CODIGO: MGC/AC-FR-27

CLASSROOM PLANNING BY PROJECT

VERSION: 001
Planeación de Clases por proyectos
FECHA DE VIGENCIA:
2019/08/05

Classroom Planning No.

Teacher’s Name: Christian C. Agudelo Grade: 7th Area: Ciencias Naturales Subject: Science Academic Period: 2020 – 2021

PERFORMANCES (Desempeños)
I. Recognizes the need of plants for carbon dioxide, water and light for photosynthesis and that this process makes biomass and oxygen;
identifies constituents of a balanced diet and the functions of various nutrients; knows effects of nutritional deficiencies; establishes a
relationship between diet and fitness; classifies organs and functions of the alimentary canal; elucidate function of enzymes

II. Builds on their previous knowledge of the particle theory of matter and how this can explain the properties of solids, liquids and gases, to
develop their knowledge of changes of state, gas pressure and diffusion, the chemical symbols for the first twenty elements of the Periodic
Table, elements, compounds and mixtures.

III. Builds on their previous knowledge of different types of energy and energy transfers to develop their knowledge of how light travels and forms
shadows and how non-luminous objects are seen, the reflection at a plane surface and uses the law of reflection; the refraction at boundaries
among glass, air and water; the dispersion of white light, color addition and subtraction, and the absorption and reflection of coloured light.

CURRICULAR AXES (Ejes curriculares)

I. Biology.
II. Chemistry.
III. Physics.

GENERATOR QUESTION BY PROJECT (Contexto)

How can we communicate ideas clearly to others by means of projects?

FINAL PRODUCT (Producto final)

Microclass by means of C.L.I.L. and G.R.A.S.P.
 PERFORMANCES SEQUENCES OF SIGNIFICATIVE ACTIVITIES TIME RESOURCES
INDICATOR (Secuencias de Actividades Significativas) Tiempo Recursos
(Indicadores de
desempeño)
8Bp1. Explore how plants Week 1: (August 24th to August 28th) 4 hours Seed and section of
need carbon dioxide, water Learning objectives: 5 min wood from the same
and light for photosynthesis By the end of the class, students will have explored how plants need carbon dioxide, kind of tree (e.g.
in order to make biomass water and light for photosynthesis in order to make biomass and oxygen. acorn and oak wood,
and oxygen. cherry stone and
Content: Plant nutrition. cherry wood, pine
Cognition: Develop skills to interpret diagrams and communicate ideas clearly to cone and conifer
others. Develop skills to make relevant conclusions. wood). Ideally this
Communication: should be a tree type
Language of: photosynthesis, carbon dioxide, water, light, chloroplasts, biomass, that is familiar to the
oxygen, starch, adaptation. 5 min learners.
Language for:
Culture: Why we must take care of plants. Diagram of the cross-
section of a leaf.
Warm-up: 20 min
As a warm-up activity, previous knowledge will be activated by revising the seven life Misconception alert:
processes from Stage 7 (movement, reproduction, sensitivity, nutrition, respiration, A very common
excretion, growth). Ask: Where do plants get their nutrition from? Show learners a misconception is that
tree seed and a section of wood from the same type of tree. Ask: Where did the plants grow by
particles which made the wood as the tree grew, come from? ‘eating’ nutrients from
the soil. Use initial
5 min activities to elicit this
Presentation of the topic:
misconception so that
Present the students some new vocabulary and the main function. Photosynthesis,
it can be dealt with in
carbon dioxide, water, light, chloroplasts, biomass, oxygen, starch, adaptation. Give
the unit.
to the students some examples.

Activities: 50 min
Elicit from learners what is needed for the photosynthesis process to occur (carbon
dioxide, water and sunlight) and what is produced (sugar and oxygen) during the
process. Summarise with a word equation of this process:

carbon dioxide + water light chloroplasts → biomass + oxygen

Show learners a diagram of the basic structure of a leaf. Ask learners to discuss:

● Which cells have chloroplasts?

● How does carbon dioxide get to these cells?
● How does water get to these cells?
● How does light get to these cells?
40 min
 Learners then discuss which cells they think will do the most photosynthesis and how
they are adapted for this process.
Then learners discuss:

● How does waste oxygen leave these cells?

