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2 SEN students.
1 AHDH
1 Absent student

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First Term
Estudio y clasificación de algunos materiales.
Máquinas que facilitan la vida del hombre. Importantes inventos y descubrimientos.
Cambios en el movimiento de los cuerpos por efecto de las fuerzas. El peso de un cuerpo.
La hidrosfera.
The water cycle /Roman Empire/Matter & Energy
Population (Introduction)

Second Term
El aparato circulatorio.
El aparato reproductor.
El aparato respiratorio.
Salud y enfermedad.
Animales vertebrados.
Animales invertebrados. Clasificación
Body systems/Animals/Health and diseases.
Athmosphere

Third Term
Minerals and rocks
The Earth

Natural Science:
Human body (Systems)
Animals
Plants
The Earth
Rocks
Water cycle
History: Roman Empire

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Did you know that romans invented sewerage? How do you think they did it?

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Did you know that romans invented sewerage? How do you think they did it?

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First term
We show students a picture of Segovia's Aqueduct and we ask students, how did Romans transport water across the city?
Second term
We can show them a picture of a horse and a butterfly. We asked them this question What is the difference between  a horse and a butterfly? They can answered it with a Ven Diagram in pairs or groups
Third term
We do a visit to the Geominero Museum in Madrid, students are going to observe different mineral and rocks.

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We can watch a documental about animals and then do a debate about their favourites animals and why.
We can also do a mind map about animals of Spain and their environment.
I think that is better at the end of the project to vosit the Natural museum of Madrid

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we can invite them to bring to class any pet

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we can invite them to bring to class any pet

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To know  & understand the relevance of the Roman inventions for us.

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First term project goals : to appreciate Roman inventions, to learn and understand the water cycle process, to be able to build their own inventions (bridge, Wells, aqueduct…)

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To try to put in operation one or two romans inventions.
To know the heritage of the Roman culture in our day

ACTIVITIES:
Students can make a aqueduct os Arts class.
- We can tell the legend of the aqueduct and then do a debate about the end of the legend
We can practice Maths solving problems related to the Roman Empire
To the final project, we can visit the Complutum and their archaeological remains, focusing on the aqueduct of the city

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To value the importance of saving water

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Providing building blocks to your students, they have to build, in groups, a bridge (wood)

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ACTIVITIES
The Project could be base on a gymkana where students are going to develop different activities to work with the contents and also to improve their five skills: listening, speaking, Reading and writing. At the end of each activity, they will receive a block in order to build a bridge, aqueduct, well… depending on the group.
One activity--- students have to solve some mathematical operations. The results are going to be a code related to some letters that are going to form the different stages of the water cycle: condensation, evaporation etc. Once they finish they have to create a story explaining the water cycle concluding with a pragraph talking about the importance of recycling water

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KEY COMPETENCES (how are this project going to contribute to their development)

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KEY COMPETENCES (how are this project going to contribute to their development)

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Mathematical Competence: Solving problems to get a code
Linguistic Competence: Debating and taking decissions
Entrepeuneurship: Designing the bridge

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Initial evaluation
Continuous evaluation
Final evaluation

Combine written activities with observation, with games, with presentations.
And provide always a feedback.

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GOALS:
To identify the main characteristics and heritage of Roman inventions.
To evaluate the pros and cons of these ancient inventions in construction.
To create models that involve improvements to those ancient aqueducts.

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ACTIVITIES
First term:
To use realia, authentic materials and informative books to understand Romans´ inventions regarding cunstruction.

Second Term:
To analyze ancient aqueducts, feautures and uses according to the population needs.

Third term:
Create models using recycled paper that shows those all aqueducts with new modifications and improvements.

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ASSESSMENT

1. Open and close ending questions to identify prior  knowledge with regards to Romans´ cunstruction.
2. Formative assessments throughout the process to help students and teachers adapt the learning experiences and identify the new learning outcomens and the ones missing.
3. Peer assessments to evaluate each one´s performance based on anticipated criteria.
4. Summative assessment that includes a final product that students will colaborative construct at the end of the term and present to other students from lower grades.