Mathematical competence

Use mathematical terms to
quantify natural phenomena.

3, 6

1

4

RA 5

Use mathematical language
to convey data and ideas
about nature.

3, 4

RA 5

Natural Sciences ESO 2 (Core Concepts)



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(Oxford EDUCACIÓN)

33



Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

1, 2, 3

3

5, 7, 8, 10, 12, 13, 17

RA 1, 2, 6, 7


RA: Revision activities


*All the subcompetences

detailed in this section are developed using English as the common
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

34








OBJECTIVES


1.

Explain how sound is produced.

2.

Learn what sound
frequency

is.

3.

Recognise that sound is a wave, and that it needs a medium to travel through.

4.

Know that pressure varies as sound travels through air.

5.

Recognise that the speed of sound varies depending on the media it is
travelling through.


6.

Learn about the characteristics of sound.

7.

Understand how and when echoes are produced and differentiate them from
reverberations.



CONTENTS


Concepts



How sound is produced.



The speed of sound.



Characteristics of sound: loudness, pitch and timbre.



Sound

is reflected: echo and reverberation.



Noise pollution.



How sound is produced.


Procedures



Carry out simple activities related to the speed of sound in different media.



Identify the characteristics of sound.



Carry out simple experiments related to producin
g an echo.



Carry out research on how sound is transmitted.



Use tuning forks to understand how sound is produced.



Carry out research about noise pollution and noise control measures.


Attitudes



Show interest in understanding physical phenomena related to so
und, how
sound is produced and how it travels.



Be aware of noise pollution in population centres.



Develop habits that respect silence and aren’t noisy.



ASSESSMENT CRITERIA


1.

Analyse
frequency
, and the range of frequencies of sound production.

2.

Explain why sound is a wave.

3.

Explain natural phenomena linked to sound transmission.

4.

Solve problems on the speed of sound in air.

5.

Solve simple problems on the production of an echo.

6.

Determine the difference between the characteristics of sound.

7.

Recogn
ise that noise damages our health and appreciate the importance of
combating noise pollution, and suggest measures that can be taken to control it.

UNI
T

6


SOUND

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

35

COMPETENC
E
S
/ ASSESSMENT CRITERIA / ACTIVITIES



COMPETENC
E
S /
SUBCOMPETENC
ES

ASSESSMENT

CRITERIA

ACTIVI
TIES


Competence in knowledge and interaction with the physical world

Understand basic scientific
principles and concepts and
identify the relationships
between them: causal,
influential, qualitative and
quantitative.

1, 2, 6

1

5

RA 3, 4

Describe and explain
processes scientifically and
predict changes. Use
explanatory models.

1, 2, 6

4

6, 9

Apply scientific knowledge to
everyday situations.

3, 7

4, 5, 9

RA 3, 4


Mathematical competence

Use mathematical terms to
quantify natural
phenomena

4, 5

1, 2, 4

Use mathematical terms to
analyse cause and effect

4, 5

10

RA 3, 4

Use mathematical language
to convey data and ideas
about nature.

4, 5

1, 2, 4

RA 3, 4


Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

1, 2, 6

1, 2, 4

6, 8, 11

RA 2, 4

6


Learning to learn

Assimilate knowledge of
science and scientific
procedures in order to
understand information
obtained both from students’
own experience and written
and audiovisual media.

4, 5

7


Autonomy and personal initiative

Develop the capacity to
analyse situations, evaluating
the factors that have
influenced them and their
possible consequences.

7

9, 11

RA 5, 6


RA: Revision activities


*All the subcompetences detailed in this section are developed using English as the co
mmon
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

36







OBJECTIVES


1.

Learn what light is.

2.

Understand that shadows, penumbras and eclipses are formed because light
travels in a straight line.

3.

Understand the laws of reflection and how images are produced in plane and
curved mirrors.

4.

Learn about light refraction and how it produces images throug
h lenses.

5.

Be able to determine the difference between images formed through convergent
and divergent lenses.

6.

Understand why we can see things.