● How does sugar travel from the leaves to other parts of the plant?
●
Learners work in groups in the Science Workbook, activity 1 (Food from plants) 30 min

Wrap-up:
Learners share their answers and make some conclusions Via Zoom about
photosynthesis and plants adaptation for this process. Learners take a short quiz.

8Bp1. Explore how plants Week 2: (August 31st to September 4th)

need carbon dioxide, water 4 hours
Learning objectives:
and light for 5 min
By the end of the class, students will have understood why plants need carbon
photosynthesis in order to Pond weed (e.g.
dioxide, water and light for photosynthesis in order to make biomass and oxygen.
make biomass and Cabomba, Elodea),
oxygen. water or 1% sodium
Content: Photosynthesis and oxygen production.
hydrogen carbonate
Cognition: Develop skills to interpret diagrams and communicate ideas clearly to
8Ep6. Make predictions solution, large beaker,
others. Develop skills to make relevant conclusions.
using scientific knowledge light source, glass
Communication:
and understanding. funnel, test tube, boiling
Language of: photosynthesis, carbon dioxide, water, light, chloroplasts, biomass,
5 min tubes. This can be only
oxygen, starch, adaptation.
8Eo1. Take appropriately virtual.
Language for:
accurate measurements. Culture: Testing oxygen production.

8Eo2. Use a range of Suggested approaches

Warm-up:
equipment correctly. 20 min for using pond weed
As a warm-up activity, previous knowledge will be activated by showing learners the
can be found at:
word equation for photosynthesis again:
8Eo4. Present results as [Link]/secon
appropriate in tables and dary/teaching-
carbon dioxide + water light chloroplasts → biomass + oxygen
graphs. resources/190
Ask learners: How could you prove that plants require water and light? Immobillised algal balls,
8Ec3. Compare results
with predictions. hydrogen carbonate
Note: learners will probably have conducted investigations on growing plants in indicator, light source.
light/dark and with/without water in earlier stages.
(VIDEO) Detailed
Presentation of the topic: 5 min instructions of how to
Present the students some new vocabulary and the main function. Photosynthesis, make and use algal
carbon dioxide, water, light, chloroplasts, biomass, oxygen, starch, adaptation. Give balls for a range of
to the students some examples. photosynthesis
50 min activities can be found
Activities: at:
Oxygen production
 Ask learners to suggest how they could demonstrate that plants produce oxygen [Link]/
when they photosynthesise. secondary/teaching-
resources/235-student-
Elicit that it is normally difficult to see the oxygen being produced because it is a sheet-23-
colourless gas. 40 min photosynthesis-using-
algae-wrapped-in-jelly-
For a demonstration, learners watch an experiment on YouTube. It submerges the balls
plant in water or in a 1% sodium hydrogen carbonate solution. Then, it puts the plant
in a glass funnel with an inverted test tube on top. This allows the oxygen to be
collected in the test tube and subsequently tested.

It demonstrates ways for measuring the amount of gas produced (e.g. counting 30 min
bubbles, measuring the volume of gas in a pipette or very small syringe).

Learners work in groups in the Science Workbook, activity 2 (Photosynthesis).

Wrap-up:
Learners share their conclusions from the experiment. They have to take into account
their predictions and their hypothesis. Learners take a short exam.

Week 3: (September 7th to September 11th)

4 hours
Learning objectives:
8Bp1. Explore how plants 5 min
By the end of the class, students will have explored how plants need carbon dioxide,
need carbon dioxide,
water and light for photosynthesis in order to make biomass and oxygen.
water and light for
photosynthesis in order to Content: Plant nutrition.
make biomass and Cognition: Develop skills to interpret diagrams and communicate ideas clearly to
oxygen. others. Develop skills to make relevant conclusions.
Communication: VIDEO: Method for the
8Ep6. Make predictions Language of: photosynthesis, carbon dioxide, water, light, chloroplasts, biomass, following activity:
using scientific knowledge oxygen, starch, adaptation. 5 min [Link]/
and understanding. Language for: secondary/teaching-
Culture: Testing starch in leaves. resources/1222-
8Ec3. Compare results photosynthesis-testing-
with predictions. a-variegated-leaf-for-
Warm-up: 20 min starch
8Ec6. Discuss As a warm-up activity, previous knowledge will be activated by eliciting the word (for this first attempt, do
explanations for results equation for photosynthesis: not use a variegated
using scientific knowledge leaf
and understanding. carbon dioxide + water light chloroplasts → biomass + oxygen
Communicate these
clearly to others. Presentation of the topic: 5 min
Present the students some new vocabulary and the main function. Photosynthesis,
carbon dioxide, water, light, chloroplasts, biomass, oxygen, starch, adaptation. Give
to the students some examples.
 Activities: 50 min
The leaf starch test
The leaf starch test is a multi-stage process which allows learners to demonstrate
that there is starch in the leaf. In order to understand the investigation, explain that
starch is one of the main examples of ‘biomass’ produced in photosynthesis. Before
conducting any investigations teach learners the leaf starch test and allow them to
practise. This practise will be observed in a video.

