DEMO
DIGITAL PROJECT M
E
12
INCLUDED ON
TH LICE
NC
3
PRIMARY
Natural Science
ld cou n t c je di sub grate s i l Th es, inte ona be cienc regi rk S wo new he frame t d l u o. ry sho ulato lish s reg estab
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What are you going to learn?
AR
ISCIPLIN
CROSS CIRCULAR
INTERD
SDG
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Let’s do science!
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• Learning context: A girl who asks a lot of questions introduces the importance of investigation (asking ourselves questions). • Target in action: Design a science project! Quality education
Living beings!
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• Learning context: A boy’s love of animals shows how empathy towards different species affects our actions. • Target in action: Make a poster about an endangered plant to help people understand why plants are important.
Life on land
REVIEW TERM 1 STEAM: Stephanie Kwolek
3 4
We are all animals!
Looking after nature!
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• Learning context: A girl wants to transform into an animal to have superpowers. This leads into the discovery of the characteristics of different animals that let them live in different environments. • Target in action: Find out about animals with ‘superpowers’ and draw a comic strip about one of the animals.
• Learning context: A boy who sets some dominos up to topple provides a simple visual introduction into the idea that all things are closely linked to others. • Target in action: Create a wall display and about a real ecosystem and how to protect it.
Life below water
Sustainable cities
REVIEW TERM 2 STEAM: Maria Sibylla Merian
5 6
Matter and energy
Projects
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• Learning context: A girl’s curiosity about how her toys work lead into the concepts of matter, energy and machines to further develop pupils’ knowledge. • Target in action: Investigate one of your favourite toys to find out what it’s made from and how it works.
Sustainable cities
• Learning context: A boy decides to make his own toys with recycled materials, showing pupils they are probably creating their own projects without realising. • Target in action: Develop your own projects and show them at a fair.
Sustainable cities
REVIEW TERM 3 STEAM: Beulah Louise Henry
KNOWLEDGE TO LEARN, APPLY AND INVESTIGATE • The scientific method. • Scientific questions. • Information. • Hypothesis. • Conclusions. • Computational thinking. Key-competence activities
• • • • • • •
• • • • • •
Key-competence activities • The ‘building blocks’ of life. • Robotic insects. • My job: microbiologist. • Let’s think: plant, make your food. • Use the scientific method. • Plants are really important!
Features of living beings. Types of living beings. Features of plants. Plant nutrition. Plant interaction and reproduction. Plant classification.
Questions, questions and more questions. All about whales. Hypotheses are really important! My job: chemist and zoologist. Analysing and making conclusions. Home research: biscuit tower. Let’s think: solving natural science problems.
CROSS-CURRICULAR PROJECT · Do you waste food?: Store well, eat well
• • • •
General characteristics of animals. Describing and classifying invertebrates. Describing and classifying vertebrates. Characteristics and vital functions of human beings. Key-competence activities • Classifying animals in the park.
• • • •
Ecosystems. Using ecosystems. Changing ecosystems. Protecting ecosystems.
• • • •
Invertebrates on the fish counter. My job: expert in biomimetics! Robots or humanoid robots? Let’s think: draw a diagram of the interaction function. • The stages of life.
Key-competence activities • Everything is connected. • My job: forest engineer and town planner. • I don’t want to disappear! • Let’s think: the sustainability code.
CROSS-CURRICULAR PROJECT · Protecting marine life: A ‘Journey’ under the sea
• Matter. • Physical and chemical changes. • Materials. • Energy. • Machines. • Using machines. Key-competence activities • Liquid and gas superpowers!
• • • • • •
• • • • • •
Key-competence activities • Operation ‘perfect desk’. • Family barbecue. • Problem solvers. • My job: engineer. • Let’s think: doing a project step by step. • Let’s think: making a video game step by step.
Inventions. Projects. Thinking, designing and planning. Creating, evaluating and disseminating. Doing a project step by step. Making a video game step by step.
Ice: solid water. My job: inventor. Energy sources and vehicles. Let’s think: rules for using machines responsibly Big changes! A revolutionary machine!
