IDENTIFICACIN DE LA UDI

UNIT 7: MACHINES
CURSO:
3 de Primaria
TEMPORALIZACIN:
Esta unidad corresponde a 9 sesiones
JUSTIFICACIN:
In this unit, pupils will learn about the main types of simple machines and about how simple machines can be joined together to form complex
machines. They will then study how machines have evolved over time, simplifying many tasks for us. Finally, they will learn about some of the problems
associated with the use of machines. This unit incorporates values education by encouraging pupils to develop enterprising attitudes. The text highlights
the essential role science and technology play in the creation of new machines and points out the many ways in which scientific and technological
developments benefit society.

CONCRECIN CURRICULAR
CRITERIOS DE EVALUACIN
C.E.2.1. Obtener y contrastar informacin de diferentes fuentes, plantear posible hiptesis sobre hechos y fenmenos naturales observados directa e
indirectamente para mediante el trabajo en equipo realizar experimentos que anticipen los posibles resultados. Expresar dichos resultados en
diferentes soportes grficos y digitales, aplicando estos conocimientos a otros experimentos o experiencias.
C.E.2.8. Conocer y explicar las partes de una mquina (poleas, palancas, ruedas y ejes, engranajes) describiendo su funcionalidad.
C. E.2.9. Analizar las partes principales de mquinas, las funciones de cada una de ellas y las fuentes de energa con las que funcionan. Planificar y
realizar un proceso sencillo de construccin de algn objeto, cooperando en el trabajo en equipo y cuidando la seguridad.
C.E.2.10. Conocer los avances y aportaciones cientficas para valorar su relacin con el progreso humano. Realizar, de forma colaborativa, sencillos
proyectos para elaborar ejemplos de mquinas antiguas elementales que han permitido el desarrollo tecnolgico de la humanidad, presentando de
forma ordenada las conclusiones y/o estudio de los trabajos realizados, utilizando soporte papel y digital, recogiendo informacin de diferentes
fuentes directas, escritas o digitales

OBJETIVOS DEL REA

OBJETIVOS DE LA UNIDAD

O.CN.2. Analizar y seleccionar informacin acerca de las propiedades

elementales de algunos materiales, sustancias y objetos y sobre hechos y
fenmenos del entorno, para establecer diversas hiptesis, comprobando
su evolucin a travs de la planificacin y la realizacin de proyectos,
experimentos y experiencias cotidianas
O.CN.6. Participar en grupos de trabajo poniendo en prctica valores y
actitudes propias del pensamiento cientfico, fomentando el espritu
emprendedor, desarrollando la propia sensibilidad y responsabilidad ante
las experiencias individuales y colectivas.
O.CN.7. Comprender la importancia del progreso cientfico, con el fin de
valorar su incidencia y transcendencia en la mejora de la vida cotidiana
de todas las personas y en el progreso de la sociedad como conjunto.

1. Distinguish between simple machines and complex machines.

2. Identify how machines work.
3. Recognise the simple and complex machines we see every day and
associate them with how they are used.
4. Appreciate and recognise the importance of advances in the
development of machines that have made our lives more comfortable.
5. Understand the need to use machines responsibly in order to care for
and protect the environment.
6. Construct models of simple machines in order to reinforce theoretical
knowledge.

CONTENIDOS
BLOQUE 1: INICIACION A LA ACTIVIDAD CIENTIFICA
1.1. Identificacin y descripcin de fenmenos naturales y algunos elementos del
medio fsico.
1.2. Elaboracin de pequeos experimentos sobre fenmenos naturales.
1.3. Desarrollo del mtodo cientfico.
1.4. Desarrollo de habilidades en el manejo de diferentes fuentes para buscar y
contrastar informacin.

