006-UNIT+PLAN

Through this unit children learn about their senses and how they can use them to explore the world around them. Experimental and investigative work focuses on: · exploring and using senses · observing and describing living things, and communicating what happened in their work. Within this unit there are opportunities for children to consider how to treat each other and other living things with care and sensitivity. This unit takes approximately 9 hours. || This is the introductory unit and lays the foundation for work relating to the study of humans and other animals. Teachers will need to establish whether children have appropriate vocabulary to describe their bodies.  || -Board to write -Videos of other schools using rituals, and different experiences -Activities kit || Identify and locate parts of their body, including sense organs; recognize changes that take place as animals get older; use their observations to point out differences between humans and other animals and between animals and non-living things and communicate observations and measurements || identify and locate parts of their body and use their observations to describe humans and other animals || explain differences between living and non-living things in terms of characteristics such as movement and growth; explain that adult animals no longer grow; suggest ways of presenting observations and explain why we should show sensitivity to living things || The evaluation will be made by the students themselves guided by the teacher. They will have to realize a mural with the corresponding links between the senses and your drawings. <span style="font-family: 'Verdana','sans-serif';">As well as a mini-book where they will be gathering the information that they compiled ||
 * <span style="font-family: 'Verdana','sans-serif';">NAME OF THE UNIT: THE FIVE SENSES ** ||
 * <span style="font-family: 'Verdana','sans-serif';">COURSE: PRIMARY EDUCATION FIRST ** ||
 * <span style="font-family: 'Verdana','sans-serif';">ABOUT THE UNIT ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">ABOUT THE UNIT ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">ABOUT THE UNIT ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">WHERE THE UNIT FITS IN ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">WHERE THE UNIT FITS IN ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">RESOURCES ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">RESOURCES ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">EXPECTATIONS ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">By the end of the unit ** ||
 * <span style="font-family: 'Verdana','sans-serif';">At the end of the unit most pupils will: ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">At the end of the unit most pupils will: ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">At the end of the unit most pupils will: ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">Some students will not have made such progress and will: ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">Some students will not have made such progress and will: ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">Some pupils will have progressed further and will also: ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">Some pupils will have progressed further and will also: ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">EVALUATION ** ||||
 * <span style="font-family: 'Verdana','sans-serif';">EVALUATION ** ||||