7.

Identify the different parts of the eye and their functions.



CONTENTS


Concepts



What light is.



Properties
of light.



Light travels in a straight line: shadows, penumbras and eclipses.



Light is reflected. How we see things and how images are formed in plane
and curved mirrors.



Light is refracted. How images are formed through lenses.



Light and matter: the colour
s of things.



The eye and sight.


Procedures



Use ray diagrams to understand how shadows and penumbras are formed.



Draw images formed by lenses (convergent and divergent), as well as
images formed in plane and curved mirrors (concave and convex).



Carry out r
esearch on how we see colours.



Carry out research on colour mixing.


Attitudes



Show interest in scientific explanations of phenomena related to light and
matter (how we see shapes, colours, etc.).



Have a better understanding of science through research.



ASSESSMENT CRITERIA


1.

Explain how shadows and penumbras are formed.

2.

Analyse different types of eclipse.

3.

Use ray diagrams to understand the type of images that are formed in plane
and curved mirrors.

4.

Solve problems on the speed of light.

5.

Describe refract
ion and understand how it is used to form images through thin
lenses.

UNI
T

7


LIGHT

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

37

6.

Recognise the phenomena which allow us to see the colours of transparent and
opaque materials.

7.

Solve problems on additive and subtractive colour mixing and light illumination.



COMPET
ENC
E
S
/ ASSESSMENT CRITERIA / ACTIVITIES



COMPETENC
E
S /
SUBCOMPETENC
ES

ASSESSMENT

CRITERIA

ACTIVI
TIES


Competence in knowledge and interaction with the physical world

Understand basic scientific
principles and concepts and
identify the relationships
between them: causal,
influential, qualitative and
quantitative.

1, 5, 6

13

16

RA 1, 5

Describe and explain
processes scientifically and
predict changes. Use
explanatory models.

2, 5, 6, 7

4

8, 11, 12, 16, 19, 21

RA 2, 3

Apply scientific knowledge to
everyday situations.

1, 2, 5, 6, 7

2, 4, 7, 19, 20, 23

RA 6


Mathematical competence

Use mathematical terms to
analyse cause and effect.

3, 4

9, 10

Use mathematical language
to convey data and ideas
about nature.

3, 4

9, 10


Social competence and
citizenship

Understand and explain
socially relevant issues from
a scientific perspective.

1, 5, 6, 7

10, 13, 20

RA 7


Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

2, 7

1, 3,

4, 10, 14, 18

RA 7


Learning to learn

Assimilate knowledge of
science and scientific
procedures in order to
understand information
obtained both from students’
own experience and written
and audiovisual media.

5, 6, 7

5, 7

9, 22

RA 6

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

38



Autonomy and
personal initiative

Develop the capacity to
analyse situations, evaluating
the factors that have
influenced them and their
possible consequences.

1, 7

2, 4, 10


RA: Revision activities


*All the subcompetences

detailed in this section are developed using English as the common
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

39















OBJECTIVES


1.

Determine the role of geothermal energy in internal geological processes.

2.

Link plate movement to the Earth’s internal heat.

3.

Link tectonic plate movement to the origin of volcanoes and earthquakes.

4.

Identify volcanoes as openings in the Earth’s
crust through which materials from
inside the Earth flow to the surface.

5.

Recognise that an earthquake is a shaking or tremor that takes place
somewhere on the Earth’s crust.

6.

Learn about the elements of an earthquake: hypocentre, epicentre and seismic
waves
.

7.

Understand how seismic waves help us to learn about the interior of the Earth.

8.

Learn about the damaging effects of volcanoes and earthquakes.



CONTENTS


Concepts



Internal geological processes.



Continental drift theory.



Plate tectonics theory.



Volcanoes.



Seismic waves and earthquakes.


Procedures



Observe the Atlantic coastlines of America and Africa and see that they are
proof of continental drift.



Observe maps of volcanoes and earthquakes and compare their
distribution with the location of the tectonic p
lates.



Make a volcano in a laboratory.