Explain to learners that several methods are available. In brief, the waxy coating on
the leaf is removed by boiling in water. Next the green pigment is removed from the
leaf by immersing it in ethanol. Then it is possible to test the leaf for starch using
iodine solution.
40 min
Predicting patterns of starch production
Once learners have learned how to do the leaf starch test, they investigate the
following.

Learners predict which parts of the leaf will contain starch. They draw a picture to
show their prediction and explain it using the word equation for photosynthesis.
Learners work in groups, they must answer some questions based on the iodine
starch test.
30 min
Wrap-up:
Learners present and explain their investigation, sharing their predictions, their
results and conclusions. Learners take a short quiz.

4 hours
Week 4: (September 14th to September 18th) 5 min
8Bh1. Identify the Learning objectives:
constituents of a balanced By the end of the class, learners will have identified the constituents of a balanced
diet and the functions of diet and the functions of various nutrients. In addition, they will have understood the
various nutrients. relationship between diet and fitness.
Secondary sources can
be used. Content: Human nutrition.
Cognition: Develop skills to compare, analyse and communicate ideas clearly to
8Bh6. Understand the others. 5 min Food labels showing
relationship between diet Communication: nutritional information
and fitness. ● Language of: nutrition, diet, deficiency, fitness, excretion, faeces, digestion, from common food
absorption. items.
Language for: 20 min
Culture: A balanced diet.

Warm-up:
As a warm-up activity, previous knowledge will be activated by asking learners: How
are plant and animal nutrition similar? How are they different? Learners identify as
 many similarities and differences as they can between plant and animal nutrition.
Elicit the idea that plants make their food from carbon dioxide and water in the 5 min
presence of light, but that animals must break down food to obtain chemical energy.

Presentation of the topic:

Present the students some new vocabulary and the main function. Nutrition, diet,
deficiency, fitness, excretion, faeces, digestion, absorption. Give to the students 50 min
some examples.

Activities:
Ask learners questions about the food they eat such as:
What is your favourite meal?
Which foods do you like or dislike?

Ask learners to define the word ‘diet’. Explain that the scientific term ‘diet’ means the
food that an organism regularly eats (rather than a way to lose weight).

Learners collect and study food labels from packaging to discover how foodstuffs are
divided into carbohydrates, proteins, fats, vitamins and minerals. They compare the
protein, sugar, fat, fibre and salt content of foods with the recommended daily intake
for adults. (It is difficult to find recommended daily intake values for adolescents.)
● What combinations of food would give you the recommended daily intake of
protein and fibre?
● What is the maximum number of snacks you could eat before you had more
than the recommended daily intake of sugar and fat?
● Learners identify the foods with the highest energy content (for growth,
movement and keeping warm). Discuss Are these ‘healthy’ foods?
Demonstrate each of the food tests for protein, sugar, starch and fat using control 40 min
samples to ensure a positive result.

