The Learning Guides.
The Objective of the Web
The objective of the web is to provide a platform for sharing learning guides and resources on a diverse range of topics related to science that are relevant and useful to learners of all ages and backgrounds. Our goal is to make high-quality educational content accessible and engaging to everyone, regardless of their location or level of experience.
Through our web platform, users can access a variety of learning guides that cover different topics about science, from basic skills like reading and writing to more advanced skills. Our guides are designed to be interactive and engaging, incorporating a range of multimedia resources like videos, images, and games to make learning more fun and effective.
In addition to providing learning guides, our web platform also serves as a hub for teachers, educators, and other professionals to share their own resources and collaborate with others in the education community.
Welcome to our educational website, dedicated to providing resources and guides for students in different grade levels in the field of science. Our website focuses on five main topics, tailored for different grade levels. For second graders, we offer an interactive virtual environment to explore and learn about the human body. Through engaging activities and visual aids, students can discover the intricate workings of the human body and understand how it functions.
For first graders, we provide a face-to-face environment to learn about the differences between living and inert beings. This topic is essential to lay the foundation for understanding the natural world around us. Fourth-grade students can explore the fascinating world of the cell through our interactive virtual environment. Meanwhile, fifth-grade students can delve into the study of ecosystems in a face-to-face environment, learning about the delicate balance of living and non-living components in nature. Finally, sixth-graders can learn about the origins of the universe and how it all began through a face-to-face environment. Our goal is to provide a comprehensive and engaging educational experience for students of all ages and grade levels.
Teacher’s Name : Yesmi
Cecilia Donado Pacheco Grade: _2 Grade |
Topic: Human
Body |
|
Purpose of the lesson: |
Grammar point: 10 |
|
Learning
skills (how are you going to include the four skills)? Grammar, listening, speaking. |
Vocabulary (words
your students may not know):
Head, Hair, Eyes,
Ears, Nose, Mouth, Teeth, Tongue, Neck, Shoulders, Arms, Elbows, Hands, Fingers, Chest, Stomach, Back,
Hips, Legs, Knees,
Feet, Toes |
|
Methodologies:
Educational videos: I used educational videos that explained the different parts of the body and their functions to make the learning
experience more engaging and effective for my students. Visual teaching: I used images and diagrams to help my students visualize the different parts
of the body and their location. |
Techniques: Games:
I used interactive games that required students to identify different parts of the body,
answer questions about their function
and location, and work together to complete challenges related to the human body. Use of flashcards: I used flashcards with images of different parts
of the body and their names to help students
remember and learn the vocabulary related to the human
body. |
|
Stage |
activity description |
Link of the resources |
Presentation |
The topic of the human body is an important
subject that second grade English students
should learn. Through this topic, students
will learn about the different parts of
the body and their functions. They will also
learn how to use the correct words and phrases
to describe the human body and its parts.
Learning about the human body can also
help students understand how to care for and maintain a healthy lifestyle. Through images, games,
and interactive activities, second grade English students can learn |
https://view.genial.ly/64483c014f0db200112c9bd8/interactive- content-partes-del-cuerpo |
|
about the human
body in a fun and
educational way. |
|
Practice |
1. In this activity, students will have
to put together a puzzle to associate the
image with the parts of the body.
They will be instructed by the
tutor in case they have difficulties
or do not recognize the entire body properly. 2. The students will watch a video where through music, they will be able to audibly recognize words about the parts of the body, as well
as observe the location of the body
parts. |
https://puzzel.org/es/jigsaw/play?p=-NTtzzrP-MrkeCCCWmB5
https://www.youtube.com/watch?v=BwHMMZQGFoM&ab_channel=H aveFunTeaching |
Production |
1. For production activities, the students must use the educational tool "educaplay" to create a game, which consists of the following: a frog must
jump through several
leaves. There will be questions such as "What is the English word for 'eye'?" and the frog must jump to the correct
answer. This way, the students can
learn meaningfully through the game. 2.
Finally, the students must
match the word with the correct body part. |
https://es.educaplay.com/recursos-educativos/14695201- human_body.html
https://es.educaplay.com/juego/14695393-human_body_match.html |
Evaluation |
1.