Attitudes



Show interest in learning about our planet’s geological history.



Follow and accept civil protection advice in the case of an earthquake.



Appreciate how difficult it is to study the Earth’s interior



ASSESSMENT CRITERIA


1.

Explain where geothermal energy comes from.

2.

Explain why tectonic plates move.

UNI
T

8


THE EARTH’S INTERNAL ENERGY


TRANSFER OF ENERGY

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

40

3.

Understand that mountain ranges are formed due to plate movement.

4.

Describe how volcanoes are formed.

5.

Explain why earthquakes occur.

6.

Describe the elements of an earthquake.

7.

Know the different types of seismic waves and the information they can give us
about the structure of the Earth.

8.

Know which risk prevention measures to take to reduce the damage caused by
an earthquake or volcanic
eruption.



COMPETENC
E
S
/ ASSESSMENT CRITERIA / ACTIVITIES



COMPETENC
E
S /
SUBCOMPETENC
ES

ASSESSMENT

CRITERIA

ACTIVI
TIES


Competence in knowledge and interaction with the physical world

Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.

6

2, 3, 8, 12, 14, 16

RA 1, 2

Understand basic scientific
principles and concepts and
identify the relationships
between them: causal,
influential, qualitative and
quantitative.

1, 2, 3, 5, 7

3, 4, 12

RA 1, 3

Describe and explain
processes scientifically and
predict changes. Use
explanatory models.

2, 3, 5,

3, 12

16


Apply scientific knowledge to
everyday situations.

2, 5, 6, 8

2

RA 1, 3

Interpret data and
scientific
experiments. Draw
conclusions and
communicate them in
different formats in a correct,
well
-
organised and coherent
manner.

2, 3, 4, 7

5, 12


Data processing and digital competence

Use information and
communication technologies
to communicate,
gather
information, give feedback,
simulate and visualise
situations, find and process
data.

2, 4

3, 10, 11

RA 4, 5


Social competence and citizenship

Understand and explain
socially relevant issues from
a scientific perspective.

3, 5, 6, 8

10, 16

RA

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

41



Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

2, 4, 5, 6

1, 2, 11

RA 2, 3


Learning to learn

Assimilate knowledge of
science and scientific
procedures in order to
understand information
obtained both from students’
own experience and written
and audiovisual media.

2, 3, 4

3, 5

RA 6, 7


Autonomy and personal initiative

Develop the capacity to
analyse situations, evaluating
the factors that have
influenced them and their
possible consequences.

2, 3, 5, 6, 8

2, 15

RA 7


RA: Revision activities


*All the subcompetences

detailed in this section are developed using English as the common
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

42








OBJECTIVES


1.

Be able to link the
collision between
two plates
with the formation of
mountain
ranges.

2.

Identify that oceanic ridges are formed when tectonic plates separate.

3.

Learn about ocean floor relief and topography.

4.

Link plate movement to the origin of some rocks and also to rock def
ormations.

5.

Understand that stresses inside the Earth produce either folds or faults
depending on the type of stress and the type of rock.

6.

Learn about the most important magmatic and metamorphic rocks.

7.

Describe the rock cycle.



CONTENTS


Concepts



The
Earth’s relief
.



Continental landforms: mountain ranges
.



Ocean floor relief: oceanic ridges
.



Rock deformations: folds and faults
.



Endogenous rocks: igneous and metamorphic rocks
.



The rock cycle
.


Procedures



Draw diagrams to show how mountain ranges are
formed.



Establish the similarities and differences between how mountain ranges
and oceanic ridges are formed
.



Draw diagrams of the ocean floor
.



Look at diagrams to deduce how igneous and metamorphic rocks are
formed
.



Design and use simple identification ke
ys for igneous and metamorphic
rocks
.



Use a magnifying glass to look at rocks
.



Use a magnifying glass to identify the main characteristics of endogenous
rocks
.


Attitudes



Show interest in the rocks around us
.



Understand how difficult it is to study the int
erior of the Earth and its
associated phenomena
.