Give learners a range of foods to investigate. Learners should design a table to

present the results in a logical manner. They can compare their results with the
nutritional information on the food packaging. 30 min

Wrap-up:
In conclusion to the activity, learners should comment on the foods they have
investigated and discuss the idea of a balanced diet. Learners take a short quiz.
4 hours
5 min

8Bh1. Identify the Week 5: (September 21st to September 25th)

constituents of a balanced Learning objectives:
diet and the functions of By the end of the class, learners will have identified the constituents of a balanced
various nutrients. diet and the functions of various nutrients. In addition, they will have understood the
Secondary sources can effects of nutritional deficiencies.
be used. Content: Effects of malnutrition.
Cognition: Develop skills to compare, analyse and communicate ideas clearly to 5 min Secondary sources.
8Bh2. Understand the others.
effects of nutritional Communication:
deficiencies. ● Language of: nutrition, diet, deficiency, fitness, excretion, faeces, digestion,
absorption. 20 min
8Bh6. Understand the Language for:
relationship between diet Culture: A balanced diet
and fitness.
Warm-up:
8Ec5. Interpret data from As a warm-up activity, previous knowledge will be activated by describing the main
secondary sources. functions of each of the main nutrients:

8Bh7. Discuss how ● protein is used for growth and repair.

conception, growth, ● fats store energy.
development, behaviour ● carbohydrates (sugar and starch) provide an energy source. 5 min
and health can be affected
by diet, drugs and Ask learners to suggest other components of a healthy diet
disease.
Presentation of the topic:
Present the students some new vocabulary and the main function. Nutrition, diet,
50 min
deficiency, fitness, excretion, faeces, digestion, absorption. Give to the students
some examples.

Activities:
Give groups of learners a part of the diet to research using secondary sources. They
should find out about its function and the problems that occur when there is not
enough of it in the diet. These problems can include changes in growth, behaviour
and health.
Suggested topics include:

● vitamin A
● vitamin C
● vitamin D 40 min
● iron
● calcium
● fibre
● water.

Learners present their findings to each other. All learners should make a table that 30 min
summarises the main point on each topic. Learners will work in pairs; learners take it
in turns to describe the symptoms they would have if they had a nutritional deficiency.
Their partner needs to identify the nutritional deficiency they have.

Wrap-up:
Learners share their conclusions and ideas about nutritional deficiency. Learners take
 a short quiz. 4 hours
5 min

Week 6: (September 28th to October 2nd)

Learning objectives:
8Bh4. Understand the By the end of the class, students will have understood the function of enzymes as
function of enzymes as biological catalysts in breaking down food to simple chemicals by testing predictions
biological catalysts in and discussing ideas based on evidence.
breaking down food to Small piece of food
simple chemicals. Content: Digestive process in humans. 5 min can be bread, for
Cognition:Develop skills to compare, analyse and communicate ideas clearly to each learner.
8Bh3. Recognise the others.
organs of the alimentary Communication: Link to a similar
canal and know their Language of: alimentary canal, mouth, stomach, small intestine, large intestine, activity:
rectum, anus, mastication, peristalsis, churning. 20 min [Link]
functions. Secondary
Language for: .org/practical-biology/
sources can be used. Culture: Why do we have to masticate? evaluating-visking-
8Ep6. Make predictions tubing-model-gut
using scientific knowledge Warm-up:
and understanding. As a warm-up activity, previous knowledge will be activated by asking learners to chew Helpful video:
a piece of bread for a few minutes and notice the changes that take place. Ask: Why 5 min [Link]/
does food need to be chewed? What gets added to the bread as it is chewed? What watch?
do you notice about the taste of the bread between the start and end of chewing? v=lgWE5m7xUJs

Presentation of the topic:

Present the students some new vocabulary and the main function. Alimentary canal, 50 min
mouth, stomach, small intestine, large intestine, rectum, anus, mastication,
peristalsis, churning. Give to the students some examples.

Activities:
Explain to learners that a chemical change is occurring in the mouth as well as the
food being broken up by the teeth and the chewing process. Use diagrams to show
that large molecules of starch are broken into small molecules of sugar. Ask learners:
Does this model show excretion? Identify that there are no waste products in the 40 min
‘faeces’ in this model.

Learners summarise their understanding of the functions of the parts of the digestive
system as a summary paragraph or in an annotated diagram (which includes the liver
and pancreas).
30 min
Learners work in groups Progression Test Style questions.