To evaluate the students' knowledge, they must
be able to use
the "Paint" tool
to draw lines with colored
pencils where they match the word
with the corresponding image. |
|
|
||
Throughout these
guides, students will
find a variety
of engaging and interactive resources to help them
learn about the
different parts of the body and their functions. They will have
the opportunity to explore educational videos, colorful images, and fun games
designed to help
you remember the names and
locations of different body parts. |
Teacher’s Name: Pedro Rafael Mercado Mosquera Grade: 4th grade
|
Topic:
The Cell Level in English
of student: A2 |
|
Purpose
of the lesson: To reinforce and know the vocabulary about the Cell. |
Grammar
point: 10 |
|
Learning
skills: Reading, writing, listening and critical thinking. |
Vocabulary:
Nerve, spinal cord, prokaryotic, eukaryotic, envelope, tissue, organelles,
mitochondria, membrane, nucleus, ribosomes, cytoplasm, lysosomes, and
organelles. |
|
Methodologies:
Virtual presentation, where the student will understand all about the topic
and some different didactic activities that the student could evidence their
process and their acquired knowledge. |
Techniques:
Presentation, didactic activities online. |
|
Stage |
activity description |
Link of the resources |
Presentation |
This
activity is just for information, a good and didactic presentation about the
topic known as “the cell”. In which the student can find some indications
about the cell, the student can find images to know and use it by an example. |
https://view.genial.ly/644c0f500de48e00180a2afc/presentation-the-cell |
Practice |
On
this stage, there will be two activities to know if the student understood
the information on the presentation in genialy, being two games in educaplay,
a letters soup and a unscramble letter. |
https://es.educaplay.com/recursos-educativos/14750754-the_cell.html
https://es.educaplay.com/recursos-educativos/14750903-the_cell.html |
Production
|
On
production stage, the teacher created two activities to make the students
recognize the importance to learn and know what a presentation informs. Using
two virtual didactic materials, one of complete a text and one of relate
columns; in both activities the cell’s vocabulary sees included. |
https://es.educaplay.com/recursos-educativos/14760213-the_cell.html
https://es.educaplay.com/recursos-educativos/14763302-the_cell.html |
Evaluation
|
The
last stage, the teacher created an evaluation but on a didactic form, where
the teacher use educaplay to evaluate the knowledge through a didactic
evaluation. |
https://es.educaplay.com/recursos-educativos/14750803-the_cell.html |
|
||
On
this template the student can see all the guidelines to start their process
about the topic, the activities and the evaluation, where the student will
test it knowledge obtained on the genialy file, that is the goal, to make
students interpret and will test all learned for themselves.
|
||
References:
Biology
for kids. (n.d.). Ducksters.com. Retrieved May 2, 2023, from
https://www.ducksters.com/science/the_cell.php
What are cells? (n.d.).
Kidshealth.org. Retrieved May 2, 2023, from https://kidshealth.org/en/kids/cells.html |
Teacher’s Name |
Eduardo Cohen
Guerrero |
Student’s Level (CEFR) |
|
Grade |
Sixth grade |
Skills to develop |
|
Number of sessions |
|
OBJECTIVES |
|
The Origin of the Universe for students who
are in the First Year of Secondary, which corresponds to the Biology course,
in this educational file you will find contents such as: expansive theories,
stationary theories and homework, while we contextualize, analyze and assess
the current hypotheses about the nature and dynamics of the universe. |
|
VOCABULARY Universe, milky
way, big bang, comets, stars, galaxies, the light, asteroids, and black
holes, origin, disk, home, cosmic, gravity, evolution, gravitational. |
|
|
Presentation
The universe.
In this article we are going to speak about the Universe,
it is a place made up of planets, stars, light, galaxies, dust clouds and even
time. The Universe has allowed the creation of those things that gave rise to
life made up of animals, plants, viruses, microorganisms and humans. The universe
has a very large area; scientists say that it has an infinite area.
The universe is a huge expanse of space that contains all
the matter and all the energy that exists. This contains all galaxies, stars
and planets, therefore, the universe is the set of all physically detectable
entities that interact with each other within space-time according to physical
laws.
In this article we touch on a topic about the exosphere,
better known as the Universe, it is a place made up of planets, stars, light,
galaxies, dust clouds and even time. The Universe has allowed the creation of
those things that gave rise to life made up of animals, plants, viruses,
microorganisms and humans. The universe has a very large area; scientists say
that it has an infinite area.