ASSESSMENT CRITERIA


1.

Link the
collision between
two plates
with the formation of
mountain ranges.

2.

Explain how oceanic ridges are formed when two plates separate.

3.

Identify the different features found at the bottom of the oceans.

4.

Describe the main deformations of rocks.

UNI
T

9


THE EARTH’S RELIEF

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

43

5.

Explain where endogenous rocks come from (magmatic and metamorphic).

6.

Recognise the most important igneous and metamorphic rocks.

7.

Interpret the ro
ck cycle.



COMPETENC
E
S
/ ASSESSMENT CRITERIA / ACTIVITIES



COMPETENC
E
S /
SUBCOMPETENC
ES

ASSESSMENT

CRITERIA

ACTIVI
TIES


Competence in knowledge and interaction with the physical world

Understand basic scientific
principles and concepts and
identify
the relationships
between them: causal,
influential, qualitative and
quantitative.

1, 2, 3, 5

1

3, 5, 8, 9

RA 2, 7

Describe and explain
processes scientifically and
predict changes. Use
explanatory models.

1, 2, 3, 4, 5

3

5

RA 1, 3

Interpret data and
scientific
experiments. Draw
conclusions and
communicate them in
different formats in a correct,
well
-
organised and coherent
manner.

1, 2, 3, 4, 5, 7

3, 4

RA 5


Data processing and digital competence

Use and produce schematic
diagrams, mind maps, reports
and papers.

1, 3, 4,

3

5

RA 6


Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

2, 3, 5

2, 4, 6, 8

RA 2, 4, 5


Learning to
learn

Assimilate knowledge of
science and scientific
procedures in order to
understand information
obtained both from students’
own experience and written
and audiovisual media.

4, 6, 7

4, 5, 7, 9

RA 5


Autonomy and personal initiative

Develop the capacity to
analyse situations, evaluating
the factors that have
influenced them and their
possible consequences.

1, 2, 6

3, 4, 9

RA 1, 2, 7



Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

44

RA: Revision activities


*All the subcompetences

detailed in this section are developed using English as the common
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

45
















OBJECTIVES


1.

Explain why living things need matter and energy to carry out their vital
functions.

2.

Remember that the cell is the basic organisational and functional unit of all
living things.

3.

Explain why nutrition is a basic life function.

4.

Be able to determine the difference between
autotrophic

and
heterotrophic
nutrition
.



CONTENTS


Concepts



Characteristics of living things
.



Nutrition
.



Autotrophic nutrition
.



Heterotrophic nutrition


Procedures



Use simple examples to identify the
characteristics that all living things
have in common
.



Carry out a laboratory analysis on the presence of organic biomolecules in
organs or animal and plant products
.



Carry out laboratory experiments to study photosynthesis
.


Attitudes



Understand the
importance of a healthy diet which suits the nutritional
needs of the human body
.



Show interest in observing and studying living things
.



ASSESSMENT CRITERIA


1.

Name and define the vital functions of living things.

2.

Explain why the cell is the basic unit of life.

3.

Identify the differences between autotrophic and heterotrophic nutrition.

4.

Explain the stages of autotrophic nutrition.

5.

Explain the stages of heterotrophic nutrition.


UNI
T

10


THE FUNCTIONS OF LIVING THINGS (I)


LIVING THINGS

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

46

COMPETENC
E
S
/ ASSESSMENT CRITERIA / A
CTIVITIES



COMPETENC
E
S /
SUBCOMPETENC
ES

ASSESSMENT

CRITERIA

ACTIVI
TIES


Competence in knowledge and interaction with the physical world

Recognise what can be
investigated scientifically:
differentiate between
scientific and non
-
scientific
problems and
explanations.

1, 2

3, 12

RA 1, 8

Understand basic scientific
principles and concepts and
identify the relationships
between them: causal,
influential, qualitative and
quantitative.

1, 2, 3, 4, 5

6, 8, 9, 14

RA 2

Describe and explain
processes scientifically and
predict changes. Use
explanatory models.

