LOGROS E INDICADORES

BUENAS TARDES
LA SIGUIENTES ES LA LISTA DE LOS LOGROS E INDICADORES DE NUESTRAS MATERIAS.


LOGROS E INDICADORES DE LOGRO 2008 / 2009

ARTE

NIVEL B PROFESOR FÉLIX ANTONIO PLAZA CARVAJAL

GRADO CUARTO

LOGRO 1
Que el estudiante aprenda la técnica del dibujo de cuadricula aplicando sus reglas para que mejore su capacidad de observación, como método seguro para proporcionar un esquema a partir de un modelo dado.

INDICADORES

1. Comprende y aplica adecuadamente el método del dibujo con cuadricula
2. Utiliza apropiadamente instrumentos de medición para trazar esquemas de cuadriculas
3. Representa adecuadamente dibujos con la técnica de la cuadricula
4. Reproduce de forma acertada un modelo a escala de 1 a 5
5. Cumple durante las clases con el material de trabajo, tareas, trabajos y participación.

LOGRO 2
Que el alumno elabore máscaras con vendas de yeso, investigando sobre propuestas de diseños artísticos para que conozca acerca de sus usos y sus aplicaciones culturales

INDICADORES

1. Presenta una investigación sobre la temática propuesta
2. Incluye bocetos para su proyecto
3. Realiza una máscara con un buen acabado siguiendo el esquema propuesto
4. Da un buen acabado a su máscara
5. Cumple durante las clases con el material de trabajo, tareas, trabajos y participación

LOGRO 3
Que el alumno domine la técnica de dibujo métrico por coordenadas a través del aprendizaje de sus reglas con el fin de incrementar su capacidad de observación y representación de la realidad específicamente en el campo del encuadre de la figura.

INDICADORES

1. Reconoce la diferencia entre dibujo esquemático y dibujo métrico.
2. Comprende las reglas del dibujo métrico
3. Aplica las leyes de dibujo métrico
4. Plantea un trabajo final de calidad en que aplique bien la técnica
5. Trae sus materiales, se concentra en su trabajo y cumple con las entregas oportunas

LOGRO 4
Que el alumno agilice su aplicación de la técnica de dibujo métrico por coordenadas y aprenda a tomar los primeros pasos hacia el dibujo tonal con el fin de incrementar su capacidad de observación y representación de la realidad específicamente en el campo de la delimitación de las zonas de grises.
INDICADORES

1. Aplica correctamente las leyes de dibujo métrico sin dibujar ejes
2. Deduce líneas rectas y límite de luz de una imagen
3. Funde grises con limpieza
4. Realiza una correcta valoración de línea
5. Cumple en las clases con la participación, entregas y el material de trabajo

MÚSICA

NIVEL B PROFESOR ALEJANDRO RINCÓN BONILLA

GRADO CUARTO

LOGRO 1
El Alumno reconoce elementos musicales básicos y los utiliza a través de la lectura, dictados, escritos y sonidos.

INDICADORES

1. Realiza lectura rítmica con las figuras musicales: negra, silencio de negra, corcheas y blanca.
2. Identifica las cualidades del sonido: Duración (largo-corto), Altura (agudo-grave), Intensidad (suave-fuerte), Timbre (objetos-naturaleza-instrumentos) para lograr un entrenamiento auditivo claro, por medio de ejercicios de discriminación.
3. Reconoce la ubicación de las notas musicales: DO, RE, MI, FA, SOL, LA, SI y DO en la flauta dulce.
4. Realiza un entrenamiento auditivo apropiado por medio de dictados rítmicos que debe memorizar para lograr repetirlos con las palmas.
5. Cumple durante las clases con el material de trabajo, tareas, trabajos y participación.

LOGRO 2
El Alumno elabora un trabajo rítmico y melódico apropiado con el fin de desarrollar su sentido musical.

INDICADORES

1. Realiza lectura rítmica con las figuras musicales: negra, silencio de negra, corcheas, blanca y redonda.
2. Identifica los conceptos musicales: Pentagrama, notas musicales, figuras de duración y silencios.
3. Interpreta la melodía de una canción sencilla con las notas musicales que reconoce.
4. Realiza un entrenamiento auditivo apropiado por medio de dictados rítmicos que debe memorizar para lograr repetirlos con las percusión corporal (palmas, castañetes, muslos y zapateo).
5. Cumple durante las clases con el material de trabajo, tareas, trabajos y participación.

LOGRO 3
El Alumno reconoce nuevas figuras musicales y algunos conceptos teóricos, ampliando sus conocimientos sobre la música a partir de juegos y actividades musicales.

INDICADORES

1. Realiza lectura rítmica con las figuras musicales: negra, silencio de negra, corcheas blanca, redonda y blanca con puntillo.
2. Identifica los conceptos musicales: pulso y acento en la audición de canciones.
3. Interpreta melodías sencillas de canciones, con las notas musicales que reconoce.
4. Realiza un entrenamiento auditivo apropiado por medio de dictados rítmicos que debe memorizar para lograr plasmarlos en el papel.
5. Cumple durante las clases con el material de trabajo, tareas, trabajos y participación.

LOGRO 4
El Alumno reconoce nuevos elementos obteniendo un enfoque más claro de la música que lo rodea.

INDICADORES

1. Realiza un trabajo de lectura rítmica y melódica satisfactorio con las alturas SOL y LA.
2. Reconoce la forma musical “Canon”.
3. Realiza el montaje de una canción en forma “Canon” con más flautas, en un grupo de trabajo.
4. Elabora una representación gráfica de la forma “Canon” con la canción trabajada en clase.
5. Cumple durante las clases con el material de trabajo, tareas, trabajos y participación.



CLASS PROGRAM
FOURTH GRADE 2008-9

1st Bimester From August 11th to - October 4th 8 weeks Unit 1: MS EXCEL. Objective: To familiarize students with the use of MS EXCEL
The students get familiar with the use of MS EXCEL.
INDICATORS
3.1.1 The student identifies basic tools of MS EXCEL. 3.1.2 The student uses MS EXCEL to create tables and charts. 3.1.3 The student edits the information in a chart. 3.1.4 The student copies, cuts and pastes information in a chart.
31.5 The student shows respect, a good attitude towards the subject; and brings materials to class.







Second Bimester From October 14Th to December 12th 9 weeks
Unit 2: Software Objective: To identify hardware and software elements.
.2 ACHIEVEMENT 2 Second bimester
The students create presentations using MS POWER POINT.

INDICATORS

3.2.1 The student identifies the tools of MS POWER POINT.
3.2.2 The student creates a presentation using different views.
3.2.3 The student edits a presentation adding new elements to it.
3.2.4 The student inserts images from an existing file.
3.2.5 The student shows respect, a good attitude towards the subject; and brings materials to class.
Contents
Pertinence
Activities
Resources
Evaluation
-Software (types)
-Windows without mouse.
-Windows explorer.
It’s important for students to identify different types of software.
Students need to learn how to use Windows without mouse.
-Classifying software and hardware.
-Identifying different types of software.
-Using the keyboard to carry out different activities.
-Using windows explorer.
Tutorials:
L4MID4-5-6-7.
-Ms Windows.
Book pages: 23-40
Students classify software and hardware.
-Students identify different types of software.
-Students use windows without the mouse.
-Students change names and properties of a document.






Third bimester From January 12th to March 27th 11 Weeks
Unit 3: MS WORD. Objective: To use MS WORD to create different kinds of texts: Stories, ads, cartoons etc.
INDICATORS

3.2.1 The student defines and describes monitors.
3.2.2 The student identifies different types of computers and cpus.
3.2.3 The student describes different types of hardware.
3.2.4 The student identifies different types of storing devices.
3.2.5 The student shows respect, a good attitude towards the subject; and brings materials to class.

Contents
Pertinence
Activities
Resources
Evaluation
-MSWORD introduction.
-Writing workshop:
It’s necessary for students to get familiar with word processor tools.
-using commands to format a text or paragraph.
-Editing a story.
-Inserting objects and pictures.
Tutorials:
L4MID8-9-10-11-12-13.
MS WORD
Files.
Book pages 42-59
Students type in, copy, cut, paste, and eliminate using MS WORD.



Fourth bimester From March 30th to June 26th 12 Weeks
Unit 4: MS Windows commands Objective: to use some operative system commands to create files, discs, directories etc.
3.2.1 The student creates files directories and discs
3.2.2 The student. organizes and saves information in files.
3.2.3 The student uses commands to organize, create, undo elements and actions.
3.2.4 The student uses the tool “HELP” to carry out different activities.
3.2.5 The student shows respect, a good attitude towards the subject; and brings materials to class.

Contents
Pertinence
Activities
Resources
Evaluation
Ms windows:
-Files and discs
-Organizing icons.
-Using Help.
The students have to use the most important tools of MS windows.
-Identifying different icons from different operative systems.
-Creating files and using different ways to organize them.
-Using the “HELP” to carry out different activities.
L5MID4-5-6
Ms windows
Students use commands of Ms windows to create, organize and undo elements and actions.


GEOMETRY
The student builds with protractor and ruler, angles and polygons to identify their elements and classify them.

1. Draws and represents points, lines, line segments, midpoints, rays and planes.
2. Identifies elements of an angle. Measures, builds, and classifies angles.
3. Identifies and build polygons with their elements.
4. Classifies polygons into convex, and convey according to their number of sides.
5. Does homework, participates, and brings materials.

SECOND PERIOD
Objectives:
· Identify relationships between parts of a circle such as center, diameter, chord, and central angle.
· Identify and classify quadrilaterals and triangles.
· Identify and make symmetrical figures and draw a line or lines of symmetry.