The Big Bang is the beginning of the universe, the
beginning about life’s human, it creates
all that we see, touch, and feel; it was done by atoms and
then big atoms groups, those
atoms were made by stars, then some galaxies got crashed
each other and those events
allowed to create the compound of the universe, comets,
stars, galaxies, the light, asteroids,
and black holes.
The term universe is used informally in slightly different
contextual senses and refers to concepts such as cosmos, world, nature, or reality.
The physical sciences model the universe as a closed system that contains
energy and matter in space-time and that is fundamentally governed by causal
principles.
Practice and
production
How did the universe origin?
The universe is the set of matter and energy interrelated with time
and space. In the universe there are galaxies, black holes, stars, comets,
planets with their satellites, etc. But how were these stellar bodies formed?
How was the universe formed? There have been numerous theories that have been
proposed to explain the mystery of the origin of the Universe, which can be
grouped into 2 classes:
Galaxies are the
basic structures of the universe, they are formed by a huge set of hundreds or
billions of stars, interacting with each other; inside we find interstellar
matter. In turn, the galaxies form associations of pairs, triplets or clusters
(which can be thousands of galaxies). On the other hand, the shape that a
galaxy acquires is due to the intensity of the rotation movement and its
evolution. Thus we have:
Irregular-type
galaxies are young galaxies, whose shape is not defined and lack a nucleus. In general,
they are located near larger galaxies and their appearance is probably the
result of gravitational perturbation due to galaxies with greater mass. They
have abundant interstellar gas and dust. For example: The Great Magellanic
Cloud, Cigar Galaxy (M82), Pegasus, etc.
Feedback:
1. a Galaxy is:
_______________________________
2. indicates the
existing types of galaxy: a._____________ b. _____________ b._____________ c.
_____________
3. mention three
types of spiral-type galaxies: _______________________________
4. name two
features of an irregular galaxy. _________________________________
Production
The experiments suggest that the universe has been
governed by the same physical laws, constant throughout its extension and
history. It is homogeneous and isotropic. The dominant force at cosmic distances
is gravity, and general relativity is currently the most accurate theory to
describe it. The other three fundamental forces, and the particles on which
they act, are described by the Standard Model.
the universe "our home"
According to Greek mythology, Zeus and Alcmene had a son,
who was named Hercules. When the demigod was born, Zeus forced his wife Hera to
breastfeed him, but the child suckled Hera's breast so hard that the milk
spilled out, thus giving rise to the Milky Way (Milky Way).
It is a normal spiral galaxy that has medium dimensions
compared to the others and has a total mass equivalent to one million Suns; It
is considered a biconvex disk. It belongs to a galaxy cluster called the Local
Group made up of an average of 31 galaxies; some data of this group
![]() |
Complete and look for the
words in the alphabet soup
A |
E |
T |
V |
I |
H |
E |
S |
A |
U |
E |
R |
D |
F |
V |
R |
F |
A |
J |
G |
A |
S |
D |
L |
E |
S |
G |
S |
I |
D |
L |
K |
T |
N |
H |
M |
I |
F |
A |
H |
D |
A |
A |
A |
D |
H |
T |
E |
L |
P |
S |
N |
J |
H |
N |
D |
L |
E |
Y |
U |
R |
D |
T |
D |
T |
U |
L |
G |
D |
E |
A |
J |
H |
C |
F |
I |
U |
I |
T |
V |
U |
H |
N |
B |
C |
B |
U |
D |
C |
I |
A |
G |
B |
L |
N |
A |
B |
K |
T |
L |
H |
A |
K |
G |
F |
M |
O |
M |
A |
O |
K |
D |
E |
B |
F |
G |
O |
G |
I |
V |
N |
U |
I |
M |
E |
S |
A |
D |
H |
D |
E |
S |
P |
I |
R |
A |
L |
N |
O |
R |
M |
A |
L |
verifying learning
they are basic structures of the universe formed by
millions of years
a- comets
b- stars
c- planets
d. galaxies
e- black holes
Galaxy of irregular type.