1, 2, 3, 4, 5

7, 11

RA 3

Apply scientific knowledge to
everyday situations.

1, 2, 3, 4, 5

3, 7, 10

RA 4

Interpret data and scientific
experiments. Draw
conclusions and
communicate them in
different formats in a correct,
well
-
organised and coherent
manner.

1, 2, 3, 4, 5

7, 11, 12


Data processing and digital competence

Use and produce schematic
diagrams, mind maps, reports
and papers.

4, 5

1, 2, 11


Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

1, 2, 3, 4, 5

3, 6, 7, 9, 14

RA 1, 2, 7, 9

Understand and interpret
messages about natural
sciences.

1, 2, 3, 4, 5

5, 7

RA 5


Learning to learn

Assimilate knowledge of
science and scientific
procedures in order to
understand information
obtained both from students’
own experience and written
and audiovisual media.

3

2, 4, 11

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

47



Autonomy and personal initiative

Develop the
capacity to
analyse situations, evaluating
the factors that have
influenced them and their
possible consequences.

3

4, 13

RA 5

7, 8


RA: Revision activities


*All the subcompetences

detailed in this section are developed using English as the common
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

48








OBJECTIVES


1.

Understand that living things perpetuate their species through reproduction.

2.

Be able to determine the difference between sexual and asexual reproduction.

3.

Learn how plants and animals reproduce.

4.

Explain the importance of interaction for living things.

5.

B
e able to determine the difference between nervous and hormonal
coordination.



CONTENTS


Concepts



Reproduction in animals
.



Advantages and disadvantages of sexual and asexual reproduction
.



Reproduction in plants
.



Interaction in animals
.



Interaction in
plants
.


Procedures



Carry out simple experiments to show natural vegetative reproduction in
plants
.


Attitudes



Show respect to all living things
.



Show interest in observing and studying living things
.



ASSESSMENT CRITERIA


1.

Explain the differences between sexual and asexual reproduction.

2.

Tell the difference between animal and plant reproduction.

3.

Explain some techniques used to reproduce plants asexually.

4.

Define
gamete, gonad
and
spore.

5.

Name the reproductive organs of plant
s and animals and say where they are.

6.

Explain what coordination is and why it is important in living things.

7.

Identify the differences between nervous and hormonal coordination.



UNI
T

11


THE FUNCTIONS OF LIVING THINGS (II)

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

49

COMPETENC
E
S
/ ASSESSMENT CRITERIA / ACTIVITIES



COMPETENC
E
S /
SUBCOMPETENC
ES

ASSESSMENT

CRITERIA

ACTIVI
TIES


Competence in knowledge and interaction with the physical world

Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.

1, 3, 7

1

5, 7, 8,

RA 1, 4, 5

Understand basic scientific
principles and concepts and
identify the relationships
between them: causal,
influential, qualitative and
quantitative.

1, 2, 3, 4, 5, 6, 7

1

5, 8, 15, 16

Describe and explain
processes scientifically and
predict changes. Use
explanatory models.

1, 3

4, 5, 7, 8, 15, 17

RA 1, 3

Apply scientific knowledge to
everyday situations.

3

1

5, 17

RA 2


Data processing and digital competence

Use and produce schematic
diagrams, mind maps, reports
and papers.

5

2, 4

6, 11, 13, 15

RA 1


Social competence and citizenship

Understand and explain
socially relevant issues from
a scientific perspective.

3

4

RA 7, 8


Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

1, 3, 4

1, 3, 8, 10, 12, 16, 18

RA 2, 4, 6


Learning to learn

Assimilate knowledge of
science and scientific
procedures in order to
understand information
obtained both from students’
own experience and written
and audiovisual media.

4

9, 14

RA 7, 8


RA: Revision activities


*All the subcompetences

detailed in this section are developed using English as the common
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

50








OBJECTIVES


1.

Understand that the relationships between a biotope and a biocenosis
determine whether or not an ecosystem develops.

2.

Be able to determine the difference between abiotic and biotic factors.