The student builds and classifies quadrilaterals, triangles, circles and symmetries of figures.
Identifies and builds quadrilaterals.
Identifies and builds triangles.
Identifies elements of a circle and a circumference
Identifies and builds symmetries of a figure.
Does homework, participates, and brings materials.

THIRD PERIOD
Objective:
· In the Third and Four period focuses on three-dimensional figures and units of measures that are associated with them, such as surface are, volume, weight, and capacity.
· Find the area of plane figures as rectangle, square, and circle.
· Find the surface area of rectangular prisms.
· Describe the number of faces, edges, and vertices for a polyhedron and use features to identify polyhedra and other solids

The student understands and applies the concepts of length and area to be able to solve problems.
Recognizes the different units of length and makes changes between one unit to other.
Finds the area of circles, squares, rectangles and triangles
Finds the surface area of rectangular prisms.
Identifies and describes 3 – dimensional figures.
Shows a proper attitude and respect for the class, participates, and brings materials.

FOUR PERIOD
Objectives:
· Change among the customary units of capacity and add and subtract customary units of capacity, time, and weight.
· Estimate and measure mass using metric measures, and change between these measures.


The student uses process of measurement in units of capacity, weight and time to be able to solve problems
Identifies and builds geometric round figures.
Recognizes the different units of time.
Recognizes the different units of capacity.
Recognizes the different units of weight.
Does homework, participates, and brings materials.



LOGROS E INDICADORES DE LOGRO.
GRADO CUARTO DE PRIMARIA.

HISTORIA
LOGRO 1. Primer Bimestre o Período
Que los estudiantes determinen y reconozcan las primeras organizaciones humanas, las condiciones políticas y sociales que favorecieron las exploraciones en la antigüedad y las condiciones durante el encuentro, la conquista y la colonización en América

Indicadores del LOGRO 1.
Describe las características propias de las primeras organizaciones humanas
Establece relaciones entre las exploraciones antiguas y actuales
Describe la situación política de España hacia 1492
Evaluación periódica
Participa en las actividades propuestas, es cumplido y puntual con sus tareas, trabajos, materiales y demás labores académicas de la asignatura

LOGRO 2. Segundo Bimestre o Período

Que los estudiantes reconozcan la organización social y política en la Nueva Granada durante la colonia y determinen las causas que determinaron la Independencia de Colombia durante el siglo XIX

Indicadores del LOGRO 2.

1 Identifica las dificultades para administrar las colonias americanas y evalúa las diferencias sociales heredadas de la época colonial
2 Reconoce los principios de las causas externas e internas que influyeron en la Independencia
3 Analiza la participación de los diferentes grupos sociales en la Independencia de la Nueva Granada
4 Evaluación periódica
5 Participa en las actividades propuestas, es cumplido y puntual con sus tareas, trabajos, materiales y demás labores académicas de la asignatura


LOGRO 3. Tercer Bimestre o Período

Que los estudiantes identifiquen las relaciones políticas económicas y culturales que se dieron en Colombia durante el siglo XIX, para entender el sentido de pertenencia

Indicadores del LOGRO 3.

Analiza las consecuencias del surgimiento del caudillismo en Colombia
Establece el nacimiento de los partidos políticos más tradicionales en Colombia “liberal y conservador”
Determina los conceptos de proteccionismo y librecambio
Evaluación periódica
Participa en las actividades propuestas, es cumplido y puntual con sus tareas, trabajos, materiales y demás labores académicas de la asignatura.







LOGRO 4. Cuarto Bimestre o Período
Que los estudiantes determinen la importancia de ubicarse en el tiempo y el espacio, teniendo como base la forma como las primeras culturas periodizaron el tiempo

Indicadores del LOGRO 4.

Analiza los factores culturales que han contribuido a determinar periodizaciones temporales
Valora los aportes de los pueblos antiguos para el manejo de las representaciones cartográficas
Relaciona la cartografía con la política y la historia
Evaluación periódica.
Participa en las actividades propuestas, es cumplido y puntual con sus tareas, trabajos, materiales y demás labores académicas de la asignatura.



GEOGRAFÍA

LOGRO 1. Primer Bimestre o Período

Que los estudiantes ubiquen la Tierra como elemento activo del universo, explique las consecuencias de los movimientos de la Tierra y justifiquen la importancia de la representación geográfica de la Tierra para orientarse

Indicadores del LOGRO 1.

Identifica los elementos que conforman el universo y el sistema solar
Reconoce los movimientos de rotación y traslación y los fenómenos que surgen a partir de estos movimientos
Diferencia los conceptos de coordenadas geográficas, meridianos y paralelos
Evaluación periódica
Participa en las actividades propuestas, es cumplido y puntual con sus tareas, trabajos, materiales y demás labores académicas de la asignatura.



LOGRO 2. Segundo Bimestre o Período

Que los estudiantes reconozcan algunas características físicas y culturales de su entorno, su interacción y las consecuencias sociales, políticas y económicas que resultan de ellas.

Indicadores del LOGRO 2

Caracteriza el territorio colombiano en todos sus componentes geográficos de localización en el mundo, relieve, clima y diversidad de vida
Interpreta las formas de representación del espacio, principalmente mapas
Genera un sentido de pertenencia del país, a partir del conocimiento de su geografía
Evaluación periódica
Participa en las actividades propuestas, es cumplido y puntual con sus tareas, trabajos, materiales y demás labores académicas de la asignatura


LOGRO 3. Tercer Bimestre o Período

Que los estudiantes desarrollen un sentido de pertenencia para desempeñarse como guardianes y beneficiarios de la Tierra


Indicadores del LOGRO 3.

Caracteriza la distribución de los recursos naturales en Colombia
Establece relaciones entre las diferentes clasificaciones de los recursos naturales
Asume comportamientos que favorezcan la conservación de los recursos naturales y propone alternativas para evitar su deterioro
Evaluación Bimestral
Participa en las actividades propuestas, es cumplido y puntual con sus tareas, trabajos, materiales y demás labores académicas de la asignatura.



LOGRO 4. Cuarto Bimestre o Período

Que los estudiantes posean una visión general de lo que se denomina desarrollo económico sostenible y la relación que tiene con la dignidad humana

Indicadores del LOGRO 4.

Clasifica las actividades productivas colombianas en sectores económicos
Relaciona los conceptos de sectores económicos con los de justicia e injusticia
Reconoce las condiciones productivas del país y la capacidad para abastecer sus necesidades
Evaluación Bimestral
Participa en las actividades propuestas, es cumplido y puntual con sus tareas, trabajos, materiales y demás labores académicas de la asignatura.

Metodología de Evaluación:

Para evaluar en las asignaturas de Historia y Geografía se realizaran las siguientes actividades:

*Desarrollo de competencias propuestas por el libro guía, *trabajo en el libro de actividades, *realización de mapas, *dibujos, *cuentos, *pequeños escritos, *desarrollo de lecturas problemas, *consultas de algunos temas y *evaluaciones programadas para cada final de bimestre, en dónde se les darán los temas a evaluar.

ACADEMIC PLANNING 2008-2009


TEACHER: JOSE LUIS SANCHEZ LEON
SUBJECT: LANGUAGE
GRADE: 4
___________________________________________________________________


GENERAL OBJECTIVES


1. To listen to a variety of sources of spoken English in order to understand, process, react to, and use the information provided.
2. To read a variety of texts in order to be able to understand and use written information.
3. To produce written texts of various types to communicate messages clearly.
4. To interact orally with the teachers and peers in order to communicate freely in English.



CONTENTS


First Bimester


Unit 1 -A VISIT WITH GRANDPA.

Unit 1 Objectives

1. Students will recognize setting by analyzing story details.
2. Students will use context clues to determine meaning of unfamiliar words.
3. Students will recognize, read and write words with vowel diagraphs ai, ay, ea, ee, and ow.
4. Students wiil be able to identify and spell words with vowel sounds in few and moon.
5. Students will be able to recognize and write statements and questions.

Unit 1 Contents

Setting
Unfamiliar words
Vowel diagraphs ai, ay, ea, ee, and ow
Spelling words with vowel sounds in few and moon
Sentences


Unit 2 -TRAIN TO SOMEWHERE.

Unit 2 Objectives

1. Students will be able to recognize the sequence of events in a story.
2. Students will recognize causes and effects in a story.
3. Students will use antonyms to determine meaning and increase vocabulary.
4. Students will identify, read and write words with vowel diagraphs ea as in feather and ou as in country.
5. Students will be able to spell words with long and short e sound.
6. Students will be able to use subjects and predicates to form sentences.

Unit 2 Contents

Sequence
Cause and effect
Antonyms
Vowel diagraphs ea, ou and oo
Spelling words with long and short e
Subjects and predicates

Unit 3 -FAMILY PICTURES.

Unit 3 Objectives

1. Students will understand and recognize a comparison and a contrast.
2. Students will differentiate and use facts and opinions.
3. Students will use synonyms to determine meaning and increase vocabulary
4. Students will recognize, read and write words with short vowels a, i, o, u.
5. Students will recognize, read and write words with long vowels a, i, o.
6. Students will be able to write and punctuate imperative, exclamatory and interrogative sentences.

Unit 3 Contents

Compare and contrast
Fact and opinion
Synonyms
Spelling words with short vowels a, i, o, u.
Spelling words with long vowel a, i, o.
Imperative, exclamatory and interrogative sentences.









Second Bimester

Unit 4 -THE CRICKET IN TIMES SQUARE.