a) Andromeda
b) Swirl
c) Crab
d) Sculptor
d) Pegasus
Andromeda is a galaxy:
a) Irregular
b) normal spiral
c) Barred spiral
d) Elliptical
d) Nebula
most abundant type of galaxy
a) Spiral
b) Irregular
c) Nebula
d) Elliptical
d) Andromeda
they are the largest systems in the universe; made up of
stars, cosmic dust, gases and others. (UFV-2001)
a) Constellations
b) Milky Way
c) Galaxies
d) Asteroids
e) Nebulae
Evaluation(criteria)
Where does the universe originate? When did time start
running? Is there space outside the universe or does it only exist within the
universe? These are some of the questions that humanity has asked itself
throughout history, how many times, from the simple observation of a starry
sky.
1) if the speed of light in a vacuum is approximately
300,000 km/sec. A light year is the distance traveled by light in one year. How
much is this distance expressed in meters?
2) Find out what are the basic concepts of theory of
special relativity enunciated, in 1905, by Albert Einstein. For this, the
reading of the book Conceptual Physics by P. Hewitt is recommended. Take notes
on the requested information and then write a report on the topic.
3) Attend the video screening. During the screening, take
note of the terms that you find relevant or difficult to understand. Then,
create a glossary and ask your teachers for help to find data on the following
concepts: a) electromagnetic spectrum;
b) relationship between frequency, wavelength and energy;
c) types of radiation. These concepts will help you understand the different
types of "signals" that astronomical instruments look for.
4) Research some biographies on the scientists who
proposed theories that contributed significantly to the understanding of the
universe: Isaac Newton, Albert Einstein, Steven Hopkin. When did they carry out
their research? What motives prompted them in their searches? What was the most
important contribution of each one of them? How could they describe each
“researcher profile”?
Teacher’s Name |
Rosa Angelica Ortiz
Quintero |
Student’s Level (CEFR) |
A2 |
Grade |
Fifth grade |
Skills to develop |
Speaking and writing. |
Number of sessions |
1 |
OBJECTIVES |
|
After this class,
students will be able to describe the different types of ecosystems and
the organisms that inhabit them,
identifying the interactions that occur between them. |
|
VOCABULARY |
|
Ecosystem Ecosystem components
(biotic and abiotic) Organism Habitat Ecological niche Species Population Community Food chain Food web. |
Presentation (Explanation of the topic)
Students are greeted and asked how they are doing. Once the greeting
is finished, the students are told
about the topic that will
be worked on during the class.
Students are told about the basic concepts of ecosystems and their
components: Ecosystems: An ecosystem is a community of living beings that interact
with each other
and with their physical environment.
Definition of the components of an ecosystem: The components of an
ecosystem include the living things
(populations and communities), the physical environment (biotope) and the interactions between them.
Explanation of some terms related to ecology, such as ecological
niche, habitat, symbiosis, mutualism, commensalism, parasitism, etc.
The difference between terrestrial and aquatic ecosystems will be
explained, and some examples of each will be
presented.
Practice and production(activity)
Activity 1: Question and answer game in groups to practice the
concepts learned in the presentation.
Activity 2: Observation and description of different ecosystems in
images. Students will identify the components of the ecosystem and the organisms that inhabit them.
Note: Print the following image and show it to students.
![]() |
Thedailyeco. (2022).
Production (activity)
Activity 1: Create a drawing of an ecosystem. Students will identify
the components and organisms
of the ecosystem.
Activity 2: Small group discussion. Students will discuss
how humans can negatively affect
ecosystems and possible
solutions to prevent
environmental degradation.
Evaluation Criteria(Rubric)
Ask students
to take out a sheet of paper and write their
name on it.
Write on the board the
following quiz in which they choose
between true or false.
1.
An ecosystem is a community
of living things
that interact with each other
and with their
physical environment.
(True/False).
2.
The components of an ecosystem
include only living things.
(True/False).
3.
An ecological niche refers
to the role a species
plays within an ecosystem. (True/False).
4.
Mutualism is a symbiotic
relationship in which one species
benefits while the other species is harmed. (True/False).
5.
Competition for resources is an example
of an ecological interaction in which two or more species compete
for the same resources. (True/False).