3.

Recognise different intraspecific and interspecific relationships

between living
things.

4.

Understand that energy flows in one direction through an ecosystem and cannot
be recycled in an open system, but matter flows through an ecosystem and can
be recycled many times in a closed system.

5.

Understand what a trophic level
is.

6.

Learn the names of the different trophic levels in an ecosystem (producers,
consumers and decomposers) and their ecological function.

7.

Know how to draw and interpret food chains and food webs.

8.

Learn about and interpret the cycles of the most important

elements in an
ecosystem.

9.

Understand how human behaviour affects ecosystems, particularly in terms of
depletion of natural resources and pollution.

10.

Recognise how important it is to make advances in conservation and protection
of our environment by maint
aining sustainable development.



CONTENTS


Concepts



An ecosystem: biotope and biocenosis.



Factors in an ecosystem: biotic and abiotic.



Energy flows in one direction through an ecosystem. Ecosystems cycle
matter.



Trophic levels, food chains and food webs:

producers, consumers and
decomposers.



Human beings and ecosystems.


Procedures



Study and measure various abiotic factors and how they change on local
ecosystems.



Study, classify and determine the relationships between living things in
local ecosystems.



In
terpret diagrams showing the cycles of matter, the flow of energy, and
food chains and food webs.


Attitudes



Show respect to all living things.



Show interest in studying nature.



Show respect for the environment.



UNI
T

12


MATTER AND ENERGY IN ECOSYSTEMS

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

5
1

ASSESSMENT CRITERIA


1.

Explain what conditions are needed for a biotope and a biocenosis to become
an ecosystem.

2.

Name various factors and classify them as biotic or abiotic factors. Explain how
these factors are studied and measured.

3.

Explain the different types of interspecifi
c relationships.

4.

Define
trophic level,
and name the different trophic levels that are found in a n
ecosystem and what their functions are.

5.

Explain the flow of energy and the cycle of matter in an ecosystem.

6.

Explain diagrams which show the carbon cycle a
nd the water cycle.

7.

Explain diagrams which show simple food chains and food webs.

8.

Explain some of the effects that human behaviour has on ecosystems.

9.

Define
sustainable development.



COMPETENC
E
S
/ ASSESSMENT CRITERIA / ACTIVITIES



COMPETENC
E
S /
SUBCOMPETENC
ES

ASSESSMENT

CRITERIA

ACTIVI
TIES


Competence in knowledge and interaction with the physical world

Understand basic scientific
principles and concepts and
identify the relationships
between them: causal,
influential, qualitative and
quantitative.

1, 3, 4, 5, 6, 7, 8, 9,

1, 3, 4, 6, 10, 14

18

RA 1

4

Describe and explain
processes scientifically and
predict changes. Use
explanatory models.

1, 2, 5, 6, 7, 8

15

18

Interpret data and scientific
experiments. Draw
conclusions and
communicate them in
different formats in a correct,
well
-
organised and coherent
manner.

2, 4, 6, 7, 8

3, 6, 10, 18

RA 4


Social competence and citizenship

Understand and explain
socially relevant issues from
a scientific perspective.

1, 2, 3, 8, 10

15

18

RA 7


Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

1, 3, 8, 10

3, 6, 8, 10, 13, 15,

RA 1, 5

7

Understand and interpret
messages about natural
sciences.

1

1, 2, 5, 8, 13,

17

RA 5

7

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

52



Learning to learn

Assimilate knowledge of
science and scientific
procedures in order to
understand information
obtained both from students’
own experience and written
and audiovisual media.

3, 4, 6, 7

7, 9, 11, 14

RA 4


Autonomy and
personal initiative

Develop the capacity to
analyse situations, evaluating
the factors that have
influenced them and their
possible consequences.

3, 4, 9

17

RA 6, 7


RA: Revision activities


*All the subcompetences

detailed in this section are developed using English as the common
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

53







OBJECTIVES


1.

Learn about the most important differences between terrestrial and aquatic
ecosystems.

2.