PROYECTO INTERDISCIPLINAR - Aprender lo natural CROSS-CURRICULAR PROJECT · Time flies: The pastde is important
1
Science time
My family thinks I’m really annoying. I ask questions about lots of different things. Sometimes they don’t answer me – I really hate it! It’s not my fault that everything is interesting. My cat, my parents, cooking... even the plants on the balcony! I’ve got so many questions...
What do you think? Do you ever feel the same as Elisa? Can you answer your own questions? Does learning about the world help us to look after it?
Context There are millions of scientists all around the world. In this unit...
Targ et in actio n Design a science project!
The scienti fic method
Follow the thread! 8
1 How does science work?
Scienti fic questio ns
2 Asking scientific questions
4
Conclusions Information
Hypothesis
3
4
Looking for scientific information
Suggesting answers and checking them
5 Analysing data, making conclusions and sharing them
Computational thinking
6 Solving problems
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1 How does science work? Our world is full of mysteries. Scientists use a special method to help us understand them. You can learn this method too.
The scientific method: steps
1
Looking for answers
Ask a question
Our world is full of things that we don’t understand. That’s why we ask questions, like why does it get dark? Which is bigger: the Moon or the Sun? Does my dog see like I do? Why do I get thirsty?
2 Look for information
Scientists use the scientific method to look for answers to our questions.
3 Suggest answers
A way to look for answers In the scientific method, we follow steps to find answers to our questions.
4 Observe or experiment
Study the picture on the right. It shows the steps that scientists follow. 5 Analyse data and make conclusions
1 Guess what: scientists use it to help us understand the world around us. What is it? 2 Say the name of a scientist you know. Tell the class about them and about their scientific work. 3
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Draw a picture of a scientist (don’t let anyone see it). Then show your drawing to the class. Which parts of your classmates’ drawings are similar? Which parts are different?
6 Share your conclusions
Take note!
Following the scientific method. Is it cientists make many discoveries that help you every day!
2
U1
Asking scientific questions
Language Bank
Elisa asks lots of questions. She’s curious about everything. Are you like Elisa? Curiosity lets us discover new things.
Writing. Think of a problem and use the steps of the scientific method to show how you can solve it. Speaking. Explain the steps of the scientific method to your classmates and share your conclusions.
What questions can you ask? You can use the scientific method to answer some questions about the world around you. But you can’t use this method to answer every question. Science can’t answer questions about what people like. For example, why do you like chocolate more than soup? And science can’t explain why we think something is good or bad, beautiful or ugly, interesting or boring...
Questions, questions and more questions Read these two situations. Then answer the questions in your notebook.
Take note! You can’t use the scientific method to answer every question. Use it in the right situations.
It’s the final of the ‘Be st Singer’ contest! Th e public votes for the winner.
There’s a huge dead animal on a beach. It’s soft and long. It has two really long tentacles and giant eyes. Lots of people want to see it.
What is it?
Where is it from?
Who is the best singer?
It is an alien?
1 Which questions can you answer with the scientific method? Which questions can’t you answer with this method?
Who is the public’s favourite?
2 Which questions are about people’s preferences? 3
Suggest another two questions for the beach situation that you can answer with the scientific method. Question
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3 Looking for scientific information Science sounds so exciting! Before you start your research, check if other people already know something about your topic.
Why do we look for information? One of the first steps in the scientific method is looking for information. Looking for scientific information means finding out what people already know about our topic. For example, imagine you want to know why fish don’t drown in water. First, you need to look for existing information about this topic. Then you can make your own observations.
Where to find information
1 Where can you find printed information? Where can you find digital information? 2 Find a printed scientific book. Write its title, the author and the topic. 3 Find a science documentary. Say the title and what it is about.
Always use scientific sources. Look at the picture. It shows the main sources of scientific information. Sources can be printed, such as books, or digital, such as websites.
Sources of scientific information
Scientific journals
Podcasts Guides
Fascinating Plants!
Documentaries
Science books
Encyclopaedias
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U1
All about whales Imagine you are part of a blue whale research team. You want to know how they live. This is the information you have from books and the internet:
Blue whale facts...