Wrap-up:
Learners show their results and explain their annotations of the parts of the digestive
system via Zoom. Learners take a short quiz.
 Week 7: (October 5th to October 9th)

SEMANA INSTITUCIONAL

4 hours
Week 8: (October 12th to October 16th)
5 min
Learning objectives:
By the end of the class, students will have shown how the particle theory of matter
can be used to explain the properties of solids, liquids and gases.
8Cs1. Show how the 5 min
Content: States of matter.
particle theory of matter can
Cognition: Develop skills to compare, analyse and communicate ideas clearly to
be used to explain the
others.
properties of solids, liquids
Communication:
and gases, including 20 min
Language of: particles, solid, liquid, gas, particle theory.
changes of state, gas
Language for:
pressure and diffusion. Secondary sources.
Culture: Icebergs and poles.
Experiment of ice in
Warm-up: water.
As a warm-up activity, previous knowledge will be activated by reviewing the motion 5 min
and particle arrangement in a solid, liquid and gas from stage 7. Review the changes PP presentation.
of state from stage 7 to describe how the motion and particle arrangement changes
during melting, freezing, boiling, condensing and evaporating
50 min
Presentation of the topic:
Present the students some new vocabulary and the main function. Particles, solid,
liquid, gas, particle theory. Give to the students some examples.

Activities:
Observe ice floating in water. Learners try and explain these observations using the
particle theory of matter. Lead the learners to the conclusion that ice must be less
dense than water, despite the fact that it is a solid. This means that there must be
fewer particles per unit volume than in liquid water.

Related to this it can be seen why liquids and gases flow easily yet solids cannot.
Discuss, using the particle theory of matter, why liquids and gases can flow easily but
solids cannot. 40 min

Furthermore, gases and liquids take the shape of their containers but solids do not.
Learners should be able to explain these facts in terms of the particle theory of
matter.
 Conclude that solids, liquids and gases have different properties because of the
different arrangement and motion of particles. Explain why gases have a pressure. 30 min
Explain why it is possible to blow up a balloon.

Learners work in groups Progression Test Style questions.

Wrap-up:
Learners present their results and conclusions in class. Learners answer questions
about the states of matter by using the particle theory. Learners present a short
exam. 4 hours
5 min

Week 9: (October 19th to October 23rd)

Learning objectives:
By the end of the class, students will have shown how the particle theory of matter
8Cs1. Show how the can be used to explain the properties of solids, liquids and gases, including changes
particle theory of matter can of state, gas pressure and diffusion. 5 min
be used to explain the
properties of solids, liquids Content: Diffusion in liquids and gases.
and gases, including Cognition: Develop skills to compare, analyse and communicate ideas clearly to
changes of state, gas others. 20 min Perfume or air
pressure and diffusion. Communication: freshener
Language of: particles, solid, liquid, gas, particle theory, diffusion, gas pressure.
Language for: Video: potassium
Culture: Why do we smell lotions so easily? manganate (VII)
crystals, water,
Warm-up: beakers, wide
As a warm-up activity, previous knowledge will be activated by introducing the term drinking straw
“diffusion” in air: can be demonstrated by releasing a strong perfume at the front of
the classroom and asking learners to put their hands up when they can first detect the
smell. What is happening to the particles of the perfume? Who can smell the perfume
first? Why does it take time for everyone in the room to be able to smell the perfume?
5 min
Conclude that the particles of the perfume diffuse through the air and that mixing with
the air particles continues until the concentration of perfume particles is equal
throughout the room.
50 min
Presentation of the topic:
Present the students some new vocabulary and the main function. Particles, solid,
liquid, gas, particle theory, diffusion, gas pressure. Give to the students some
examples.

Activities: 40 min
Diffusion in liquids: Learners observe the experiment. A 250 mL beaker filled with
water. Place a wide drinking straw at the bottom of the beaker trying to disturb the
water as little as possible. Carefully, with forceps place one crystal of potassium
 manganate (VII) into the top of the straw and let it fall to the bottom of the beaker. 30 min
Very carefully, remove the straw and observe how the strong purple colour diffuses
throughout the water.

Learners explain diffusion in terms of particles spreading out and mixing

Learners work in groups Progression Test Style questions.

Wrap-up: 4 hours
Learners present their explanations for diffusion in gases and in liquids using the 5 min
particle theory. Learners take a short quiz.