Learn about the different stages an ecosystem passes through as it is
developing (ecological succession).

3.

Understand what a biome is and differentiate it from an ecosy
stem.

4.

Learn about all the different biomes on our planet.

5.

Describe the abiotic factors that characterise the most important biomes on our
planet.

6.

Link the environmental conditions of a particular biome to the type of organisms
that inhabit it.

7.

Learn ab
out the main groups of living things which inhabit each biome.

8.

Learn about the characteristics and distribution of the most important Spanish
ecosystems.

9.

Understand how an ecosystem reaches ecological equilibrium.

10.

Learn about what positive action we can

take to conserve diversity in
ecosystems.



CONTENTS


Concepts



Two different types of environment: terrestrial and aquatic.



How an ecosystem is formed: ecological succession.



Terrestrial biomes.



Aquatic environments: marine and continental waters.


Procedures



Use a bibliography and the Internet appropriately.



Interpret and recognise drawings, diagrams, photos, etc.



Locate species in their respective ecosystems.



Analyse ecosystems that are ecologically unbalanced.



Use identification keys to identify a
nimals and plants.



Carry out experiments and write laboratory reports and field diaries about
ecosystems and the changes they undergo.


Attitudes



Show a respectful attitude towards the environment.



Recognise and appreciate the functions of different living

things in
maintaining equilibrium in natural spaces.



Show interest in learning about our local environment and other natural
environments.



ASSESSMENT CRITERIA


1.

Identify the differences between terrestrial and aquatic ecosystems.

2.

Define

ecological succession.

UNI
T

1
3


DIVERSITY IN ECOSYSTEMS

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

54

3.

Define and explain what a
climax community

is.

4.

Describe the various stages of ecological succession.

5.

Define
biome.

6.

Know the names, the geographical location and climate of the main terrestrial
biomes on our planet.

7.

Know about the most characteristic flora and fauna of each of the world’s
biomes.

8.

Explain the characteristics of the most typical biomes in our country.

9.

Explain the characteristics of the most typical ecosystems in our country.

10.

Name and locate the diffe
rent marine biological zones.

11.

Define
benthos, nekton
and
plankton.

12.

Identify the characteristics of the different types of continental waters.



COMPETENC
E
S
/ ASSESSMENT CRITERIA / ACTIVITIES



COMPETENC
E
S /
SUBCOMPETENC
ES

ASSESSMENT

CRITERIA

ACTIVI
TIES


Competence in knowledge and interaction with the physical world

Recognise the key features of
scientific investigation:
understand variables,
formulate hypotheses, design
experiments, analyse and
contrast data, detect regular
patterns, make calculations
and estimates.

1, 8, 9, 10, 11, 12

6

8, 17, 19

RA 1, 3, 4

Understand basic scientific
principles and concepts and
identify the relationships
between them: causal,
influential, qualitative and
quantitative.

3, 4

1, 3

7, 12, 14, 15

RA 5


Data processing
and digital competence

Use and produce schematic
diagrams, mind maps, reports
and papers.

4, 8, 9, 10

2, 10, 13, 20


Linguistic competence (*)

Use the correct scientific
terminology in texts and
argumentation involving
scientific content.

2, 3, 4, 5,
10

3, 5, 7, 16, 19

RA 1, 2, 6


Learning to learn

Assimilate knowledge of
science and scientific
procedures in order to
understand information
obtained both from students’
own experience and written
and audiovisual media.

2, 3, 4, 5, 6, 7, 8, 9, 10

10,
11, 13

RA 6

Natural Sciences ESO 2 (Core Concepts)



Oxford CLIL
(Oxford EDUCACIÓN)

55



Autonomy and personal initiative

Develop the capacity to
analyse situations, evaluating
the factors that have
influenced them an
d their
possible consequences.

4, 6, 11

2

4, 11, 12, 20

RA 6


RA: Revision activities


*All the subcompetences

detailed in this section are developed using English as the common
language,

which will allow pupils to communicate with an increasing degree of skill in the foreign
language.