S TRACKING BLUE WHALEG FOLLOWING THEIR SON were recorded nt blue whale songs Up to 26,545 differe hale Project, the Antarctic Blue W in a recent study by world. tists from across the which involves scien deep sound of ssible to record the po is it , ter wa r de Un ay. reds of kilometres aw the blue whale hund The conclusions of the study can help scientists protect the Antarctic blue whales and help the population recover.
ENCYCLOPAE
BLUE WHALE
DIA OF MARIN
E ANIMALS
Balaenoptera m
usculus
2 3 1 6
1. Baleen 2. Blowhole
5
3. Dorsal fin
4. Tail
1 What type of scientific sources does the above information come from? For example, an encyclopaedia, an animal website, a podcast, etc. 2 Read the information and answer these questions about whales. Which source is the information from?
4
5. Pectoral fin
6. Throat groo ves
S ee Sheet 2 in the e-Learning-ICT Plan on anayaeducacion.es. for help on finding information.
a) How many different blue whale songs do we know? b) How big can a blue whale tongue be? c) What is a blowhole? What are throat grooves? d) How many litres of milk does a baby blue whale need? 3 Find out when World Whale Day is. Why do we celebrate this day? Say which sources you use to find the answers.
Take note! You can find scientific information in lots of different sources. Are you familiar with all of them? 13
4 Suggesting answers and checking them Language Bank
When we research something that we don’t understand, we usually have some ideas to explain what is happening. Let’s start there!
Speaking. Follow the steps at home and share what happened in groups. 1. Fill a plate with water.
After we look for information, we suggest answers to our scientific question, or explanations for what is happening. These explanations are called hypotheses.
What is a hypothesis? A hypothesis is a possible answer to a scientific question.
When we make a hypothesis, we don’t know if it is correct. We have to do experiments or make observations to check our hypothesis. The results of our experiments and observations tell us if our hypothesis is correct. If the results don’t match our hypothesis, we need to make another one!
2. Sprinkle pepper across the surface of the water. 3. Make a hypothesis about what you think is going to happen. 4. Put your finger in detergent and dip it into the water. 5. What happens? What can you see? Writing. Answer the question in your notebook: What can you do to check a hypothesis?
Hypotheses are really important!
Paula’s dad put a bottle of water in the freezer and forgot about it. Now it’s broken!
It’s Manuel’s birthday today, and it’s really hot. Manuel is decorating the garden with balloons. At midday, almost all the balloons are burst! Scientific question: Why are the balloons burst?
Scientific question: Why is the bottle broken?
1
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Suggest a hypothesis for each scientific question. Prediction
2 In your notebook, write the steps for checking each hypothesis.
U1 Hi! I’m Teo and I’m a chemist. I love to do experiments!
Checking hypotheses Sometimes we do laboratory experiments, and sometimes we make field observations.
I do experiments! I make observations! out if a hypothesis is correct. An experiment is a test to find trol certain things, such as the When I do an experiment, I con stances I use. This means I can temperature or how many sub experiments. compare the results with other tory. It has lots of scientific I do my experiments in a labora equipment. eriments in a laboratory I write everything about my exp notebook.
Hi! I’m Ana and I’m a zoologist. I observe animals outside in their natural environment.
Sometimes it rains, sometimes it’s cold, and sometimes it’s really hot. I can ’t control the field conditions when I make my obs ervations. I write everything in my field notebo ok. I use my binoculars to observ e things that are far away, and a magnifying gla ss to study small animals in detail. Sometimes I take photos of the things that I see. And I always take a compass and a map so that I know where I am.
1 Who can answer these scientific questions – Elisa or Teo? a) How many vultures live in this area? b) How much sugar does packaged juice contain? c) What do ladybirds eat? d) Which freezes first: sugar water or salt water?
Take note! It’s easy to experiment and make observations. You can even do it at home!
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5 Analysing data, making conclusions and sharing them When we experiment, we collect lots of data. How can you use the data to check your hypothesis? 1 Use your own words to explain why we gather data.