Teacher’s Name: Daniel Sierra Ojeda Grade: 2 Grade |
Topic: Human body Level in english of student A1 _________________________________________ |
|
Purpose of the lesson: know the
most common parts of the body, communicate their knowledge about the subject. |
Grammar point:
10 |
|
Learning skills (how are you going
to include the four skills)? Speaking, listening, reading. |
Vocabulary (words your students
may not know): Mouth, teeth, shoulder, knew,
back, tooth. |
|
Methodologies: collaborative
learning based on group experiences that students and teachers work with the
use of ICT in the classroom to improve the acquisition of the subject. |
Techniques: online videos, didactic
activities, teamwork, online games, matching, online audios. |
|
Stage |
activity
description |
Link of
the resources |
Presentation |
The teacher briefly talks about
the importance of taking care of the body and how having an adequate
lifestyle allows us to function properly. The students carefully observe the
presentation of the YouTube video The Human Body for children - Body Parts for
Kids and of this In this way they recognize the different parts that make up
the human body, they know their names and where they are located. |
https://www.youtube.com/watch?v=SqI-NMDeLa8
|
Practice
|
In the first activity, students
practice the words they recognized in the previous explanation, students
underline the correct option and ask their teacher for help if necessary. Students in this second step
practice the parts of the body by repeating the names with the help of the
teacher. |
www.educima.com/wordsearches/human_body-facc23c2f35517cb04869dec5f12c0d5
https://www.youtube.com/watch?v=SUt8q0EKbms
|
Production |
In the first exercise, the
students autonomously match the image with the correct word of the human
body, thus students work on vocabulary. In the second activity, the
students without the help of the teacher listen to the audios and choose the
correct option, improving their listening and preparing for the evaluation. |
https://app.nearpod.com/?pin=XSNRH
|
Evaluation |
The students are evaluated through
the use of ICT, the students watch the video and choose the correct answer
according to the case. Students
are evaluated through the game. |
|
|
||
An introduction to your learning
guides. Thanks to this guide, students can use different technological tools
to learn the subject, students watch videos, play and learn independently and
with the help of the teacher. |
Teacher’s Name |
Daniela Bandera Hernandez |
Student’s Level
(CEFR) |
A1 |
Grade |
First |
Skills to develop |
Listening, speaking |
Number of sessions |
2 |
OBJECTIVES |
|
To learn
to differentiate living
beings from inert,
living, and non-living. |
|
VOCABULARY |
|
living beings things animals |
WARM-UP: |
Player of the day(5
MN) Make examples of living
and non-living things(25mn) |
|
PREVIOUS KNOWLEDGE: |
Feedback:
Recognize, identify living and non- living things |
Presentation (Explanation of the topic)
Show images according to the theme
exposed
https://cdn.firstcry.com/education/2022/11/17173012/Living-Things-and-Non-Living-Things-Definition- Examples-and-Characteristics.jpg
Practice and Production (Activity)
Pronounce, draw
living and non-living beings, (25mn)
colors And explain the importance of each of them. 15 MN
Video (10 MN) |
Living things : https://www.youtube.com/watch?v=tzN299RpJHA Nonliving thigs: https://www.youtube.com/watch?v=gAWcBSZ0klw |
Identify non-living beings at school, and at home make a list of living and non-living beings 20(mn) sustentations |
Production (activity)
All students must immediately identify living and non-living things on the planet |
Evaluation Criteria(Rubric)
Teacher’s Name |
Gloria
Luquez |
Student’s Level
(CEFR) |
A1 |
Grade |
Fifth grade |
Skills to develop |
Reading, Writing, Listening |
Number of sessions |
1 |
OBJECTIVES |
|
§ The student will be able to analyze the main concept of an ecosystem. § The student will be able to recognize the main characteristics of an
ecosystem. § The student will be able to apply the vocabulary studied during
the class. |
|
VOCABULARY |
|
Biology Ecology Earth Science Meteorology Geography Human Geography Physical Geography |
PRESENTATION (EXPLANATION OF THE TOPIC
The ecosystems
Ecosystem is a community of living organism along
with their natural habitat and the non-living
components of their environment.
This network of living and non-living components in a
given area is know as an ecosystem,
an ecosystem Could be a pond, could be your house as
well, and some believe that our earth is an
ecosystem too.