CONTENIDOS DE LA UNIDAD
-

1.5. Curiosidad por la lectura de textos cientficos adecuados para el ciclo.

1.6. Curiosidad por observar directa e indirectamente los fenmenos naturales,
experimentar y plantear posibles hiptesis
1.7. Curiosidad por utilizar los trminos adecuados para expresar oralmente y por
escrito los resultados de los experimentos o experiencias.
1.8. Inters por cuidar la presentacin de los trabajos en papel o en soporte
digital, manteniendo unas pautas bsicas.
1.9. Observacin in situ y posterior experimentacin sobre fenmenos naturales,
usando adecuadamente los instrumentos y herramientas de trabajo necesarios.
1.10. Realizacin de recogida de datos haciendo predicciones a partir de la
observacin de experimentos.
1.11. Participacin responsable en las tareas de grupo, tomando decisiones,
aportando ideas y respetando las de sus compaeros y compaeras. Desarrollo de
la empata
1.12. Curiosidad, iniciativa y creatividad en la realizacin de trabajos de
investigacin.

Machines and devices. Knowledge of certain mechanical devices

and their functions.
The importance of major scientific advances in improving living
conditions.
The importance of using environmentally friendly technology
Planning and making an easy-to-build object or machine.
Experiment-based approach to certain questions. Using a variety
of materials, paying attention to safety standards. Individual and
group work.
Introduction to scientific activity. Basic word processing.
Submitting assignments in paper or digital format. Guided
information search on the Internet.
Using information and communications technology.

1.13. Desarrollo del pensamiento cientfico.

BLOQUE 4: MATERIA Y ENERGIA
4.1. Estudio y clasificacin de algunos materiales por sus materias primas y otras
propiedades elementales.
4.2. Utilidad de algunos avances, productos y materiales para el progreso humano
4.3. Las materias primas: su origen.
4.12. Valoracin del uso responsable de las fuentes de energa del planeta y
responsabilidad individual en el ahorro energtico.
4.13. Respeto por las normas de uso, seguridad y conservacin de los
instrumentos y los materiales de trabajo.

INDICADORES DE LOGRO
CN.2.1.3. Utiliza estrategias para realizar trabajos de forma individual y en equipo,
mostrando habilidades para la resolucin pacfica de conflictos. (CSYC, SIEP).
CN.2.8.1. Identifica diferentes tipos de mquinas y las partes que las componen;
las clasifica segn el nmero de piezas, la manera de ponerlas en funcionamiento
y la accin que realizan (CMCT, CCL, CAA).
CN.2.9.1. Analiza las partes principales de mquinas, las funciones de cada una
de ellas y sus fuentes de energa. (CMCT).
CN.2.10.1. Conoce y explica algunos de los grandes descubrimientos e inventos
de la humanidad y su influencia en el hogar y la vida cotidiana, la medicina, la
cultura y el ocio, el arte, la msica, el cine y el deporte y las tecnologas de la
informacin y la comunicacin (CMCT, CCL, CD).

ESTNDARES DE APRENDIZAJE
STD.2.1. Manifiesta autonoma en la planificacin y ejecucin de acciones
y tareas y tiene iniciativa en la toma de decisiones.
STD.18.2. Observa, identifica y describe algunos de los componentes de
las mquinas.
STD.18.3. Observa e identifica alguna de las aplicaciones de las mquinas
y aparatos, y su utilidad para facilitar las actividades humanas.
STD.21.2. Valora y describe la influencia del desarrollo tecnolgico en las
condiciones de vida y en el trabajo.
STD.22.3. Conoce y explica algunos de los avances de la ciencia en: el
hogar y la vida cotidiana, la medicina, la cultura y el ocio, el arte, la
msica, el cine y el deporte y las tecnologas de la informacin y la
comunicacin.

TRANSPOSICIN DIDCTICA
METODOLOGAS Y EJEMPLIFICACIONES
Se trata de desarrollar la habilidad para buscar informacin y contrastarla usando diferentes fuentes de informacin, as como el manejo las tecnologas
de la informacin y la comunicacin para buscar informacin y para representar los resultados obtenidos haciendo uso de grficos, imgenes, tablas, etc
Se evala si el alumnado puede identificar, describir y explicar las partes de una mquina (poleas, palancas, ruedas y ejes, engranajes) y la
funcionalidad de las mismas. Para el desarrollo de este criterio se podra proponer el estudio concreto de una mquina o juguete sencillo. Para ello
tendra que abordarse la lectura de textos cientficos, instrucciones y bsqueda de informacin en Internet, as como la posibilidad de desmontar y
explicar mediante soporte escrito, oral y grfico el funcionamiento de las partes principales.
Se evala la aplicacin de los conocimientos adquiridos para la construccin de un aparato u objeto sencillo. Se propone la construccin de algn objeto,
juguete o aparato de forma cooperativa donde, adems, han de aplicar operaciones de clculo matemtico y las tecnolgicas (unir cortar decorar etc.),

mostrando cuidado por la seguridad propia, y de sus compaeros y compaeras y por las herramientas y el material utilizado.