Collecting data Data is the information that you get when you observe or experiment. There are three main types of data: • Numerical data. This data is made up of numbers. For example, the number of flowers on a plant, the temperature of a liquid, the weight of a dolphin… We use measuring devices to get this data (thermometers, scales, etc.). • Observations. We use our sight, hearing and other senses to gather this data. You can use special equipment like binoculars (for far away things), a magnifying glass (for small things), or a microscope (for really small things). • Audiovisual records. This type of data includes photos, videos and audio files. For example, a recording of dolphin calls or whale songs.
Ladybirds Plant 1 Plant 2
16
Plant 3
18 20 25
Earwigs 15 20 5
2 Study the picture of a field notebook and answer the questions: a) How many black spots can you see on the ladybird? b) How many legs does it have? c) Can it fly? 3 Put the date below into the correct categories: a) Numerical or nonnumerical b) Observations or audiovisual records.
U1
Analysing and making conclusions
Analysing data and making conclusions After you write down all the data from your research, it’s time to analyse it and make conclusions.
Look at the data in these tables. Analyse the data and make your own conclusions. Kilograms of tomatoes picked:
Analyse means to compare the data to make conclusions. Use drawings and graphs to show your data in different ways. A conclusion is an explanation about the data. Conclusions let you check your hypothesis. If your hypothesis is correct, you can share your results. If it is not correct, make another one. Do more experiments and make more observations to check your new hypothesis.
Weight Fertilised tomatoes
250 kilograms
Unfertilised tomatoes
65 kilograms
Most popular party snacks:
Sharing your research Scientists share their results with the world. We share scientific research in different ways. • A report is a document that tells people about your materials, steps, results and conclusions. • A talk is a verbal presentation of your research.
Number at the start of the party
Number at the end of the party
Savoury snacks
30
12
Sweet snacks
30
22
Cake slices
20
10
• You can also use other methods, such as an article for a journal, a video or a TV report.
Language Bank Speaking. Ask your classmates about things that interest them. For example, their favourite meals or their subjects. When you get the results, talk about your conclusions with your group. Writing. Imagine you are going on a trip with your classmates and write a report about things you need, like food, clothes, and other materials.
4 A scientist wants to share their findings about zebras. How can they share the information with these groups of people? a) Primary school children. b) Other scientists. c) The general public.
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5 Analysing data, making conclusions and sharing them
Home research: biscuit tower Elisa and her brother Javier want to use the scientific method to research something fun. Read their notes and help them to complete their research.
SC IE NT IFI C QU ES TI ON S be without falling? How high can a biscuit tower cuits to build towers Is it possible to use different bis that are all the same height?
EX IS T IN G IN FO RM AT IO N
There is no inform ation on how man y biscuits we can use before the tower fal ls.
S) HYPOTHESE ( S N IO T A N PLA P O S S IB L E E X ur: we can
use e flavo th n o s d n e dep biscuits. of biscuits ream-filled c n he number a 1 T th s it u more late bisc e: we can use p a more choco sh e th n epends o of biscuits d he number 2 T biscuits. than uneven ey are: we flat biscuits big or fat th w o h n o s d epen of biscuits d cuits. he number s than fat bis 3 T it u c is b in th re can use mo
AN ALY MA KI N
Help us ch
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U1
DATA
Biscuits
YS IN G DATA AN D NG CO NC LU SIO NS
heck our hypotheses!
Number of biscuits
IIIII IIIII IIIII IIIII
the
20 sandwich biscuits
IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIIIIII
Total number before tower falls
50 plain biscuits
8 chocolate chip biscuits
Elisa and Javier don’t know how to analyse their data. Answer these questions to help them. 1 Study Elisa and Javier’s hypotheses and the data from their experiment. Make your own con-clusions. Which hypotheses do you think are correct? Explain your answer. 2 Help Elisa and Javier to share their results. Write a report that includes all the data from their experiment.
SHARING
THE RESE ARCH
Help us w ith our rep ort! Don’t forg et to inclu de: 1 An intro duction to explain o hypothese ur s. 2 The mate rials and s teps from experimen our t. 3 The data from the e xperiment. 4 Some co nclusions.
