1. The Weather

2. Introduction  Vygotsky’s theories  Build their own learning process.  Improve their oral and writing skills through their work.  Be able to read, understand and explain to others scientific texts  Importance of language -Read texts -Talk with their classmates - Explain what they have learnt to the rest of the class

3. Basic Competences  - Competence in linguistic communication: In this unit we develop this competence through activities, as they will have to read texts, discuss with their partners and exhibitions.  -Mathematical competence: We will develop this competence through activities in which the temperature should be collected and then interpreted to make a climogram.  -Competence in social skills and citizenship: We will develop this competence performing activities to sensitize the students of the influence of humans on the environment (pollution).

4.  -Competence in processing information and use of ICT: The students will develop this basic competence using computers to do some activities and using some programs like Google Earth to perform their representation.  -Competence in knowledge of an interaction with the physical world: This competence is in all outcomes worked in the unit because is the subject of Natural, Social and cultural Environment.  -Learning to learn: Our students will develop this competence through auto-evaluation activities.

5. Lesson 1 Learning objectives  To use the correct specific and scientific vocabulary in an oral and written way.  The climate. Meteorological elements and geographic agents. Reading and interpretation of atmospheric weather in different representations. Differences between weather and climate.  The climate like technique to the register of a work plan, oral and writing communication of conclusions. Development of a project Learning outcomes  Combination of the climatologically elements: temperature, humidity and wind.  Differences between weather and climate. Reading and interpretation of atmospheric weather in different representations

6. Leading activity Recognize the difference between weather and climate Assesment criteria  All children must be able to Remember the things they learnt the year before and use it to understand the new information.  Most of the children will be able to Understand when the teacher is talking about the weather and climate and don’t confuse them.  Some of the children could Explain to a classmate the difference between weather and climate and be able to relate all of the pictures with the different climates.

7. Lesson 2 Learning objectives  To participate in Group activities, adopting a responsible behaviour, constructive, respecting each other.  To use the correct specific and scientific vocabulary in an oral and written way.  To interpret, express and represent concepts and processes from natural, social and cultural environment with graphics.  The most important climates in Castille-Leon, their basic features. Influence in the landscape and human activity. Climate change and consequences  The inform like technique to the register of a work plan, oral and writing communication of conclusions. Development of a project

8. Learning outcomes  Combination of the climatologically elements: temperature, humidity and wind.  Differences between weather and climate. Reading and interpretation of atmospheric weather in different representations  Climate characteristics of the place where they live and the most important climates. Influence in the landscape and the human activity.  Listening and comprehension of scientific language.

9. Leading activity The students have to do a clime graph taking into account the data that the teacher give them Assesment criteria  All children must be able to Know the different climatic zones and realize it with the climes  Most of the children will be able to Make a clime graph.  Some of the children could Interpret the clime graph.

10. Lesson 3 Learning objectives  To participate in Group activities, adopting a responsible behaviour, constructive, respecting each other.  To interpret, express and represent concepts and processes from natural, social and cultural environment with graphics.  The experiment like technique to the register of a work plan, oral and writing communication of conclusions. Development of a project Learning outcomes  Factors that define the physical appearance of the ecosystem in a long time: climate, earthquakes, hurricanes, tornados…  Listening and comprehension of oral messages like instructions or explanations.

11. Leading activity To perform and analyse the results of an experiment that will be making a tornado in a jar. Assesment criteria  All children must be able to Understand the contents that the teacher explains  Most of the children will be able to Follow the instructions to make the experiment  Some of the children could Follow the instructions, make the experiment and know the consequences of the catastrophes.

12. Lesson 4 Learning objectives  To use the correct specific and scientific vocabulary in an oral and written way.  To interpret, express and represent concepts and processes from natural, social and cultural environment with graphics.  The climate. Meteorological elements and geographic agents. Reading and interpretation of atmospheric weather in different representations Learning outcomes  Reading and interpretation of atmospheric weather in different representations  Combination of the climatologically elements: temperature, humidity and wind.  Clime features of the place where we live and of principal climes. Meteorological catastrophes in media support

13. Leading activity Designing and training of a news programme about the weather the students will perform like final task in the last lesson Assesment criteria  All children must be able to Understand the task each one has  Most of the children will be able to Look for the correct information they need to their role  Some of the children could Use the Google earth to perform their task

14. Lesson 5 Learning objectives  To use the correct specific and scientific vocabulary in an oral and written way.  To interpret, express and represent concepts and processes from natural, social and cultural environment with graphics.  The research as technique to the register of a work plan, oral and writing communication of conclusions. Development of a project  Autonomy to look for information, and a responsible use of technology Learning outcomes  Clime features of the place where we live and of principal climes. Meteorological catastrophes in media support  Oral interaction in real or simulated situations with autonomy and using the correct expressions

15. Leading activity Represent a news programme in which the students have to explain the weather in different parts of the world. Assesment criteria  All children must be able to Relay the symbols that they use in the weather with the real phenomenon (picture of the sun-it’s sunny, picture of the cloud with rain-it’s raining….)  Most of the children will be able to Place the picture they use in the news in the correct geographic area in Spain and in the world.  Some of the children could Explain the weather and the weather events in Spain and in the world and use correctly Google maps and the technology they use to perform the presentation.