N
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sesi
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1

Ejercicios, actividades y tareas

MACHINES
WARM-UP
Activate knowledge. Show the pupils some objects, for
example, a screw, a bottle opener or a plastic
container. Ask: Which of these objects is a machine?
The pupils will probably answer that none of the
objects are machines. Give them a clue: Machines are
devices that make mans work easier. (The screw and
the bottle opener are simple machines. The plastic
container is just an object.)
DURING THE LESSON
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Lets speak! Read the questions aloud. Then,

pupils can answer the questions in pairs then
compare their ideas with the rest of the class.
Do you think a skateboard is a machine? (Yes,
it is a complex machine and has a wheel and
axle and a lever.) Write 'Simple Machines' and
'Complex Machines' on the board. Write 'screw',
'bottle opener', 'wheel' and 'axle' and 'lever'
under 'Simple Machines' and 'skateboard' under
'Complex Machines'.
Where does a skateboard get the power to
move? (The power comes from the rider who
controls the wheels using the levers, that is, the
upturned parts on each end of the board.) If
possible show the children photos or videos of
the pyramids of Egypt and the prehistoric
monument at Stonehenge. Ask: How do you
think men moved these gigantic rocks? Explain
that simple machines have been around for a
long time. They say that inclined planes were
used to move the rocks in Stonehenge and it is
thought the Egyptians used ramps to build the
pyramids.

Recursos
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Procesos
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Individual

Atencin a la
diversidad
(Saviadigital)
For extra materials, please
refer to the Unit
Resources on page 173.

What machines do you use in your daily life?

The pupils should now be beginning to question
what a machine is. Their answers will be mainly
complex machines, like cars and washing
machines but try to elicit more basic machines
like a wheelbarrow or a pencil. Write all the
machines the children say under the two
columns on the board. Then ask for each one:
Where does (a car) get its power from? (It burns
petrol.) Colour code the lists: red for petrol, blue
for electric and yellow for manual.
Individual work. Ask the pupils to draw a
diagram including the main titles from the unit
and links between these contents then, check
as a group.

WRAP-UP
-

Final task. Ask the children if they have ever

designed a machine, in real life or online. Tell
them that during this unit they will learn so
much about machines that in the final task they
will be able to modify a design and make a
machine.
Lab workshop. This would be a good time to
tell them to bring in the material needed for the
wheelbarrow they are going to make in Lab
Workshop. See instructions on page 189 of this
guide.
Cooperative Learning and Learning to
Think In the following pages, you may choose to
do some activities using cooperative learning or
learning to think structures. It is important to
have a good learning environment in the
classroom as well as cohesive groups. You can
find the structures and tips in the Cooperative
Learning Guide and the Learning to Think Guide.

MACHINES
WARM-UP
-

Activate knowledge. Ask the pupils if they

remember any simple and complex machines.
Explain that a complex machine is just a
combination of a lot of simple machines, for
example an escalator is a ramp (or inclined

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Reinforcement Worksheet.
Power sources and
machines
For extra materials,
please refer to the Unit
Resources on page 173

plane) and a pulley. Show the pupils a screw

and a screwtop jar and ask: What do the screw
and the jar have in common? (They both have
inclined planes wrapped around a pole.) Ask for
more examples.
Let's think and reflect. Tell the class that,
nowadays, its difficult to imagine a life without
machines. Ask them to imagine a normal day
from the moment they wake up until they go to
sleep again. They make lists in their notebooks
of all the machines they use.
We work together. As a class make a list on
the board of the complex and simple machines
that come up. Allocate a machine to each child.
They need to: a) find an image of that machine
b) find out a little about how it works, how it is
powered and what parts it has.

