Science
Block 3: The water, a
way of life
DCD1: To describe the water cycle in the forest, from
direct 0bservation, experimentation and the relationship of the climatic
characteristics with soil moisture of this biome.
DCD2: To relate the evapotranspiration to the soil
moisture and its influence in the biodiversity of the Biome of Forest, to the
observation and interpretation of graphs and the description of phenomenon.
DCD3: To explain the importance of the water for the
living beings of every natural region of the Ecuador, from the reflective
analysis and the interpretation of the water like life source.
DCD4: To compare the taxismos and tropisms from the
analysis of examples, description of graphics and videos, as well as the
characterization of the responses of organisms to different stimulus.
DCD5: To recognize the relation of the geotropism and
hydrotropism with the growth of the root system of the plants of the humid and
dry forests, from the decoding of terms and the descriptive analysis of the
structure of the roots and the direction of its growth.
DCD6: To identify the use of water as a source of
energy production, from the description of its transformation from potential
energy to kinetic and the experimentation of the phenomenon.
Social Studies
Block 3: Ecuador in the 19th and 20th Centuries
1. To examine the global context during the beginning
of the XX century dominated by the growing capitalism throughout the analysis
of the country linking to global markets while using the cacao boom which
defined Ecuadorian society.
(Reinforce for Spanish class)
2. Describe how the Liberal Revolution gained power,
from the time of Eloy Alfaro to the next stage (1895-1912) by means of identifying
the main characteristics of a secular state, and defining the scope and
consequences of the revolution. (Reinforce for Spanish class)
3. Establish importance of the growing changes in the
society during secularism and modernity, by analysing daily life.
4. Recount main facts and process in the “liberalismo
plutocrático” (plutocratic liberalism), the descended cacao industry, bankers’
governments and social riots.
5. To describe the cacao boom and the impact it had in
Ecuadorian economy by presenting a company which export cacao and its related
products.
Language Arts
Block 3: How do animals communicate? – What do different
cultures give to the world? (Unit 7, 8, 9)
Unit 7
DCD1: To understand vocabulary on how animals move
through identifying new vocabulary to activate students’ existing knowledge of
animals.
DCD2: To demonstrate understanding of a narrative
fiction text by discussing given questions and prompts to write a report.
DCD3: To develop communications skills to include
expressing ideas of others by developing reported speech grammar structure
using only “Said that”
Unit 8
DCD4: To comprehend how animals communicate through
identifying new vocabulary in a text.
DCD5: To expand communications skills to include
expressing ideas of others by developing reported speech grammar structure
using only “Told me that”
DCD6: To read, understand and discuss a magazine
article; to apply a reading strategy to improve comprehension.
Unit 9
DCD7: To understand words for culture and customs, by identifying
meaning from context in a historical narrative text.
DCD8: To read, understand and discuss a historical
narrative text; to apply a reading strategy to write a descriptive essay.
DCD9: To request information and details about any
topic using different grammar structures to show interest in a conversation.
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