Código: PCGA-02-R-29

GUÍA DE TRABAJO
Versión: 3
GIMNASIO CAMPESTRE SAN RAFAEL
Thinking, Leadership, Science and Values for the future of Colombia

AREA: SCIENCE SUBJECT: SCIENCE GRADE: 5th

TEACHER: LUIS CARLOS TERM: THIRD GUIDE Nº:
III
SALAZAR
START DATE: March 12th/2019 END DATE: June 22nd/2019

Understand the characteristics of the Universe Origin Theories and some

GOAL 1
astronomical bodies.

ACHIEVEMENT INDICADOR ACTIVITY

1. Identifies the main characteristics of the Big Bang. Conceptualization
Activity 1
2. *** Compares meteors, comets, asteroids and other
Activity 2
astronomical bodies.
3. *** Relate galaxies characteristics and how planets form. Activity 3
4. Recognize the role of humans in the Space. Activity 4
5. Identify some tools used for space exploration Activity 5,6

IB PROFILE
THINKERS INQUIRERS KNOWLEDGEABLE
REFLECTIVE

THEMATIC QUESTION
Where do we live?

PERCEPTIVE PHASE COGNITIVE FUNCTIONS

CLEAR PERCEPTION
SYSTEMATIC EXPLORATORY BEHAVIOR

CONCEPTUAL CONTENT

1. BIG BANG

The Big Bang was a massive heat explosion that started the universe 13.7 billion years ago.
This amazing explosion that started everything has had scientists scratching their heads for
thousands of years. Although, through technology, we can understand a lot more about this
amazing phenomenon now more than we did a long time ago.
 2. UNIVERSE

The universe contains everything that exists including the Earth, planets, stars,
space, and galaxies. This includes all matter, energy, and even time..

No one knows for sure just how big the universe is. It could be infinitely large.
Scientists, however, measure the size of the universe by what they can see. They
call this the "observable universe." The observable universe is around 93 billion light
years across.

One of the interesting things about the universe is that it is currently expanding. It's
growing larger and larger all the time. Not only is it growing larger, but the edge of
the universe is expanding at a faster and faster rate. Scientists think that the edge
of the universe is expanding faster than the speed of light.

ACTIVE AND SOCIAL - PHASE

COGNITIVE FUNCTIONS
COMPARATIVE BEHAVIOR
ORGANIZATION AND COGNITIVE RESTRUCTURING

INDIVIDUAL WORK

1. Write a short story explaining how the Big Bang explains the origin of the Universe we
know
2. Identify the main characteristics of the universe and celestial bodies completing the
activities on pages 110 and 111
3. Compare the characteristics of galaxies and the formation of planets making the
activities on page 112 and 113
4. Recognize the human space exploration completing the tasks in pages 114, 116 and
117.

GROUP WORK

5. Identify the equipment use to study the Space completing activities on page 115.

MEANINGFUL EXPERIENCE
 6. Complete the activity Mini Lab: Make a Galileo Telescope on page 117, and with your
collaborative group explain your results in a notebook report.
SIGNIFICANT PHASE

COGNITIVE FUNCTIONS
EXPLICIT COMMUNICATION
PRECISION AND ACCURACY IN COMMUNICATING ONE’S RESPONSES
RELATION WITH OTHER SUBJECTS:

English: the students increase competences through the study of science contents, and
inside a context given by this field, he / she puts into practice grammar, textual, and oral
production.

CONCLUSIONS:

Where do we live? What did I learn? How is it useful?

__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________

ASSESSMENT:

Activities Behavior and Discipline

Reading comprehension tasks Written and oral production
Class participation Notebook and book activities
Attitude Bimonthly Evaluation.
 Recognize Earth´s landforms and its relation with the tectonic plates motion
GOAL 2
and the wind, water and erosion.

ACHIEVEMENT INDICADOR ACTIVITY

1. Describes main characteristics of Earth´s landform Conceptualization
Activity 1
2. Identifies the role of the tectonic plates of Earth´s Activity 2
Landforms.
3. Describes the action of wind, water and erosion in Activity 3 and 4
Earth´s landforms
4. Participate in the field trip and presents the activities Activity 5
assigned by the teacher
5. Works in an organized and systematic way and meets Self Evaluation
the deadlines established by Teachers. Coe Evaluation

IB PROFILE
INQUIRERS KNOWLEDGEABLE COMMUNICATORS
THINKERS

THEMATIC QUESTION
Is Earth in constant transformation?

COGNITIVE FUNCTIONS
CLEAR PERCEPTION
PERCEPTIVE PHASE SYSTEMATIC EXPLORATORY BEHAVIOR

CONCEPTUAL CONTENT

1. PLATE TECTONICS

From the deepest ocean trench to the tallest mountain, plate tectonics explains the features
and movement of Earth's surface in the present and the past.

Plate tectonics is the theory that Earth's outer shell is divided into several plates that glide
over the mantle, the rocky inner layer above the core. The plates act like a hard and rigid shell
compared to Earth's mantle. This strong outer layer is called the lithosphere, which is 100 km
(60 miles) thick, according to Encyclopedia Britannica. The lithosphere includes the crust and
outer part of the mantle. Below the lithosphere is the asthenosphere, which is malleable or
partially malleable, allowing the lithosphere to move around. How it moves around is an
evolving idea.

2. EROSION
Erosion is the geological process in which earthen materials are worn away and transported
by natural forces such as wind or water. A similar process, weathering, breaks down or
dissolves rock, but does not involve movement.

Erosion is the opposite of deposition, the geological process in which earthen materials are
deposited, or built up, on a landform.

Most erosion is performed by liquid water, wind, or ice (usually in the form of a glacier). If the
wind is dusty, or water or glacial ice is muddy, erosion is taking place. The brown color
indicates that bits of rock and soil are suspended in the fluid (air or water) and being
transported from one place to another. This transported material is called sediment.

COGNITIVE FUNCTIONS
ACTIVE AND SOCIAL - PHASE
INTERIORIZATION AND MENTAL REPRESENTATION
SELECT RELEVANT VS. NON-RELEVANT CUES IN DEFINING A PROBLEM

INDIVIDUAL WORK

1. Read page 119 and complete the book activities about Earth structure and landforms.
2. Identify the tectonic plates characteristics completing the tasks on page 120
3. Relate water and wind as sources of land erosion completing the activities on pages
120 and 121 of your book

GROUP WORK

4. Complete the Mini Lab activity on page 122 with your collaborative group and present
the results to your teacher

MEANINGFUL EXPERIENCE

5. Present the report about the field trip according the teacher indications and dates.

SIGNIFICANT PHASE COGNITIVE FUNCTIONS

EXPLICIT COMMUNICATION
PRECISION AND ACCURACY IN COMMUNICATING ONE’S RESPONSES

RELATION WITH OTHER SUBJECTS:

English: the students increase their competences through the study of science contents, and
according the topics, develop oral and textual production skills and practice the specific
vocabulary and grammar

CONCLUSIONS:

Is Earth in constant transformation? What did I learn? How is it useful?

__________________________________________________________________________
______________________________________________________________

ASSESSMENT:
Activities
Class participation
Behavior and Discipline
Notebook activities
Reading comprehension tasks
Attitude
Written and oral production
Bimonthly Evaluation.

REFERENCES
 Montañez, Aura. Learning Science 5. Bogotá: Carvajal Education, 2012.