Identifies food webs in a tropical ecosystem: producers, consumers and their interaction. * Recognizes the importance of biodiversity in ecosystems. |
RETO | * Applies acquired vocabulary and relatesit to the science contents. * Offers an answer, an opinion or a comment based on the application of concepts studied. |

INDICADORES DE DESEMPEÑO

PISTAS DE AULAQUETS. | INDICADORES |
PISTA 1 | * Offers two or more criteria for classifying plants and animals. * Draws and describes three or more resources used for survival. * Justify his/her decisions on the blog ‘survival kit’clearly and support by the revised. * In your writings use vocabulary of the ‘list survivalkit’. * Excellent participation and teamwork |
PISTA 2 | The poster: * Offers complete information about poisonous plants. * The poster is illustrated clearly about poisonous plants. * The medical prescription is filled out with the plants that will cure the symptoms. * Choose specific herbsand their side effects * Excellent participation and teamwork |
PISTA 3 | * Makes three or more pertinent observations based on video * Uses natural resources to construct shelter and provides sequenced instructions. * The model a food chain is according to the information obtained from the plants and animals from the Island of Martinique book. * Participation and teamwork |...