Take note! When you analyse your data, you might discover that your hypothesis is not correct. Don’t worry! Mistakes are useful too. They let you decrease the number of possibilities. 19
6 Solving problems
We use technology and computers every day. Learn to ‘think like a computer’!
1 What is an invention? Give an example of an invention that you know. 2
Technology helps us to solve day-to-day problems. All technology products start in the same way. First, we identify a problem that we want to solve. For example, how to travel quickly to faraway places. Then, we look for a solution. For example, building planes. Some problems are easy to solve. For more difficult problems, we need to use computational thinking.
Computational thinking
Brainstorming
Say:
a) Something that you need instructions for. b) Something that you need symbols for. c) Something that you need a diagram for. 3 Which computational thinking techniques do you need for the above examples?
Computational thinking is a type of logical thinking. It uses computing techniques to solve problems. These are the most common computational thinking techniques: Pattern recognition Looking for repetitions.
Codification
Decomposition Dividing something complex into simpler parts.
Abstraction Focusing on the most important information.
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Representing ideas and information with simple symbols.
Algorithms Suggesting step-by-step instructions to solve a problem or complete an activity.
Checking Checking that your solution works or if you need to improve it.
U1
k! Let’s thin
Solving natural science problems We use lots of computational thinking techniques in natural sciences. Which techniques does the scientist need to solve these problems? m but it’s really man digestive syste hu e th dy stu to nt I wa each part. Do separate drawings of do to ed ne I d. ate complic dy parts? s of these internal bo you know the name
I need to label these jars. Which symbol matches each jar?
I can’t see the parts of the plant properly in this photo. Can you help me? Draw the plant and label the main parts.
To dissolve a substance in a liquid, I need to follow these steps. Can you put them in order? • Stir. • Fill a container with water.
Flammable
Radiactive
Toxic
• Take the substance out of its container. • Get a spoon. • Put the substance in the water.
I need to put these trees in order to match the seasons. Can you help me?
Take note! You can use computational thinking to solve science problems. The techniques are really useful!
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P O R T F O L I O
What do I know? 1 Study the pictures of children doing research. Which step of the scientific method are they using? Explain your answer.
3 Use your own words to describe these scientific terms: a) Hypothesis. b) Science. c) Experiment.
A
d) Laboratory. e) Data. f) Conclusion. g) Scientific method. h) Information sources. i) Computational thinking. 4
B
Find information to answer one of these questions. What sources are you using? a) What is the distance between the Earth and the Moon? b) What is a pandemic? c) How tall is a giraffe?
5 Today is Zulema’s birthday. It’s sunny and the birds are singing. Zulema’s parents are setting up a table in the garden. There are cakes, sandwiches and nuts. Hang on… The nuts aren’t there anymore! What is happening? a) Make a hypothesis for this scientific question. b) How can you check your hypothesis? C
6 Identify a problem and suggest a possible solution.
Don’t forget to complete your photo album for this unit on anayaeducacion.es. Traffic light. Colour in next to the activity: I know how to do it
2 Write two scientific questions and two non-scientific questions. Explain why your questions are scientific or not.
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I need help I don’t know how to do it
U1 T TARGE N IO IN ACT Design your own scientific research 1
Copy and complete this chart (I see, I think, I ask myself). Use the environment around you to help you. Share your ideas with the class!
I see Observe what is around you at home, in class... What can you see? What is happening?
I think
I ask myself
Is there something that you can’t explain?
Write the questions that you can’t answer by yourself.
2 Choose some of the questions from the class that you can answer with the scientific method. 3 For each question: a) Make a hypothesis to explain what’s happening. How can you check your hypothesis? b) Design a simple experiment. c) Make a poster that includes your question, your hypothesis and your experiment. Decorate your poster. Can you do your experiment in real life?
Let’s reflect 1 Copy these sentences in your notebook. Think about how you feel in class. Answer the questions honestly.
I feel good when... I like it when...
My favourite activity from this unit is... My least favourite part of this unit is... The hardest part of this unit is...
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6
Projects
I’m really good at making stuff. My sister and I use rubbish to make toys and other cool things. Sometimes our inventions are a bit crazy... Dad really likes it when we start our own projects, but I don’t understand what he means.