Unit 4 Objectives

1. Students will look for sensory details to help them create mental images.
2. Students will form ideas about what has been read and provide evidence to support their ideas.
3. Students will identify words with hard and soft c as in car and city; and hard and soft g as in garden and giant.
4. Students will be able to recognize, read and write words with diphthongs oi, oy as in voice and boy; and ou, ow as in house and how.
5. Students will be able to understand what a noun is.
6. Students will capitalize proper nouns.

Unit 4 Contents

Visualizing
Making judgements
Consonant sounds c and g
Spelling words with diphthongs oi, oy, ou and ow
Nouns
Proper nouns

Unit 5 -I LOVE GUINEA PIGS.

Unit 5 Objectives

1. Students will recognize how fiction and non-fiction texts are organized.
2. Students will use context clues to identify and distinguish homographs.
3. Students will construct meaning by decoding compound words.
4. Students will use context clues to identify and distinguish homophones.
5. Students will recognize singular and plural nouns, including –s and –es inflections.
6. Students will recognize and form irregular plural nouns correctly.

Unit 5 Contents

Text structure
Homographs
Compound words
Homophones
Regular plural nouns
Irregular plural nouns

Unit 6 -KOMODO DRAGONS.

Unit 6 Objectives

1. Students will use definitions or explanations as context clues to identify the meaning of unfamiliar words.
2. Students will identify the main idea and supporting details in an expository nonfiction article.
3. Students will identify and decode words with vowel diagraphs au, aw, ough, augh.
4. Students will recognize and pronounce words with r-controlled vowels.
5. Students will form singular and plural possessive nouns, using apostrophes correctly.

Unit 6 Contents

Context clues
Main idea and supporting details
Vowel diagraphs au, aw, ough, augh
R-controlled vowels
Possessive nouns


Third Bimester


Unit 7 -JOHN HENRY.

Unit 7 Objectives

1. Students will decide how to react toward people, situations and ideas in stories by analizing information.
2. Students will use context clues, experiences, and word order to determine the appropriate meaning of a multiple-meaning word.
3. Students will analyze characters by paying attention to how they look, how they act, and what they say.
4. Students will construct meaning by recognizing and defining words with inflected endings –er and -est.
5. Students will understand verbs, including action and linking verbs.

Unit 7 Contents

Making judgements
Multiple-meaning words
Characters
Spelling words with inflected forms with –er and -est
Verbs

Unit 8 -ON THE PAMPAS.

Unit 8 Objectives

1. Students will recognize and judge the author’s generalizations.
2. Students will use personal knowledge and experience to comprehend the correct meaning of homophones.
3. Students will recognize inflected forms of verbs in which –ed, -ing, or –es are added to the base of the words wiwth or without spelling changes.
4. Students will understand the spelling changes when adding –ed and -ing.
5. Students will understand and identify verbs in the present, past, and future tenses.

Unit 8 Contents

Generalizing
Homophones
Inflected forms –ed, -ing, -es
Spelling words with –ed and –ing added
Verb tenses: Present, Past, and Future.

Unit 9 -THE STORM.

Unit 9 Objectives

1. Students will use prior knowledge about a topic to make predictions about the content of text.
2. Students will use antonyms to determine meaning and converse.
3. Students will identify and use words with the consonant sounds /j/, /ks/, /kw/.
4. Students will identify the different spellings for the consonant sounds /j/, /ks/, /kw/.
5. Students will use present, past, and future tenses correctly.

Unit 9 Contents

Predicting
Antonyms
Consonants sounds /j/, /ks/, /kw/
Spelling words with /j/, /ks/, /kw/
Using verbs tenses properly

Unit 10 –RIKKI-TIKKI-TAVI.

Unit 10 Objectives

1. Students will base their conclusions on specific information from the text, prior knowledge, and experience.
2. Students will use a dictionary to build word meaning.
3. Students will construct meaning by identifying base words and endings.
4. Students will understand how syllable patterns can help you spell words that sound alike with vowels in the final syllable.
5. Students will distinguish principal parts of regular and irregular verbs.

Unit 10 Contents

Drawing conclusions
Unfamiliar words
Base words
Spelling words with vowels in final syllables
Verbs II ( regular and irregular)

Unit 11 –HALF CHICKEN.

Unit 11 Objectives

1. Students will clarify understanding by paraphrasing portions of the text.
2. Students will demonstrate knowledge of synonyms by identifying related words.
3. Students will construct meaning by identifying and decoding words with the inflected form –es.
4. Students will understand, say and write words with sh, ch, tch, wh.
5. Students will understand adjectives, especially those that tell what kind, how many, and how much.

Unit 11 Contents

Paraphrasing
Synonyms
Inflected forms with –es
Spelling words with sh, ch, tch, wh.
Adjectives


Fourth Bimester


Unit 12 –BLAME IT ON THE WOLF.

Unit 12 Objectives

1. Students will identify similarities and differences in text.
2. Students will develop vocabulary by reading independently.
3. Students will construct meaning by identifying and producing contractions.
4. Students will use structural analysis to identify and spell contractions.
5. Students will learn how to use adjectives to improve sentences.

Unit 12 Contents

Compare and contrast
Unfamiliar words
Contractions
Spelling contractions
Using adjectives to improve sentences

Unit 13 –LOU GEHRIG.

Unit 13 Objectives

1. Students will understand textual organization and use it to locate and recall information.
2. Students will use a dictionary and context to build word meanings.
3. Students will determine meaning and increase vocabulary by identifying possessives that use ‘s.
4. Students will be aware of some easily confused words.
5. Students will recognize and understand how to use comparative and superlative adjectives.

Unit 13 Contents

Text structure
Unfamiliar words
Possessives
Spelling easily confused words.
Comparative and superlative adjectives.

Unit 14 –THE DISGUISE.

Unit 14 Objectives

1. Students will consider the details of a text to choose the best summary.
2. Students will use antonyms as context clues to determine meaning and increase vocabulary.
3. Students will construct meaning by identifying and decoding words with suffixes.
4. Students will understand changes in spelling when adding the suffixes –ful, -ly, -ion.
5. Students will understand and use adverbs in sentences.

Unit 14 Contents

Summarizing
Antonyms
Suffixes
Spelling words with suffixes –ful, -ly, -ion
Adverbs

Unit 15 – KEEPERS.

Unit 15 Objectives

1. Students will recognize specific plot elements.
2. Students will identify and visualize a set of ordered instructions that make up a process.
3. Students will construct meaning by using knowledge of language structure to identify rules for dividing words into syllables.
4. Students will learn how to spell several words containing double consonants.
5. Students will use sequence words to write how-to directions.

Unit 15 Contents

Plot
Steps in a process
Syllabication
Spelling words with double consonants
Sequence words
Unit 16 – INTO THE SEA.

Unit 16 Objectives

1. Students will recognize that authors have different reasons for writing.
2. Students will recognize and use different visual cues to construct meaning from various graphics.
3. Students will understand the concept of idioms.
4. Students will decode, spell and read words with the schwa sound.
5. Students will recognize that conjunctions can be used to join words, phrases or entire sentences.

Unit 16 Contents

Authors purpose
Graphic sources
Idioms
Spelling words with the schwa sound
Conjunctions


ACHIVEMENTS

First Bimester (emphasis in listening)

That Fourth Grade students listen to a variety of sources of spoken English in order to understand, process, react to and to fill in missing words in various texts using proper spelling based on the stories read in class.


Second Bimester (emphasis in reading)

That Fourth Grade students read a variety of texts, pronouncing –ed ending words properly and following the punctuation in order to be able to understand and use written information.


Third Bimester (emphasis in speaking)

That Fourth Grade students interact orally with teachers and peers using proper compensation strategies and good pronunciation in order to communicate freely in English, being able to get his message across.

Fourth Bimester (emphasis in writing)

That Fourth Grade students produce written texts of various types such as predictions and short essays based on the stories read, and to communicate messages clearly.


INDICATORS

First Bimester

1- Listening: Understands the sequence of events, and recognizes setting when listening to a story played from a CD.
2- Reading: Understands texts when reading aloud at a normal pace, taking in consideration the punctuation.
3- Speaking: Manipulates and uses, orally, the contents presented in class avoiding using Spanish.
4- Writing: Writes short paragraphs using complete sentences and good punctuation.
5- Shows proper attitude and respect for the class and brings materials to work.

Second Bimester

1- Listening: Identifies evidence to support ideas presented in a story played from a CD.
2- Reading: Understands what has been read by identifying context clues.
3- Speaking: Manipulates and uses, orally, the contents presented in class avoiding using Spanish.
4- Writing: Writes short paragraphs using nouns, proper nouns and plurals correctly and with correct punctuation.
5- Shows proper attitude and respect for the class and brings materials to work.


Third Bimester

1- Listening: Identifies specific information in a story from a CD to support his conclusions, judgments, predictions or generalizations.
2- Reading: Recognizes the author’s opinion and his supporting information.
3- Speaking: Manipulates and uses, orally, the contents presented in class avoiding using Spanish.
4- Writing: Writes short paragraphs using different tenses.
5- Shows proper attitude and respect for the class and brings materials to work.

Fourth Bimester

1- Listening: Recognizes the author’s purpose by identifying plot elements in a story from a CD.
2- Reading: Reads independently and manipulates different strategies to cope with unfamiliar words.
3- Speaking: Manipulates and uses, orally, the contents presented in class avoiding using Spanish.
4- Writing: Writes short paragraphs using comparative and superlative adjectives as well as conjunctions.
5- Shows proper attitude and respect for the class and brings materials to work.