5 min
Week 10: (October 26th to October 30th)
Learning objectives:
8Pl1. Use light travelling in
By the end of the class, students will have understood that elements are made of
a straight line to explain the 20 min
atoms.
formation of shadows and
other phenomena
Content: Atoms.
Cognition: Develop skills to compare, analyse and communicate ideas clearly to
8Pl2. Describe how non- Pictures of luminous
others.
luminous objects are seen and non-luminous
Communication:
objects (e.g. the sun,
Language of: element, atom, compound.
8Ec6. Discuss explanations 5 min car headlight, human
Language for: luminous, non-luminous, shadow, light ray, ray diagram.
for results using scientific face, reflective road
Culture: Materials.
knowledge and sign, Earth as seen
understanding. from space, lit candle,
Warm-up: 50 min moon, fire, shiny
Communicate these clearly
As a warm-up activity, previous knowledge will be activated by asking learners to surface, pond, mirror,
to others
answer these two questions using their scientific knowledge. They should draw a white building, black
diagram as part of their answer for each question. (or dark) building,
fluorescent safety
How do we see the moon? Can cats really see in the dark? vest, luminous object)
Presentation of the topic:
Present the students some new vocabulary and the main function. Luminous, non-
luminous, shadow, light ray, ray diagram. Give to the students some examples.

Activities:
Discuss common misconceptions including:
40 min
· the moon is a light source

· light rays come out of an eye 30 min

 · it is possible to see even when there is no light.

Distribute or show pictures of luminous and non-luminous objects. Ask pairs of

learners to put them into groups. Each pair then explains how they grouped the
objects.
4 hours
If learners have not already done so, ask them to group the items by how we see 5 min
them.

Learners work in groups Progression Test Style questions.

5 min
Wrap-up:
8Pl5. Explain the Learners present their findings of their diagrams of the elements. Learners must
dispersion of white light. emphasise that the atoms and the diagrams are different because they are different
elements, therefore, different atoms. Learners take a short quiz. 20 min
8Ec2. Identify trends and
patterns in results
(correlations) Week 11: (November 2nd to November 6th) This video shows the
Learning objectives: process of dispersion
By the end of the class, students will have explained the dispersion of white light and (learners do not need
identified trends and patterns in results. to understand the full
scientific explanation
Content: Dispersion of white light. 5 min given):
Cognition: Develop skills to compare, analyse and communicate ideas clearly to
others. [Link]/
Communication: 50 min watch?
Language of: dispersion and prism. v=Aggi0g67uXM
Language for:
Culture: The rainbow.

Warm-up:
40 min
As a warm-up activity, previous knowledge will be activated by showing learners a
prism and shine a ray of light towards it. They describe what they see.
30 min
They should observe that the white light (after refraction) causes a spectrum of
colours: red, orange, yellow, green, blue, indigo and violet. This is called ‘dispersion’.
(Video)

Presentation of the topic:

Present the students some new vocabulary and the main function. Dispersion and
prism. Give to the students some examples. 4 hours
80 min
Activities:
Ask learners to explain what this shows about white light.
Conclude that white light is a mixture of colours. A prism can refract white light and
disperse it into its constituent colours. The spectrum of colours produced by
dispersion is: red, orange, yellow, green, blue, indigo and violet.

Learners work in Progression Test questions.

Wrap-up:
Learners present their ways to remember the first 20 elements of the Periodic Table. 80 min
Learners take a short quiz.
20 min

Week 11: (November 9th to November 13th)

Learning objectives:
By the end of the class, students will have presented their FINAL PROJECT.

Content:.
Cognition: Develop skills to compare, analyse and communicate ideas clearly to 4 hours
others. 80 min
Communication:
Language of:.
Language for:
Culture:.

Activities:
Learners present their final project.

Learners work in Progression Test questions.

Wrap-up: 60 min
Learners present their results and receive some feedback.
20 min

Week 11: (November 16th to November 20th)

Learning objectives:
By the end of the class, students will have presented their FINAL PROJECT.

Content:.
Cognition: Develop skills to compare, analyse and communicate ideas clearly to
others.
Communication:
Language of:.
Language for:
Culture:.

Activities:
 Learners present their final project.

Learners work in Progression Test questions.

Wrap-up:
Learners present their results and receive some feedback.

Teacher Comments

Class 1: Misconception alert: A very common misconception is that plants grow by ‘eating’ nutrients from the soil. Use initial activities to elicit this
misconception so that it can be dealt with in the unit.

Feedback Area Coordinator/ Area Head

Christian: The lesson plan is according to the scheme of work and you included CLIL elements.

JORGE MARQUEZ
CAIE COORDINATOR