What do you think? Do you make toys from recycled materials? What are they like? Is it a good idea to use recycled materials? Lucas doesn’t understand what a project is. Do you know?
Context
In this unit...
Targ et in actio n
Every year, thousands of kilos of plastic and other rubbish go into the sea. It harms the landscape and living things.
Develop your own projects and show them at a fair.
Inventi ons
Follow the thread! 92
1 Things that help you
Project s
2 Useful inventions
4
Thinking, designing and planning
3 Identifying problems... ...and finding solutions
Creating, evaluating and disseminating
4 Finishing a project
5
6
Doing a project step by step
Making a video game
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1 Things that help you
Some tasks are hard for humans. That’s why we invent things to help us!
1
An invention is different from a discovery. Find out what ‘discovery’ means. Compare it with ‘invention’. How are they different? How are they the same?
2
Penicillin was discovered by Fleming. It is not an invention. Listen to a poem about Fleming on anayaeducacion.es. Why is penicillin a discovery?
What is an invention? An invention is a new thing that someone creates to do a specific job. Sometimes we know who invented something. Sometimes we don’t know, especially if the invention is really old.
Mirror
Important inventions in history Structures
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Materials
Objects
We use bridges to cross rivers, roads, etc.
We use glass to make windows, glasses, etc.
We use books to learn.
We use roofs to protect buildings.
We use paper to write.
We use chairs to sit.
U6 Language Bank Speaking. Choose an invention and investigate it. Then, explain to your partner when and who invented it.
3 Complete the sentence in your notebook: An invention is a … thing that someone creates to do a … 4 Match each invention to its job. Say how it improves your life: a) Shows images and sounds.
I) Potter’s wheel
b) Takes people up or down in a building.
II) TV
c) Transports people in the air.
III) Elevator
d) Lets people make clay pots.
IV) Wheel
e) Helps transport people or things on land.
Tools
Machines
We use a hammer to put nails in things.
We use wheels to transport things.
We use mops to clean floors.
We use mobile phones to communicate.
Writing. Choose five inventions from below and write sentences using can and can’t.
Take note!
V) Plane
You use inventions every day.
Processes
We use agriculture to grow food.
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2 Useful inventions
When you see a problem and you want to fix it… It’s project time!
1
What is a project? When you want to invent something or solve a difficult problem, you start a project.
...about what we want to create, or the problem we want to solve.
Plan
...your invention or solution. Draw it or model it.
...the tasks you need to do and the order.
2 1
6
...your results to other people.
b) When you finish, how can you evaluate your project?
Design
? w Share
Project stages
5
3
4 Complete the tasks ...according to your plan.
Evaluate
...your project and suggest improvements.
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Imagine you want to redecorate your classroom. Draw what you want it to look like (this is the design stage). a) Plan the tasks you need to complete.
A project is a set of tasks for creating something new or solving a problem.
Think
We all contribute
U6
Operation ‘perfect desk’
I’ll post a photo in the family group chat. Grandad is going to love it!
Put the pictures in order. A
B
ta. Look Julie design. This is my
Algunas fuentes de información científicas Podcast
Libros de ciencias
Guías
C
D
It looks great!
Let’s get to work! Revistas de ciencias
Documentales
Enciclopedias
I need to read but I can’t concentrate.
is Your desk y. really mess tidy it. We need to
E OK. Here’s my list of tasks.
F 1. Put books on the bookshelf. 2. Put crayons in the box. 3. Throw away used bits of paper. 4. Put notebooks in the drawer.
Take note! Anyone can start a project. Even you!
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Identifying problems... ... and finding solutions Before you start to build something, you need to design it carefully and plan what to do. Language Bank
Think First, decide what your objective is. Ask these questions: What new object do I want to make? What problem do I want to solve?
Writing. In groups, plan a healthy menu for next week. Pay attention to what food is in season and follow the project stages. Speaking. Present your menu to your classmates. Then, they evaluate your menu.
• For an individual project, think and write down your ideas. • For a group project, talk, share ideas and write them down.
Design Before you build something, design it. You can make a small 3D model (called a mock-up). Decide what materials and tools you need and where to find them.