METHODOLOGY

The Program ensures that children develop literacy by having a variety of real literacy experiences and a considerable amount of direct explicit instruction in listening, speaking, reading, writing, thinking, and viewing. Students begin by engaging in oral language activities (listening and speaking) to later on develop reading and writing skills. In this process of learning or developing literacy, students go through a series of stages blending into one another; In Fourth Grade this stage is called “Almost Fluent reading and Writing”: In this stage of the Program, students grow more sophisticated with all aspects of literacy. They read silently more than in the previous stage, do more writing, and have a larger oral language vocabulary. They also do more post reading research, by making good use of computers and internet, in order to present and share their impressions and opinions with peers, groups or with the whole class.

The Program looks forward to optimizing reading achievement, and although there are no easy, quick solutions for optimizing such process, there is an extensive knowledge base that shows the skills children must learn in order to read well. The Program also develops these five critical areas of explicit instruction in reading which are: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Text Comprehension


ASSESSMENT

There will be three types of assessment developed throughout the course.
*Self-assessment: Which gives students the opportunity to reflect on their performance trying to find out, by themselves, what went wrong.
*Group assessment: Which gives the rest of the class a chance to decide whether correction is necessary or not, to identify a possible mistake, to reinforce what has been learnt and to help a partner in his learning process.
*Teacher’s assessment: Which gives the teacher the opportunity to continually gather information and keep track on students’ strengths and weaknesses, and to use it to make decisions about what instruction supports students’ literacy growth. Teacher gathers this information through authentic assessment activities and then looks at each student’s performance in relation to the stages of literacy development. This gathering of information includes check mark lists, oral questions as well as written tests, or quizzes. In this way, teachers determine the types of instruction students need to continue to gain power and strength in literacy.




ACTIVITIES AT THE SCHOOL

Singing and poetry contest.
Spelling Bee.
Plays.
Games.
English Day.
Movie/Video watching.

ACTIVITIES OUT OF THE SCHOOL

Field trips.
Theater plays.

RESOURCES

Scott Foresman Reading 4.
Scott Foresman Reading 4. Practice book.
Scott Foresman Reading 4. Listening audio CD’s.
DVD player
Video Beam
Computers
Internet
Handouts


NEEDS

-A video beam that is available solely for the English dept. along with shades in the classrooms in order to have interactive classes without the use of the Tramoya.

-Reading material in English that is available for the students to check out and use for various class activities or just for their enjoyment e.g. novels, tales, poems, illustrated short stories and if possible newspapers.

BOOKS WE SHOULD HAVE

- Practical English Usage. Michael Swan.
- Five-minute activities. Penny Ur. Cambridge.
- Film. Susan Stempleski. Oxford.
- Junior English Timesaver Projects Across the Curriculum. Mary Glasgow. Cambridge.
- The Twisted Doors.


CEC - GIMNASIO DE LOS CERROS






SCIENCE PROGRAM 2008-2009







SCIENCE FOURTH GRADE







TEACHER: JOSE LUIS SANCHEZ LEON






BOGOTÁ D.C., AUGUST 2008.











CONTENTS


1-MISSION.. 3

2-VISION.. 4

3-JUSTIFICATION.. 4

4- GENERAL OBJECTIVE.. 4

5- COMPETENCE.. 4

6- STANDARDS. 4

7-DIDACTIC UNITS. 5

8- PERTINENCE.. 5

9-SPECIFIC OBJECTIVES BY UNIT.. 6

10- ACHIEVEMENTS AND INDICATORS. 7

11- CURRICULAR CONTENTS. 8

12- 12

13- METHODOLOGICAL FOCUS. 12

14-EVALUATION CRITERIA.. 13

15-SCHOOL AN OUT-OF-SCHOOL ACTIVITIES. 13

16- BIBLIOGRAPHY.. 14








SCIENCE 4th GRADE
SCIENCE PROGRAM 2008-2009


1. MISSION

Contributions of the Science Department to the Mission and to the Educational Principles of the school.

The science department cooperates to achieve the schools mission based on the accomplishment of the following principles that are involved in every single activity in the team:

1. Family-School Commitment: The science teachers are always ready to give in timely, precise and clear information about achievements, indicators and materials when required.
2. Personal Education: Every single teacher of the science department is willing to give individual counseling upon request as long as the student has accomplished his duties.
3. Integral Education: The teaching of science contributes to the integral education of the human being. A holistic view of man and his environment having in mind an interdisciplinary approach and cross curricular connections.
4. High Academic Level: The academic program of the science department has been built regarding students’ interests, age and their cognitive development, that guarantees the pertinence and therefore a high academic level
5. Religious Education: The contents of the science department contribute to generate a harmonic relation between science and faith.
6. International Nature: In the science department there is a close relation between the curriculum established by the M.E.N. and the requirements of the IB program in a bilingual environment up to sixth grade
7. Educating Leaders: The science department promotes leadership by allowing the students to take part in different activities such as: laboratory practices, special projects (Group 4), science fair, chemistry and physics Olympiads, and ecologic group. These activities intend to make students sensible to human values such as respect, coherence, loyalty, labor, professionalism and happiness
8. Development of Creativity: Due to the above mentioned activities (see point 7), the creative process is strengthened.
9. Creative Technology: The science department is continuously trying to implement new technologies.
10. Education for Life: The contents and activities will always be focused towards respecting life and the harmonic human-environment relationship.



2. VISION

Regarding the schools mission, the science department contributes to it by a continuous, pertinent, and permanent revision of all plans, programs, projects and activities carried out throughout the year having in mind short, mid, and long terms goals.

3. JUSTIFICATION

The Science course in Fourth Grade is based on textbook “Science” by Scoot Foresman (2003). The program contents are based on the National Science Education Standards. Students will use the science textbook as a main tool to fulfill the goals proposed for them in the science program in Life, Physical and Earth Science as well as Human Body.

4. GENERAL OBJECTIVE

To understand topics in Science related to Life, Physical, Earth Science and Human Body relating them to the environment where they live and to their own lives.

5. COMPETENCE

Students will be able to use the knowledge acquired to solve problems dealing with natural phenomena accurately, identifying causes, consequences and understanding implications in their surroundings and daily life.

6. STANDARDS

The National Standards of Education for fourth grade are based on plant structure and function; animal structure and function; energy in ecosystems; surviving in the environment; measuring matter; force and motion; electricity and magnetism; light and sound; measuring weather; the digestive, circulatory, and nervous systems.

National Science Education Standards are limited to fundamental understandings and offer selection criteria that the teacher can use to determine scientific subject matter to be studied.

7. DIDACTIC UNITS

UNIT A: LIFE SCIENCE
UNIT B: PHYSICAL SCIENCE
UNIT C: EARTH SCIENCE
UNIT D: HUMAN BODY

8. PERTINENCE

Unit A, chapter 1: Students will get in inquiry to learn more about plant structure and function. They will pose questions, make observations, and examine books and other sources of information to find what is already known about plants and then plan investigations. They will also use tools to gather, analyze, and interpret data. Then they will communicate their results.
Unit A, chapter 2: Students will get in inquiry to learn more about animal structure and function.
They will pose questions, make observations, and examine books and other sources of information to find what is already known about animal structure and function, and then plan investigations. They will also use tools to gather, analyze, and interpret data. Then they will communicate their results.
Unit A, chapter 3: Students will get in inquiry to learn more about energy in ecosystems.
They will pose questions, make observations, and examine books and other sources of information to find what is already known about energy in ecosystems, and then plan investigations. They will also use tools to gather, analyze, and interpret data. Then they will communicate their results.
Unit A, chapter 4: Students will get in inquiry to learn more about how living things are adapted to survive in the environment. They will pose questions, make observations, and examine books and other sources of information to find what is already known about how organisms survive in the environment and then plan investigations. They will also use tools to gather, analyze, and interpret data. Then they will communicate their results.
Unit B, chapter 2: Students will get in inquiry to learn more about forces, energy, work, and motion.
They will pose questions, make observations, and examine books and other sources of information to find what is already known about forces, energy, work, and motion and then plan investigations. They will also use tools to gather, analyze, and interpret data. Then they will communicate their results.
Unit B, chapter 3: Students will get in inquiry to learn more about electricity and magnetism.
They will pose questions, make observations, and examine books and other sources of information to find what is already known about electricity and magnetism, and then plan investigations. They will also use tools to gather, analyze, and interpret data. Then they will communicate their results.
Unit D, chapter 1: Students will get in inquiry to learn more about the digestive, circulatory, and nervous systems.
They will pose questions, make observations, and examine books and other sources of information to find what is already known about these body systems and then plan investigations. They will also use tools to gather, analyze, and interpret data. Then they will communicate their results.
Unit C, chapter 1: Students will get in inquiry to learn more about weather.
They will pose questions, make observations, and examine books and other sources of information to find what is already known about weather and then plan investigations. They will also use tools to gather, analyze, and interpret data. Then they will communicate their results.


