1. GROWING PLANTS

2.  This unit:  2Nd course of first cicle of Primary Education.  Begining of 2nd term, the third and fourth week of March  Introduces children the parts of plants, the parts of plants we eat and the cycle of live of the plants.  It is an experimental and investigative work.  The main objetive is students can explain the conclusions in the tree celebration INTRODUCTION

3.  We design a didactic unit TO DEVELOP A LEARNING PROCCESS in our students:  Significant, apply in the actual society and develop strategies to learn through the whole life. 

4. PRIOR LANGUAGE  Ordinal and Cardinal numbers  Humans, animals and plants are alive and grow, change and die.  Days of the week  Living and no living things, the difference.

5. LANGUAGE Pupils will be working with descriptive sciences texts. verbs in present tense with lots of names and adjective, related to plants. The vocabulary: seed, soil, sunlight, pot, water, living things, roots, stem, trunk, leaves, flowers, to sprout, to grow, to reproduce, to die

6. Use comparatives, using non-verbal language. Ask hypothesis and respond conclusions using why and because. Use quantifiers (a lot, little…) and preposition (on, under…) in order to describe the characteristics of the plants.

7. LEADING ACTIVITY Share the conclusions about the experiment of growing plants. Four groups. Each one with a different variable. Control the experiment. Register sheet. Report and share conclusions with other groups. The importance of investigate the science to understand it.

8. GENERAL OBJECTIVES Adquire and use correctly orally and in writing the vocabulary of the unit to allow the development of reading comprehension through scientific texts. Apreciate the important contribution os science to improve the quality of life of humans. Design controlled experiments with certain variables to understand the process of development of a plant.

9. Investigate and analyze the effects of some variables like water, sunlight, temperature or soil in growing plants. Analyze the evidence and write an draw the conclusions. Develop social skills that improve the participation in group behave responsibly, constructive and supportive, and respecting the basic principles of democratic functioning activities. Express and represents conclusions through texts, pictures, diagrams, etc.

10. Identify and resolve questions and problems related to elements of the environment, using search strategies, information processing, making conjectures, testing them and reflect on your own learning process. Understand oral and written discourse applying the basic rules of communication exchanges, becoming aware of feelings, ideas, opinions and knowledge, and respecting others.

11. Recognize and use basic communication strategies (verbal and nonverbal) and social rules require in verbal exchanges. Plan, organize and write different texts with appropriate structure for different types of speech, using information sources. Using TICs for information and as a tool for learning and sharing knowledge.

12. ALL THE CHILDREN WILL BE ABLE TO Put images of the life cycle of a plant in order, using simple methods of observation. Clasify the most relevant plants in their enviroment attending to criteria such as the size or the colour. Make themselves adecuated questions to obtain information from an observation. Register in a template the changes some of the changes the plant has made along the days.

13. MOST OF THE CHILDREN WILL BE ABLE TO Name some of the plants found around the school and clasify them in the hervarious. Observe and describe orally, drawing or by simple writting the proccess of growing of a plant. Comunicate observations in drawings and descriptions.

14. SOME OF THE CHILDREN WILL BE ABLE TO. Describe differences between plant growing in different conditions. Register almost all or all the changes that happen in the experiment in the register sheet drawing and writing the results. Notice that some elements of the enviroment are necessary for plants, make some conclusions about it and notice that in each group experiment the variable controls the experiment.

15. BASIC COMPETENCES Autonomy and personal initiative Register sheet: changes in plants. Mathematic Demonstration of the experiment, physical evidences. Knowledge and interaction with the physical world The world of the plants: plants as living beings. Learning to learn Using brainstorming, organize the information en the schemas using cards. Linguistic Show and share the conclusions clearly. Social and civic Cooperative and collaborative work, responsibility. Digital Interactive screen: videos, activity games, PowerPoint's.

16. The previous lessons to the leading activity Lesson 1: To have a first contact with the plants, learning and experimenting how plants live and how we must treat them carefully

17. Lesson 2: Collect different kind of leaves arround the school To be able to identify the different parts of a plant

18. Lesson 3: Put in boxes the different leaves in categories of the types of plants (trees, bushes and grasses)

19. Lesson 4: The students will watch a video of the life cycle of a plant and will participate in several activities that will help them see and understand, the process of growing of a plant

20. Lesson 5: Students have to make a poster with the parts of the plants we eat in order to develop a sensitive conscious of the importance of the plants

21. Recursos Pots Two seeds Two cuttings Soil with nutrients and within nutrients Water Thermometer Register Sheet Rule Newspapers Activity Cards Computers Interactive screen ( If possible) Glue Crayons Scissors Mini blackboards Flash-cards Posters All the lessons use …

22. Recursos We use materials to connect learning with certain aspects of the curriculum of our educational context: - The educational objectives are to achieve. We must consider how the material can help it. - The content to be treated using the material, which must be in sync with the contents of the subject we are working with our students. - The characteristics of the students who will use: abilities, cognitive styles, interests, previous knowledge, experience and skills required for the use of these materials... All materials require that its users have a certain prerequisites. - The characteristics of the context (physical, curricular...) in which we develop our teaching and where we use the materials we are selecting. Perhaps a very unfavorable context may be advised not to use a material, however good it is, for example if it is a multimedia program and there are few computers or computer room maintenance is poor. - The teaching strategies that can be designed considering the use of the material. These strategies involve: the sequencing of content, the set of activities that can be proposed to students, the methodology associated with each educational resources that can be used, etc…