Teamwork motivates everyone to participate.
Do you need help with the materials and tools?
Plan Plan means thinking and writing down all the tasks for your project. Calculate how much time you need and decide who is going to do each task. Your plan needs to be clear. Everyone needs to understands it. The steps need to be in order.
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1 Imagine you want to make a cardboard crane. Think about how to design it. Draw your design. 2
Make a list of the tasks you need to complete to build the crane. Go to anayaeducacion. es to see what a crane is like.
U6
Family barbecue Most projects are better when you work as a team. People in a team agree what to do and complete their tasks. When you work as a team, everyone has the same objective. You have to help each other. Paco’s family is organising a family barbecue. They have a list of tasks they need to complete.
Ta sk li st . 1 Decide what to cook e it home. 2 Buy the food and tak e fridge. 3 Put everything in th . 4 Light the barbecue ue. cook on the barbec 5 Prepare the food to
6 Make salads.
What task can they do by brainstorming? What tasks can the family do as a team? Look at list 2. Assign tasks 4, 5, 6 and 7 to different people. Several people can work together on some tasks. What task(s) can people do in turns?
Te am w or k: ho w to do it 1 Brainstorm ide as for th
e project. 2 Assign tasks to people who are able to do them (think about th eir age and their ab ility). 3 Take turns for some tasks. 4 Help your team mates. Do difficult tas ks together.
7 Set the table.
Take note! When you design and plan your project carefully, everyone knows what to do.
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3 Identifying problems... ... and finding solutions Juan. This
patio is to
Problem solvers
o sunny.
Erik, Luisa and Nelson want to improve their town. They created a problem-solving patrol! Their mission: ask local people what problems they have, and create solutions. The problems and projects are on cards, but they are mixed up. They don’t know which project solves which problem! Help the problem solvers. Match the problems to the projects. Is there an extra project? Which one? What problem can the extra project solve?
Project 1: Sunshade
Project 3: ks Healthy snac
Lucía. All my toys are on the floor. I don’t know where to put them.
Project 2: Toybox
Pepe. My is backpack y. v a e h too Project 4: Backpack trolley
Maribel. I always forget to eat fruit.
Project 5: ‘Do not disturb’ sign
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4
U6
Finishing a project
It’s time to make your project real! Building and programming things is really fun.
Complete Completing the project means doing all the tasks from your plan. Work with your team mates. Everyone can contribute. Find solutions to problems together.
Evaluate Evaluating a project means analysing the results and the process. • To analyse the result, compare your completed project with your plan. Check if they are similar or different. • To analyse the process, compare your process with your plan. Check if you followed your plan or if you did something different. Talk with your team mates about how to improve the process and the result.
Share Sharing a project means telling others about it.
There are lots of ways to share a project: • Use posters, pictures, etc. to represent the results. • Explain the results in a talk (with or without digital material). • Communicate the results in articles, videos, etc.
I’m an engineer Eva is an engineer. She is visiting your school to talk about her work. This is her presentation: out my job. I’m here to tell you ab es. I ople to design bridg I work with other pe ing them. also coordinate build e, but I I designed this bridg ople do pe didn’t build it. Other e is a idg br that part. Building a team effort! important In my job, it’s really material ch to calculate how mu need. we and how many tools how ow kn We also need to es proc s is much it costs! This dget’. called ‘preparing a bu
Can Eva build a bridge by herself? Explain. If Eva doesn’t plan each project, what happens? What problems does she have? How is Eva sharing her work?
Take note! When you finish a project, you need to evaluate the final result. Then you can share it!
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Let’s think
Doing a project step by step Try these two projects. Your teacher will organise the class into groups. Follow the project steps from this unit to create these two projects.
Project 1: building bridges and towers with toothpicks and sweets Problem Build a bridge or a tower with materials that let you test the structure and change it. Solution Use toothpicks and sweets to build structures that are easy to assemble and disassemble. Material Toothpicks, jelly sweets, paper and pencil (for designing). Steps Apply the steps from this unit. Make a task list, plan the materials and tools you need, and assign the tasks to different people. Advice Try making different model bridges and towers. Then choose the best ones.