Ecosystem
includes two major components biotic and abiotic components, abiotic components
are the non-living elements of the system,
such as air, water, sunlight, nutrients and temperature,
biotic components are all the living organisms in the
system, like plants, animals, fungi, micro-
organism and you. Ecosystem can be of any size, the
area under your plant pot, under the rock, a pond,
a puddle, the
vast ocean, the city you live in, or your country.
Now this is an important piece of information, each
organism living in an ecosystem has a role or niche,
for example, a deer living in a forest is a prey,
lions, tigers, coyotes and other animals eat them for food.
We must remember that no two organisms can have the
same niche or too long, after a while one has to
Either leave or go extinct.
Our ecosystem is really important, if we keep
polluting our ecosystem like that, we would soon go extinct and
Earth would not be habitable ecosystem ever
Practice
For each section
below, read the information in the box on the left, draw a picture to represent
the information in the box
on the right, and circle the word in the box
on the left that you feel is the most important word.
An ecosystem is a community of living and
no-living things that interact with each other particular environment
|
|
This network of living and non-living components in a given area
is known as an ecosystem, an ecosystem Could be a pond, could be your house
as well, and some believe that our earth is an ecosystem too
|
|
There are many different types of
ecosystems, including, forest, ocean, grassland, desert and more.
|
|
Ecosystem includes two major components biotic and abiotic
components, abiotic components are the non-living elements of the system, such as air, water,
sunlight, nutrients and temperature, biotic components are all the living
organisms in the system, like plants, animals, fungi, micro-organism and you
|
|
EVALUATION
1.
With your own word explain
What is an ecosystem?
What are biotic and abiotic components?
Why Our
ecosystem is really important?
2.
Write true (T) or false (F) as appropriate.
components of their environment…………… (
)
There
are many different types of ecosystems, including, forest, ocean, grassland,
desert and more …. ( )
The ecosystems provide habitat for animal and plants, and help to purify
the air and water……. ( )
Ecosystem is a
community of living organism along with their natural habitat and the
non-living....... ( )
3. Connect with an arrow each correct ecosystem
Teacher’s Name |
Jesus David
Urango Conde |
Student’s Level (CEFR) |
A2 |
Grade |
Fifth (5°) |
Skills to develop |
Reading, comprehension, teamwork. |
Number of sessions |
1 |
OBJECTIVES |
|
Identify the different ecosystems and
their features. Understand the definition of the ecosystem. Identify the positive and negative impacts
of human intervention in the ecosystem. |
|
VOCABULARY |
|
Animals Organisms Species
Threats Environments Human
intervention |
Presentation
(Explanation of the topic)
Let’s start our lesson by understanding
the definition of an ecosystem, so I invite you to read the next
text.
An ecosystem is
all the plants and animals that live in a particular area together with the
complex relationship that exists between them and their environment.
According to the
paragraph, you must select pictures that show an ecosystem.
A
Practice and production(activity)
Let's start our project. Now you know what an
ecosystem is, you must understand how the place is the foundation that sustains
life.
Elements to use: An
empty bottle, grass, compost earth, water, and gravel.
Steps
1.
Cut the bottle in half.
2.
Add the gravel as a base for your new
environment.
3.
Add the compost earth.
4.
Moisten
the compost earth.
5.
Add the grass.
6.
Seal the bottle and wait a couple of days.
7.
Register every change in the mixture.
a. Observation 1
b. Observation 2
c. Observation 3
d. Observation 4
In the end, you will have an ecosystem and show it in class.
Production
(activity)
Now, let’s test your knowledge. You must show
that has acquired ideas about Ecosystems. So, you must resolve the
following test.
When the human being exploits
natural resources there is the Extinction of animal and plant species.
Disruption of trophic networks and relationships. Soil desertification, the
land loses of nutrients, and forests or jungles cannot be cultivated or grown.
Increase in environmental pollution.
1. What happens when human
beings use natural resources in an uncontrolled way?
a.
Increases
the production of resources.
b.
More
resources are being created.
c.
They
deteriorate.
Understanding that
ecosystems are about a group of biotic and abiotic beings that coexist with
each other to achieve a coexistence where everyone depends on everyone else to
survive, answer the following question.
2. Ecosystems can be:
a.
natural
b.
artificial
c.
Both
are correct.