9. SPECIFIC OBJECTIVES BY UNIT

UNIT A
Students will learn how plants are classified and the parts of a flowering plant.
Students will identify the characteristics and relevant features of animals with and without backbones.
Students will be able to describe the living and nonliving parts of an ecosystem.
Students will recognize how energy is transferred within an ecosystem
Students will be able to understand and discover what adaptations and behaviors help animals and plants survive in a changing environment.
UNIT B
Students will learn how work is defined.
Students will be able to differentiate the laws governing motion.
Students will be able to discover how electricity and magnetism affect matter.
UNIT C
Students will learn what causes changes in air temperature.
Students will determine how different surfaces on the earth affect air temperature.
Students will find out how to measure air temperature.
UNIT D
· Students will identify the parts of the digestive system.
· Students will understand the job the digestive system does.
· Students will find out what the steps in digestion are.
· Students will name the parts of blood and what they do.
· Students will determine blood’s path through the heart.
· Students will identify the three kinds of blood vessels.
· Students will learn how the nervous system works









10. ACHIEVEMENTS AND INDICATORS



#

aCHIEVEMENTS

# PERFORMANCES (INDICATORS)







1
Fourth grade students recognize and identify, apply, use, analyze, generate and solve research questions about the different concepts of “PLANT - ANIMAL STRUCTURE AND FUNCTION ”, in order to interpret the natural science phenomena as well as to be able to express it in oral and written ways.

1

The student defines, explains and analyzes information related to “FLOWERING PLANTS”.

2

The student solves problems in different contexts related to “FLOWERING PLANTS”.

3

The student defines, explains and analyzes information related to “HOW ANIMALS ARE ALIKE AND DIFFERENT”.

4

The student proposes research questions, formulates hypothesis, proves them experimentally and concludes and communicates his findings

5

Shows a proper attitude and respect for the class, participates, and brings materials.







2
Fourth grade students recognize and identify, apply, use, analyze, generate and solve research questions about the different concepts of “ENERGY IN ECOSYSTEMS AND ADAPTATION” in order to interpret the natural science phenomena as well as to be able to express it in oral and written ways.

1

The student defines, explains and analyzes information related to “ECOSYSTEMS”.

2

The student solves problems in different contexts related to “HOW PLANTS, ANIMALS AND OTHER LIVING THINGS GET ENERGY”.

3

The student defines, explains and analyzes information related to” HOW PLANTS AND ANIMALS SURVIVE”.

4

The student proposes research questions, formulates hypothesis, proves them experimentally and concludes and communicates his findings related to “HOW CHANGES IN THE ENVIRONMENT AFFECT SURVIVAL”.

5

Shows a proper attitude and respect for the class, participates, and brings materials.








3
fourth grade students recognize and identify, apply, use, analyze, generate and solve research questions about the different concepts of “FORCE AND MOTION, ELECTRICITY AND MAGNETISM”, in order to interpret the natural science phenomena as well as to be able to express it in oral and written ways.

1

The student defines, explains and analyzes information related to “HOW FORCES AFFECT MOTION”.

2

The student solves problems in different contexts related to “HOW ENERGY AFFECTS MOTION”.

3

The student defines, explains and analyzes information related to “ELECTRICITY AND ELECTRIC CIRCUITS”

4

The student proposes research questions, formulates hypothesis, proves them experimentally and concludes and communicates his findings related to “ELECTRICITY AND MAGNETISM”.

5

Shows a proper attitude and respect for the class, participates, and brings materials.







4






Fourth grade students recognize and identify, apply, use, analyze, generate and solve research questions about the different concepts of “THE DIGESTIVE, CIRCULATORY, AND NERVOUS SYSTEMS AND MEASURING WEATHER CONDITIONS”, in order to interpret the natural phenomena suitably as well as to be able to express it in oral and written ways.

1

The student defines, explains and analyzes information related to “THE DIGESTIVE SYSTEM”.

2

The student solves problems in different contexts related to “THE CIRCULATORY AND NERVOUS SYSTEMS”.

3

The student defines, explains and analyzes information related to the “MEASURING WEATHER CONDITIONS”.

4

The student proposes research questions, formulates hypothesis, proves them experimentally and concludes and communicates his findingsrelated to “BODY SYSTEMS AND MEASURING WEATHER CONDITIONS”.

5

Shows a proper attitude and respect for the class, participates, and brings materials.


11. CURRICULAR CONTENTS


CLASS
No.
SUBJECT
TOOLS
ACTIVITIES

FIRST BIMESTER


1
Introduction



Flowering Plants


2
How are plants grouped?
SB P-A8
Explanation about classification
3
Flowering plants and conifer
SB P-A10
Take students outside to draw conifers- workshop
4
Plants that do not make seeds
SB P-A12
Take students outside to draw ferns and mosses- workshop
5
What do the parts of a flower do?
SB P-A15
Explain the parts of a flower
6
Flowers with fewer parts
SB P-A18
Lesson 2 Review
7
How do seeds and fruits develop?
SB P-A20
Make seeds in clay activity. Quiz
8
Parts of seed
SB P-A22
Draw the parts of a seed
9
The life cycle of a flowering plant
SB P-A26
Explain-read and draw
10
Growing seeds
SB P-A29
Experiment activity
11
Chapter 1 review
SB P-A32
Solve questions on chapter review
12
Chapter assessment A B
TAP p- 9-10
Solve questions on assessment test
13
Reinforcement activity
SB P-


Animal behavior


14
How are animals alike and different?
SB P-A38
Introducing the topic
15
Animals without backbones
SB P-A40
Explain invertebrates. Workshop
16
Insects and other animals with jointed legs.
SB P-A42
Lesson 1 Review Classifying animals without backbones ( A44 )
17
Animals with backbones (Fish, amphibians)
SB P-A46
Quiz

18
Animals with backbones (Reptiles, birds and mammals)
SB P-A 48
Lesson 2 Review
19
Young animals and their parents
SB P-A54
Explanation- reading
20
Behaviors from parents
SB P-A56
Reading- Explaining- Discussing
21
Learned behavior
SB P-A58
Lesson 3 Review
22
Chapter II review
SB P-A62
Solve questions on chapter review
23
Quiz
TAP p21-22
Quiz

SECOND BIMESTER



Energy in Ecosystems


24
Living and non living parts of an ecosystem
SB P-A68
Introduce the topic
25
Habitats
SB P-A70
Explain the concept of habitats- workshop
26
How do plants get energy’
SB P-A74
Quiz
27
How plants produce sugar?
SB P-A76
Explain how plants get sugar
28
How animals get energy?
SB P-A 77
Reading-workshop
29
Scavengers and Decomposers
SB P-A80
Explain and give examples
30
Food Chains
SB P-A82
Have students work with clay the food chains
31
What is a food web?
SB P-A84
Quiz
32
How people can change food webs?
SB P-A86
Lesson 4 Review
33
Chapter III review
SB P-A92
Solve questions on chapter review
34
Chapter assessment A B
TAP p 33-34
Solve questions on assessment test
35
Reinforce activity

Discuss the main ideas of the chapter

Animal and Plant adaptations


36
Plants structures for survival
SB P-A98
Introduce topic
37
Animals structures for survival
SB P-A100
Read- Workshop
38
Camouflage
SB P-A102
Explain the difference between camouflage and mimicry
39
Living in groups for survival
Adaptations in behaviors
SB P-A104
Quiz
40
Caring for young
SB P-A 106
Explain how animals care for their brood
41
Migration and Hibernation
SB P-A108
Draw and explain activity
42
Changes in air land and water
SB P-A114
Quiz
43
Protecting the environment
SB P-A116
Lesson 3 Review
45
Endangered and Extinct
SB P-A118
Reading-workshop
46
Fossils
SB P-A120
Lesson 4 Review
47
Chapter 4 review
SB P-A122
Solve questions on chapter review
48
Chapter assessment A B
TAP p 45-47
Solve questions on assessment test

THIRD BIMESTER



Physical Science: Force and Motion


49
What makes things move?
SB P-B 36
Introduce topic
50
Gravity and Friction
SB P-B38
Read- Workshop
51
How does energy affect motion?
SB P-B42
Explain how energy affects motion
52
Other forms of energy
SB P- B44
Quiz
53
Work and Motion
SB P-B48
Explain the relationship between work and motion

Simple machines
SB P-B50
Draw and explain activity
54
Compound and complex machines
SB P-B52
Quiz
55
Chapter 2 review
SB P-B58
Lesson 3 Review
56
Chapter assessment A B
TAP p 75-77
Reading-workshop

Electricity and Magnetism


57
Electric Charge
SB P-B 64
Introduce topic
58
Electric current
SB P-B66
Lesson 1 Review
59
Electric circuits
SB P-B68
Explain how electric circuits work- workshop
60
Using electricity safely
SB P- B70
Lesson 2 Review
61
What is magnetism?
SB P-B74
Reading-explaining
62
The earth as a magnet
SB P-B76
Lesson 3 Review
63
How are electricity and magnetism related?
SB P-B80
Quiz
64
Making magnets from electricity
SB P-B82
Understanding the way magnets function
65
How electromagnets are useful?

Explain real life applications of magnets workshop
66
Chapter 3 review
SB P-B82
Solve questions on chapter review
67
Chapter assessment A B
TAP p 99-102
Solve questions on assessment test
68
Reinforce activity.

Discussing main ideas of the chapter

FOURTH BIMESTER



The Digestive System


69
How does the Digestive System work
SB D8

Introducing the topic
70
Steps in digestion
SB D9-D12
Explain the digestive process and the organs
71
How does the Circulatory System work? Parts of blood
SB D13-D14
Explain the circulatory system- workshop
72
Kinds of Blood Vessels
SB D14-D15
Quiz
73
The path of Blood through the Heart
SB D16-D17
Explain the path of the blood to the heart and the types of blood cells- workshop
74
How does the Brain get information? The Nervous System
SB D20-D22
Reading about the brain, explain about neurons and their role.
75
Nerve Ending in your Skin
SB D 22-D26
Reading observing discussing
76
Lesson Review

Quiz
77
Chapter review

Solve questions on chapter review
78
Reinforce activity.