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Go to anayaeducacion.es for inspiration.
Project 2: making paper boats Problem
Steps
Make paper boats that float.
Apply the steps from this unit. Make a task list, plan the materials and tools you need, and assign the tasks to different people.
Solution Use origami (paper folding) to make boats.
Advice
Material
Don’t worry if your first boat isn’t very good. Origami is tricky! Try a few times.
Wrapping paper, card or origami paper, scissors, pencil.
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Let’s think
Making a video game Scratch is a tool for creating stories, animations and games. You are going to use Scratch to make a small video game.
Before you start, go to anayaeducacion.es to see how Scratch works.
Animation What do I do? Follow these steps to create a video game: • Make an animation: a person moves across the screen. • Create a story: two characters have a conversation.
How do I make an animation? Choose a stage Click to choose a stage. Select one of the stages in picture A. The example shows a bedroom. Choose the characters Click and select one of the sprites in picture B. The example shows Avery. Let’s call her Luz. You can change the size of your character. A
B
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For help using your computer responsibly and safely, see Sheet 6 from the e-Learning-ICT plan on anayaeducacion.es.
Code for the character’s movement
Making your characters move Follow these steps: In the bedroom Tell Luz to move when you click on her. Luz • She receives the message to move. • Use the glide block to make her move smoothly. • Use the next costume block to make it look like
she is walking. Use the wait block to control how fast she moves.
Creating a story Let’s make Luz and Canelo talk. Follow these steps:
Code for the story
• Canelo sends a conversation1 message. • Luz receives the message and sends conversation2
to Canelo. • Canelo receives conversation2 and answers Luz.
Go to anayaeducacion.es to watch a video about this program.
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P O R T F O L I O
What do I know? 1 Imagine you are a cave person from long ago. a) How do you build a wheel? b) How do you make a cylinder to transport big rocks?
8 Four friends want to make a pulley. They can’t agree how to assign the tasks. Can you help them? 9 Animate characters in Scratch:
2 What did these people invent?
Ta sk lis t
a) Alexander Graham Bell. b) Hedy Lamarr.
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Choose the material
c) Galileo.
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Build the structure.
d) Ada Lovelace.
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Check it works.
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Assemble the pulle y.
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Check it works.
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Make an instruction
3 Copy this text in your notebook. Correct the mistakes.
s.
manual.
ject, first you find When you start a pro u y you need. Then yo out how much mone n . Lastly, you desig decide what to build a. ide your
4 What is a mock-up? 5 Solve these problems. a) I’m not speaking to my friends. b) The table is wobbly. c) I need all my pencils in one place. d) I need sun protection. 6 What is ‘preparing a budget’?
• Make a penguin move when you press the arrow keys. • Make a bat change costume when it flies, when you click on it, and when it is not moving.
7 Say how these inventions improved people’s lives: a) Mobile phone. b) Computer. c) TV. d) Microscope.
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Don’t forget to complete your photo album for this unit on anayaeducacion.es. Traffic light. Colour in next to the activity: I know how to do it
e) Steam engine.
I need help
f) Compass.
I don’t know how to do it
U6 T TARGE N IO IN ACT Design your own scientific research 1 Hold a science fair to display your projects. Make a poster for your project. Put the project name and participants at the top. 2
Analyse your project. Copy this logic wheel on your poster and add information about your project.
3 Arrange the projects and posters on tables in the classroom (use a computer or tablet to show digital projects). Walk around the classroom and learn about the other projects!
Identify
What is your project? What is it for? What is it like? What parts does it have? What are the materials?
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Argue, assess
What are the strengths? What are the weaknesses? How can you improve it? What problems are there?
Logic wheel
Compare
Is your project similar to something that already exists? How is your project different?
Establish cause-effect relationships
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Why is your project this way and not another way? Why did you choose this idea and not another one?
Let’s reflect 1 Some things in this unit are easy to learn and some things are hard. Write three things that are hard for you and why. 2 Ask your group to score your teamwork skills from 1 to 10. For example, do you listen to other people’s opinions? Do you let other people speak?
The hardest thing to learn
?
... ... ...
Why ... ... ...
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