3. Are ecosystems only made up
of animals and plants?
a. Yes
b. No
4. When an animal species
disappears or decreases from an ecosystem, what happens to it?
a. Nothing happens because a
single species is not a loss that means much.
b. The balance is disturbed,
and the environment can be affected.
c. Nothing happens because the
world has not changed although some species have disappeared.
5. According to what has been
learned about the ecosystems, answer: Can your pet's hair, which contains fleas
and ticks, be considered an ecosystem, considering that they depend on the dog
to live?
a. Yes
b. No
Evaluation
Criteria (Rubric)
1.
He/she carried out the practical activities
consisting of the creation of the ecosystem itself proposed by the tutor.
2.
Understood the difference between ecosystem and
environment.
3.
He/she understood the importance of controlled
resource management.
4.
He/she was able to demonstrate the acquisition of
knowledge about the actors participating in an ecosystem.
5.
He understood the importance that all species have
in the balance of an ecosystem.
References.
Generation genius.
¡ECOSISTEMAS PARA NIÑOS FÁCILES! Recovered
from https://www.generationgenius.com/es/ecosistemas-leccion-de-ciencia-para-ninos-3-a-5-grado/
Abbas, N. (2020). Qué es un ecosistema: definición para niños. Recovered from https://www.ecologiaverde.com/que-es-un-ecosistema-definicion-para-ninos-1544.html
Ministerio de Educación
Nacional. (2004). Estándares básicos de competencias en ciencias sociales y
ciencias naturales. MEN. Bogotá.
96-147. Retrieved from https://www.mineducacion.gov.co/1621/articles-116042_archivo_pdf3.pdf
Morgado, Margarida. (2018). CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography, and Science for Primary School. e-TEALS. 9. 132-152. 10.2478/eteals-2018-0016. https://www.researchgate.net/publication/333726449_CLIL4CHILDREN_Teaching_Materials_for_CLIL_Lessons_in_Maths_Geography_and_Science_for_Primary_School
Saini, M, 2022. Living Things & Non-Living Things – Definition, Examples And Characteristics https://www.firstcry.com/intelli/articles/living-and-non-living-things-definition-examples-and- characteristics/
English Singsing. (2016). Kids vocabulary - Body - parts of the body - Learn English for kids - English educational video [Video]. Recuperado de https://www.youtube.com/watch?v=SUt8q0EKbms
Sanook English ESL
Activities. (2022). Body Parts Quiz ESL Game [Video]. Recuperado de https://www.youtube.com/watch?v=31cr5qRLi9A
Smile and Learn - English.
(2018). The Human Body for children - Body Parts for Kids [Video].
Recuperado de
https://www.youtube.com/watch?v=SqI-NMDeLa8
Thedailyeco. (2022). Different Types of Ecosystems - List With Examples. [Image]. https://www.thedailyeco.com/different-types-of-ecosystems-list-with-examples- 2.html
Adams, Fred y Greg Laughlin. The five ages of the universe: inside the
physics of eternity. New York: Touchstone, 2000. (LIBRUNAM: QB981 A33)
Alpher, Ralph. Genesis of the big bang. México: Oxford University Press,
2001.
(LIBRUNAM: QB991.B54 A56)
Bergamini, David. El
Universo. México: Lito Offset Latina, 1978. (LIBRUNAM: QB44B43)
Chaisson, Eric. Cosmic evolution: the rise of
complexity in nature. Cambridge: HarvardUniversity Press, 2001. (LIBRUNAM:
QB981 C534)
Di Bari, Pasquale. Cosmology and the early universe. Boca Raton: CRC
Press, 2018.
(LIBRUNAM: QB981 D46)
Durham, Frank. La trama del
universo: Historia de la cosmología física. México: Fondo de Cultura Económica,
1989. (LIBRUNAM: QB981 D8618)
Einstein, Albert. El significado de la relatividad.
Madrid: Espasa Calpe, 2008.
(LIBRUNAM: QC173.55 E53418 2008)
Biology for kids. (n.d.).
Ducksters.com. Retrieved May 2, 2023, from https://www.ducksters.com/science/the_cell.php
What are cells? (n.d.). Kidshealth.org. Retrieved May 2, 2023, from https://kidshealth.org/en/kids/cells.html
Comentarios
Publicar un comentario