Discuss the main ideas of the chapter

Earth Science: Measuring Weather


79
Air Temperature
SB P-C8
Introduce topic
80
Different surfaces
SB P-C10
Explanation- workshop
81
Air pressure and wind
SB P-C12
Quiz
82
Measuring air pressure
SB P-C14
Explain air pressure- reading
83
Measuring wind direction and speed
SB P-C15
Lesson 2 Review
84
How does temperature cause clouds and precipitation?
SB P-C17
Explain the cause of precipitation- drawing activity
85
Types of clouds
SB P-C18
Quiz
86
Measuring humidity and precipitation
SB P-C21
Explain the concept of humidity- workshop
87
How is weather predicted?
SB P-C26
Reading- Discussing
88
Using information to predict weather
SB P-C28
Understanding weather predictions
89
Chapter 1 review
SB P-C32
Solve questions on chapter review
90
Reinforce activity

Re-teaching



12. METHODOLOGICAL FOCUS

The teacher will use different methodologies in the class including presentations using transparencies and power point. Motivating strategies will include games, short out of class and in school field trips to recognize plants and animals. In order to make students aware of the theory learned, the teacher will do laboratories that illustrate and help the students develop a keen sense of observation of nature and a way to interpret the results of what they see.

The following strategies will be used for the Laboratory:

A pre-laboratory, where students learn the procedures, draw and explain the procedures to understand what the will be required to do.

The laboratory practice which is carried in the laboratory. The students have to observe, get results and analyze to propose a conclusion.

Scientific strategies will include:

· Observation
· Answering Questions
· Charting
· Circling information
· Reading to find main ideas
· A 3-step TEACHING PLAN makes the lesson easy to teach.
· Motivating
· Teaching
· Assessments

13. EVALUATION CRITERIA

The students will be evaluated taking into account the performance during the classes and the responsibility they have shown throughout teaching hours. Examination will be by oral and writing tests, homework, notebooks and class-work according to the curricular schedule.
Evaluating activities will include:

· Exams
· Workshops
· Lesson questions
· Chapter review questions

The grading scale for every evaluation activity is: from 0.0 to 7.0; the minimal mark to pass is 5.0.
A make up will be given if students fail any test and will be accessed the next class after the test.

14. ACTIVITIES

In-school: Vegetable orchard in cooperation with level A students. Interested students will be able to grow eatable crops such as carrots, lettuce, spinach and tomatos in order to understand how these plants are produced and to observe the different stages in their life cycle and growth parameters. They will familiarize themselves with growth parameters and environmental characteristics required to produce crops.

The science fair is an important event held in the school´s cultural week to motivate and encourage student’s creativity to design and develop their own projects in the field of general science.

Short in school field trips to observe plants and animals will give the students the opportunity to observe organisms and structures in the field that is a very good complement of the theory learned in class

In class puzzle motivation competitions will be held inside the class room using biology based puzzles

Students will watch videos related to plant and animal life that complement the curricular contents.
Out-school: One or two field trips to places like Panaca parks or Maloka where students can actually see some of the contents presented in the book.


15. BIBLIOGRAPHY

Scott Foresman. Science. Fourth Grade. Pearson, Scott Foresman, 2003.

EDUCACIÒN FÌSICA

1. Que el alumno ejecute tareas de movimiento de acuerdo al desarrollo motriz por medio de juegos predeportivos (baloncesto-voleibol), que le permitan lograr mayores posibilidades para interactuar en un juego.
2. Que el alumno conozca y ejecute diferentes formas de habilidades motrices por medio de juegos predeportivos (atletismo-gimnasia)
.Que servirán como elementos de desarrollo corporal y mental para vencer cualquier obstáculo.
3. Que el alumno adquiera hábitos deportivos de acuerdo al desarrollo de sus habilidades motrices básicas por medio de juegos predeportivos (fútbol-handball), que le permitirán participar en un juego con buen desempeño.
4. Que el alumno realice tareas de desarrollo de las cualidades físicas y motrices por medio de los juegos predeportivos (softball-tenis), que le sirvan para desempeñarse con eficacia en un juego.
INDICADORES DE LOGROS
1. Mejora el índice de flexibilidad inicial y mantiene la frecuencia de carrera en un ritmo determinado. (tres minutos)
2.1 Mejora el índice de flexibilidad inicial y ejecuta correctamente la posición al realizar cuatro flexiones de brazos.
3.1 Mejora el índice de flexibilidad inicial y cumple satisfactoriamente un recorrido de dos minutos con cambio de ritmo en fracciones de 45 segundos.
4.1 Mejora el índice de flexibilidad inicial y es capaz de realizar movimientos sucesivos en el menor tiempo posible 20 segundos.
1.2 Realiza diferentes formas de golpear el balón con antebrazos, así como ejecuta en forma correcta el servicio de seguridad
2.2 El alumno conoce e identifica los elementos básicos de las salidas, como también las pruebas de velocidad y resistencia desde el componente teórico-práctico
3.2 Identifica claramente los elementos corporales para hacer un pase y una recepción con eficiencia de corta y larga distancia.
4.2 Ejecuta con eficiencia formas de atrapar y lanzar la pelota en cualquier situación del juego softball.
1.3 Ejecuta con eficiencia movimientos de desplazamiento con y sin el balón, además maneja correctamente las detenciones en un tiempo.
2.3 El alumno ejecuta en forma correcta diferentes formas de girar en todos los ejes, además desarrolla con eficiencia trabajos gimnásticos con diferentes elementos.
3.3 Ejecuta en forma eficientes diferentes formas de pasar el balón, en posiciones estáticas y dinámicas en el juego handball.
4.3 Ejecuta con eficiencia una secuencia de golpeo utilizando los golpes de revés y drive.
1.4 Ejecuta correctamente diferentes formas de locomociòn en un tiempo determinado
2.4 Ejecuta corecctamente el salto de cuerda con desplazamientos.
3.4 Ejecuta en forma correcta lanzamientos y recepciones de diferentes objetos.
4.4 Ejecuta correctamente habilidades viso manuales y visopedicas.

MATEMATICAS

JUSTIFICATION
The development of mathematics in fourth grade is based on the 12 chapters into the textbook and other activities recommended by the authors. Based on the correlation to (National Council of Teachers of Mathematics) NCTM Standards and grades 3-5 Expectations in U.S., and facing the IB (International Baccalaureate), we will use the Scott Foresman and Addison Wesley Mathematics 5 textbook as the main tool to provide the students the mayor goals of an intermediate Math program in Number and Operations, Data Analysis and Probability, Ratio, Proportion, and Percent, Algebra, and Mathematical Processes.

Math as a subject in English in this grade is used to be as a field where students can practice, enjoy and improve vocabulary, learning, writing and oral skills in a very worthy way, learning interesting topics applicable in their real life.

Students enter grade 3 with an interest in learning mathematics. Most of fourth graders report liking mathematics, seeing it as practical and important. If mathematics continues to be seen as interesting and understandable, students will remain engaged. If learning becomes simply a process of mimicking and memorizing, students' interest is likely to diminish.
Let us take into account some comments about the importance of Mathematics:
“The Need for Mathematics in a Changing World”
We live in a time of extraordinary and accelerating change. New knowledge, tools, and ways of doing and communicating mathematics continue to emerge and evolve. Calculators, too expensive for common use in the early eighties, now are not only commonplace and inexpensive but vastly more powerful. Quantitative information available to limited numbers of people a few years ago is now widely disseminated through popular media outlets.
The need to understand and be able to use mathematics in everyday life and in the workplace has never been greater and will continue to increase. For example:
Mathematics for life. Knowing mathematics can be personally satisfying and empowering. The underpinnings of everyday life are increasingly mathematical and technological. For instance, making purchasing decisions, choosing insurance or health plans, and voting knowledgeably all call for quantitative sophistication.
Mathematics as a part of cultural heritage. Mathematics is one of the greatest cultural and intellectual achievements of human-kind, and citizens should develop an appreciation and understanding of that achievement, including its aesthetic and even recreational aspects.
Mathematics for the workplace. Just as the level of mathematics needed for intelligent citizenship has increased dramatically, so too has the level of mathematical thinking and problem solving needed in the workplace, in professional areas ranging from health care to graphic design.
Mathematics for the scientific and technical community. Although all careers require a foundation of mathematical knowledge, some are mathematics intensive. More students must pursue an educational path that will prepare them for lifelong work as mathematicians, statisticians, engineers, and scientists. “
“In this changing world, those who understand and can do mathematics will have significantly enhanced opportunities and options for shaping their futures. Mathematical competence opens doors to productive futures. A lack of mathematical competence keeps those doors closed. NCTM challenges the assumption that mathematics is only for the select few. On the contrary, everyone needs to understand mathematics. All students should have the opportunity and the support necessary to learn significant mathematics with depth and understanding. There is no conflict between equity and excellence.
Principles and Standards calls for a common foundation of mathematics to be learned by all students. This approach, however, does not imply that all students are alike. Students exhibit different talents, abilities, achievements, needs, and interests in mathematics. Nevertheless, all students must have access to the highest-quality mathematics instructional programs. Students with a deep interest in pursuing mathematical and scientific careers must have their talents and interests engaged. Likewise, students with special educational needs must have the opportunities and support they require to attain a substantial understanding of important mathematics. A society in which only a few have the mathematical knowledge needed to fill crucial economic, political, and scientific roles is not consistent with the values of a just democratic system or its economic needs.”
(Principles and Standards for School Mathematics)
1- GENERAL OBJECTIVES
Interwoven through the Content Standards for grades 3–5 are three crucial mathematical themes--multiplicative thinking, equivalence, and computational fluency. The focus on multiplicative reasoning develops knowledge that students build on as they move into the middle grades, where the emphasis is on proportional reasoning. As a part of multiplicative reasoning, students in grades 3–5 should build their understanding of fractions as a part of a whole and as division.
The concept of equivalence helps students learn different mathematical representations and offers a way to explore algebraic ideas. Students should develop computational fluency-- efficient and accurate methods for computing that are based on well-understood properties and number relationships. When these three themes are emphasized, the expectations for grades 3–5 reinforce two major objectives of mathematics learning: making sense of mathematical ideas and acquiring the skills and understandings needed to solve problems.
2- COMPETENCE AND STANDARDS

Vision for School Mathematics
“Imagine a classroom, a school, or a school district where all students have access to high-quality, engaging mathematics instruction. There are ambitious expectations for all, with accommodation for those who need it. Knowledgeable teachers have adequate resources to support their work and are continually growing as professionals. The curriculum is mathematically rich, offering students opportunities to learn important mathematical concepts and procedures with understanding. Technology is an essential component of the environment. Students confidently engage in complex mathematical tasks chosen carefully by teachers. They draw on knowledge from a wide variety of mathematical topics, sometimes approaching the same problem from different mathematical perspectives or representing the mathematics in different ways until they find methods that enable them to make progress. Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or disprove those conjectures. Students are flexible and resourceful problem solvers. Alone or in groups and with access to technology, they work productively and reflectively, with the skilled guidance of their teachers. Orally and in writing, students communicate their ideas and results effectively. They value mathematics and engage actively in learning it.”
(Principles and Standards for School Mathematics)
Principles for School Mathematics
Decisions made by teachers, school administrators, and other education professionals about the content and character of school mathematics have important consequences both for students and for society. These decisions should be based on sound professional guidance. Principles and Standards for School Mathematics is intended to provide such guidance. The Principles describe particular features of high-quality mathematics education. The Standards describe the mathematical content and processes that students should learn. Together, the Principles and Standards constitute a vision to guide educators as they strive for the continual improvement of mathematics education in classrooms, schools, and educational systems.
The six principles for school mathematics address overarching themes:
Equity. Excellence in mathematics education requires equity—high expectations and strong support for all students.
Curriculum. A curriculum is more than a collection of activities: it must be coherent, focused on important mathematics, and well articulated across the grades.
Teaching. Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.
Learning. Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.
Assessment. Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.
Technology. Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning. »
These six Principles, which are discussed in depth below, do not refer to specific mathematics content or processes and thus are quite different from the Standards. They describe crucial issues that, although not unique to school mathematics, are deeply intertwined with school mathematics programs. They can influence the development of curriculum frameworks, the selection of curriculum materials, the planning of instructional units or lessons, the design of assessments, the assignment of teachers and students to classes, instructional decisions in the classroom, and the establishment of supportive professional development programs for teachers. The perspectives and assumptions underlying the Principles are compatible with, and foundational to, the Standards and expectations presented.
Each Principle is discussed separately, but the power of these Principles as guides and tools for decision making derives from their interaction in the thinking of educators. The Principles will come fully alive as they are used together to develop high-quality school mathematics programs.
STANDARDS FOR GRADES FROM 3th to 5th
NUMBER AND OPERATIONS STANDARD


Expectations
Instructional programs from prekindergarten through grade 11 should enable all students to—
In grades 3–5 all students should—
Understand numbers, ways of representing numbers, relationships among numbers, and number systems
•
understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals;
•
recognize equivalent representations for the same number and generate them by decomposing and composing numbers;
•
develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers;
•
use models, benchmarks, and equivalent forms to judge the size of fractions;
•
recognize and generate equivalent forms of commonly used fractions, decimals, and percents;
•
explore numbers less than 0 by extending the number line and through familiar applications;
•
describe classes of numbers according to characteristics such as the nature of their factors.
Understand meanings of operations and how they relate to one another
•
understand various meanings of multiplication and division;
•
understand the effects of multiplying and dividing whole numbers;
•
identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems;
•
Understand and use properties of operations, such as the distributive of multiplication over addition.
Compute fluently and make reasonable estimates
•
develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30 50;
•
develop fluency in adding, subtracting, multiplying, and dividing whole numbers;
•
develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results;
•
develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience;
•
use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals;
•
select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools.

ALGEBRA STANDARD


Expectations:
Instructional programs from prekindergarten through grade 11 should enable all students to—
In grades 3–5 all students should—
Understand patterns, relations, and functions
•
describe, extend, and make generalizations about geometric and numeric patterns;
•
represent and analyze patterns and functions, using words, tables, and graphs.
Represent and analyze mathematical situations and structures using algebraic symbols
•
identify such properties as commutative, associative, and distributive and use them to compute with whole numbers;
•
represent the idea of a variable as an unknown quantity using a letter or a symbol;
•
express mathematical relationships using equations.
Use mathematical models to represent and understand quantitative relationships
•
model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions.
Analyze change in various contexts
•
investigate how a change in one variable relates to a change in a second variable;
•
identify and describe situations with constant or varying rates of change and compare them.

PROBLEM SOLVING STANDARD
Instructional programs from prekindergarten through grade 11 should enable all students to—
build new mathematical knowledge through problem solving;
solve problems that arise in mathematics and in other contexts;
apply and adapt a variety of appropriate strategies to solve problems;
monitor and reflect on the process of mathematical problem solving.
REASONING AND PROOF STANDARD

Instructional programs from prekindergarten through grade 11 should enable all students to—
recognize reasoning and proof as fundamental aspects of mathematics;
make and investigate mathematical conjectures;
develop and evaluate mathematical arguments and proofs;
select and use various types of reasoning and methods of proof.
COMMUNICATION STANDARD
Instructional programs from prekindergarten through grade 11 should enable all students to—
organize and consolidate their mathematical thinking through communication;
communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
analyze and evaluate the mathematical thinking and strategies of others;
use the language of mathematics to express mathematical ideas precisely.
CONNECTIONS STANDARD
Instructional programs from prekindergarten through grade 11 should enable all students to—
recognize and use connections among mathematical ideas;
understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
recognize and apply mathematics in contexts outside of mathematics.
REPRESENTATION STANDARD
Instructional programs from prekindergarten through grade 11 should enable all
students to—
· create and use representations to organize, record, and communicate mathematical ideas;
· select, apply, and translate among mathematical representations to solve problems;
· use representations to model and interpret physical, social, and mathematical phenomena.


3- ACHIEVEMENTS AND INDICATORS (performances)


FIRST BIMESTER
That fourth grade student analyzes problems, do algorithms, and use mental and estimation techniques to recognize the structure of problems and therefore be able to solve them.

SECOND BIMESTER
That fourth grade student solve problems that involves whole numbers and the four basic operations and to be able to use in different context.

THIRD BIMESTER
Students use fractions and the four basic operations and to be able to solve problems.

FOURTH BIMESTER
Students are able to solve a problem that involves multiplication and division fractions and metric units of time, length, capacity, and weight.



FIRST BIMESTER

The focus of achievement 1 is twofold – to develop place value of whole numbers in the billions and decimals through the thousandths, and to compute the operations of addition, subtraction, and multiplication with whole numbers and decimals Basic problem solving steps and work with numerical expressions and algebraic equations are also included.

Reviews the place value of whole numbers.
Adds and subtracts with whole numbers.
Solves problems that involve addition and subtraction with whole numbers.
Reads, represents, adds, and subtracts decimals.
Shows a proper attitude and respect for the class, participates, and brings materials.

SECOND BIMESTER
The focus of achievement 2 is the operation of division using patterns, estimation, and the division algorithm to divide whole numbers by one-digit divisors, and to use algebraic expressions, multiple steps to solve problems and the strategy try, check, and revise.

Multiplies whole numbers and decimals.
Solves problems that involve addition, subtraction, and multiplication.
Divides whole numbers and decimals.
Recognizes the meaning and properties of a fraction, and represents graphically and numerically.
Shows a proper attitude and respect for the class, participates, and brings materials.



THIRD BIMESTER
Achievement 3 focuses on dividing whole numbers and decimals by two-digit divisors and understanding fractions, fractions relationships and fractions and decimals.

Recognizes equivalent fractions
Solves fractions in simplest form
Adds, subtracts, and solves problems that involve the use of fractions
Multiplies, divides and solves problems that involve the use of fractions
Shows a proper attitude and respect for the class, participates, and brings materials.

FOURTH BIMESTER
The focus of achievement 4 is to add, subtract, and multiply fractions and mixed numbers, and also to explore division with fractions and the concepts of ratio, proportion, and percent.

Recognizes bar, line, and circle graphs.
Identifies mean, median, and mode
Predicts and lists outcomes
Solves problems that involve ratios and rates.
Shows a proper attitude and respect for the class, participates, and brings materials.





4- CURRICULAR CONTENTS


TIME/CLASS
# Hrs./week
# Hrs./bim.
#Hrs./year
45 min.
5
50
200

WEEK No.
TOPICS

TOOLS

ACTIVITIES

FIRST BIMESTER



1
INTRODUCTION. RULES FOR THE CLASS.
1. Chapter 1: Place Value, Adding, and Subtracting.
1.1. Place Value (through billions)

-Textbook pages 1-4


-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

2
1.2. Comparing and Ordering Whole Numbers

-Textbook pages 4-5

-LEARN
-CHECK- PRACTICE EXERCISES

3
1.3. Place Value Through Thousandths

-Textbook pages 6-12

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

4
1.4. Comparing and Ordering Decimals
1.5. Problem-Solving Skill. Read and Understand

-Textbook pages 13-22
-Practice Masters/ Workbook page 4

-LEARN
-CHECK- PRACTICE EXERCISES

5
1.6. Adding and Subtracting Mentally

-Textbook pages23-26

-LEARN
-CHECK- PRACTICE EXERCISES

6

1.7. Rounding Whole Numbers and Decimals

-Textbook pages 27-29
-Practice Masters/ Workbook page 8
-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

7

1.8. Estimating Sums and Differences
1.9. Problem-Solving Skill. Plan and Solve

-Textbook pages 28-36

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

8
1.10. Adding and Subtracting Whole Numbers
1.11. Adding Decimals
1.12. Subtracting Decimals

-Textbook pages 37-41

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

SECOND BIMESTER



9
2. Chapter 2: Multiplying Whole Numbers and Decimals
2.1. Multiplication Patterns
2.2. Estimating Products

-Textbook pages 64-67

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

11
2.4. Multiplying Whole Numbers by one and two-digit numbers

-Textbook pages 72-73.

-LEARN
-CHECK- PRACTICE EXERCISES

12
2.5. Choose a computation method. Problem Solving Strategy: Make an Organized List.

-Textbook pages 76-80.

-LEARN
-CHECK- PRACTICE EXERCISES

13
2.6. Decimal Patterns.

-Textbook pages 84-
85.

-LEARN
-CHECK- PRACTICE EXERCISES


14
2.7. Multiplying Whole numbers and Decimals.

-Textbook pages 88-89.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

15
3. Chapter 3. Dividing with one digit divisors
3.1. The meaning of division. Parts of the division.
3.2. Division Patterns

-Textbook pages 132-136.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

16
3.3. Dividing 3-digit whole numbers by 1-digit divisor.

-Textbook pages 153-154.

-LEARN
-CHECK- PRACTICE EXERCISES

THIRD BIMESTER



17
3.4. Zeros in the quotient.
3.5. Dividing larger dividends (4 digit whole numbers)

-Textbook pages 156-159.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

18
3.6. Factors and Divisibility.
3.7. Prime and Composite numbers.

-Textbook pages 156-166.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

19
4. Chapter 4. Dividing with 2-digit Divisors.
4.1. Dividing by Multiples of 10.

-Textbook pages 200-203.

-LEARN
-CHECK- PRACTICE EXERCISES

20
4.2. Dividing whole numbers by 2-digit Divisors.
4.3. Dividing larger numbers by 2-digit Divisors.

-Textbook pages 214-220.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP
21
4.4. Problem Solving. Multiple-step Problems.
4.5. Dividing decimals by whole numbers

-Textbook pages 227-231.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

22
5. Chapter 7. Fraction Concepts.
5.1. Meanings of Fractions.

-Textbook pages 234-235.

392-395.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

23
5.4. Equivalent Factions.

-Textbook pages 410-415.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

24
5.6. Fractions in Simplest Form.
5.7. Comparing and Ordering Fractions and Mixed Numbers.

-Textbook pages 416-423.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

FOURTH BIMESTER



25
5.10. Problem Solving Exercise. Use Logical Reasoning.

-Textbook pages 434-437.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

26
6. Chapter 8. Fraction Operations.
6.1. Adding and Subtracting Fractions with like Denominators.

-Textbook pages 458-461.

-LEARN
-CHECK- PRACTICE EXERCISES

27
6.3. Adding and Subtracting Fractions with Unlike Denominators.

-Textbook pages 466-468.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

28
6.6. Multiplying and Dividing Fractions.

-Textbook pages 496-499.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP
29
7. Chapter 7 Data and Graphs
7.1. Collecting data from a survey
7.2 Bar Graphs
7.3 Line Graphs
7.4 Stem-and-Leaf Plots
- Text book pages 260-270

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP
30
7.5 Mean, Median, and Mode
7.6 Circle Graphs
- Text book pages 282-286

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

31
8. Chapter 11. Ratio and Rates
8.1. Understanding Ratios
8.2 Equal Ratios

-Textbook pages 644-649.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP

32
7.2. Rates

-Textbook pages 654-669.

-LEARN
-CHECK- PRACTICE EXERCISES
-WORKSHOP


5- METHODOLOGY

We are going to use some strategies such as:

5.1. Visualizing information from the textbook. LEARN - EXPLANATION
5.2. Writing the main concepts.
5.3. Mapping examples.
5.4. Circling information.
5.5. Reading to find main ideas.
5.6. A 3-step TEACHING PLAN makes the lesson easy to teach.
5.6.1. Motivate (WARM UP)
5.6.2. Teach
5.6.3. Assess (CHECK and PRACTICE)

6- EVALUATION CRITERIA
The students will be evaluated taking into account the performance during the classes and tile responsibilities they shown through the development of the course, on the other hand, some aspects were included such as oral and writing tests, homework, notebooks and Class Works.
Check students’ progress at every level for continuous feedback.
The grading scale for every evaluation activity is: from 0.0 to 7.0; the minimal mark to pass is 5.0.



7- DIDACTIC RESOURCES

* TEXTBOOK: SCOTT FORESMAN-ADDISON WESLEY MATHEMATICS 5
* NOTEBOOK
* RETEACH WORKBOOK
* PRACTICE WORKBOOK

8- BIBLIOGRAPHY

MATHEMATICS 5, Scott Foresman – Addison Wesley, Glenview, Illinois, U.S., 2006, 2008


EXPRESION CORPORAL

BUENAS TARDES
ESTA ES LA METODOLOGIA DE TAU. A PARTIR DEL SEGUNDO LIBRO .




PROGRAMA - DESARROLLO DE HABILIDADES DE PENSAMIENTO

TAU: TEXTOS AUTODIDÁCTICOS

5. METODOLOGÍA DE TRABAJO

5.5. Corrección de las evaluaciones (exámenes): A partir del 2° libro : LENGUAJE 1: La idea en la palabra 1 ( 2°, 3° y 4° bimestres ).
5.5.1. Los exámenes se aprueban con nota 5.0 ó superior a 5.0. En cada TAU preparar 5 lecciones y el Repaso General en el cuaderno.
5.5.2. Si en una evaluación se obtiene una nota entre 4.0 y 4,9, se prepara sólo el Repaso General que está al finalizar la lección 5 de cada TAU y se presenta un mini-examen (Nota- Examen), donde se deben superar los errores cometidos en el examen. (En el registro se ha informado cuáles fueron los errores del examen, para que haga la corrección en el salón de clase, siguiendo las indicaciones del profesor que corrigió).
5.5.3. Al presentar la Nota- Examen se debe obtener 5.0 ó más sobre 7.0. De lo contrario se debe preparar nuevamente todo el TAU y presentar otro examen del mismo.
5.5.4. Si en el examen se obtiene menos de 4.0, se debe preparar nuevamente todo el TAU en el cuaderno y repetir el examen., siguiendo la orientación del profesor que corrigió.
5.5.5. En la presentación de todo examen se debe tener en cuenta la caligrafía y la ortografía.
( Usar letra que se pueda entender al leer ).
Los exámenes presentados son corregidos por profesores diferentes a los que trabajan con los alumnos en el salón de clase.
5.6. Consejos a tener en cuenta:
5.6.1. No trabajes NUNCA SIN TARJETA. Si no la tienes, este programa no sirve, no funciona y es mejor no usarlo.
5.6.2. LEE BIEN. Lee lo mejor que puedas. LEE TODA la información antes de escribir una respuesta. No escribas nada hasta que entiendas perfectamente lo que dice el enunciado.
5.6.3. NUNCA MIRES LA SOLUCIÓN ANTES DE ECRIBIR TU RESPUESTA. Si miras antes de escribir, recordarás la respuesta, no la pensarás, y así no aprendes. Te estarás haciendo trampa a ti mismo. Sería como hacer un crucigrama copiando las respuestas. Recuerda que así el libro te pida en la respuesta escribir sólo las letras, debes escribir la PALABRA COMPLETA en el cuaderno
5.6.4. REVISA cuidadosamente tus respuestas. En este libro el profesor eres tú. Conviértete en tu mejor maestro. Mientras más exigente seas contigo mismo, más aprenderás.
5.6.5. No importa cuántas respuestas buenas tengas en las primeras pasadas. Si tienes muchas respuestas malas no te preocupes. Eso sólo quiere decir que tienes algo que aprender, y para eso es este programa.
5.6.6. HAZ UNA SEGUNDA PASADA aunque tengas muchas respuestas buenas (incluso aunque las tengas todas buenas). Considera la primera pasada como una información. Es sólo en la segunda pasada cuando se aseguran las ideas y conceptos. Tal vez no sean suficientes dos pasadas. Quizás el tema no sea fácil para ti y necesites pasarlo más de dos veces. ¡No hay problema! ¡Hazlo! Mientras más veces lo hagas, mejores resultados tendrás.


Equipo TAU septiembre 30 de 2008



Libros a trabajar en el SEGUNDO BIMESTRE 2008- 2009 TAU ( 4° Grado )(oct.14-dic.12/08)

Libro: La Idea en la Palabra 1: 3 Exámenes : 1L01 1L02 1L03 - se presentan 2 veces a la semana- (Segundo Bimestre)

Libro: La Idea en la Palabra 2: 3 Exámenes : 2L01 2L02 2L03 - se presentan 2 veces a la semana- (Segundo Bimestre)

TOTAL: 6 exámenes.

ATT


JAIRO BEDOYA