DURING THE LESSON

Page 92 and 93:
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Presentation. The pupils read the texts silently

to themselves. Check comprehension and
vocabulary. Then, read the texts aloud.
Simple machines. Ask about the simple
machines in the picture using gerund
structures, for example: What is a hammer used
for? (A hammer is used for hammering things.)
Complex machines. Ask about the complex
machines in the picture using the structures:
Have you got a computer? What do you use it
for? (I use the computer for doing my homework
or playing games.)
Power sources. Look back at the simple and
complex machines on page 92 and group them
according to their power sources. Manual:
hammer, broom, screw, tongs, see-saw, wheel.
Electric: vacuum cleaner, computer, television,
tablet, cranes. Burn petrol: Car. Get the children
to copy the lists into their notebooks and add
three more machines to each power source.
Manual power
source.
Brainstorm
different types of machines that rely on manual
power sources: (ramps, skateboards, bicycles,
scissors). Write the list on the board.

Electricity. Make a list on the board of

machines that use electrical power sources.
Burn petrol. Ask the class to brainstorm
different types of transport that burn petrol and
make a list on the board.
Let's practise. Do the activities and listen to
the audio [Class CD: Listenings, Track 29] to
consolidate knowledge.
Groupwork. Divide the class into three groups.
Allocate a power source to each group. They
organise themselves so that each member finds
2 or 3 machines that use that power source.
They need to find a picture of it and make a
description of its use. Make wallpaper with the
childrens work. Use a different coloured
background paper for each power source: red
for petrol, blue for electric and yellow for
manual.

WRAP-UP
Speaking activity. Divide the class into teams. Write the
names of 25 machines from the wallpaper on pieces of
card. Pick a card and show it to the teams. The team
have a minute to come up with a machine that uses an
alternative power source. The team with the most
points wins. Example: Food blender an alternative
would be a manual food mincer or mixer.
Hands-on! Distinguish between simple and complex
machines by using Interactive wallpaper: Machines and
Vertical wallpaper: Sorting machines. See Hands-on
Guide.
3

SIMPLE MACHINES AND THEIR USES

WARM-UP
-

Activate knowledge. Ask the pupils to

remember the simple machines they have
already seen. Remind the pupils that basic,
simple machines were invented thousands of
years ago to help humans live and survive. To
demonstrate bring to class: a nutcracker (lever),
wheels of a toy car (wheel and axle), a mini
pulley from a nautical shop or a photo of a
flagpole (pulley), a small piece of wood or

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Reinforcement Worksheet.
Lever
For extra materials,
please refer to the Unit
Resources on page 173.

plastic to be used as a ramp (inclined plane).

Study aid. Give each child four tabs with the
following labels: 'Wheel and axle', 'Lever',
'Ramp' and 'Pulley'. During the lesson the
children write examples of each simple
machine.

DURING THE LESSON

Page 94 and 95:
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Presentation. The pupils read the texts

silently to themselves. Check comprehension
and vocabulary. Then, read the texts aloud.
Wheel. Show the children the toy car wheels
and axle. Then, ask them to look at their
correction tape rollers and observe the gears.
Explain that a lot of machines have wheels and
axles inside like a food mixer, a fan or even a
computer mouse. Ask for more examples of
machines with wheels and axles (bicycle,
spinning
wheel,
skateboard,
train)
and
machines with gears (bicycle, clock, correction
tape roller, car).
Ramp. Place one end of the piece of wood on a
pile of books to show a ramp. Draw more ramps
on the board. The children point out the incline,
the load and say if it is steep or gentle. Ask:
Have you seen any ramps in your daily life?
Where? What are they used for?
Lever. Tell the pupils that levers are
everywhere. Say: The light switch on the wall,
for example, and the stapler on the teachers
desk. You use levers when you shift gears on a
bike and when you hit the brakes. A door knob
is a type of lever. Even your body contains
many, many levers, wherever there's a movable
joint there's a lever. The pupils already know the
word load. Explain: pivot, bar and effort. Give an
example of a see-saw. What happens if one
person is much heavier than the other? (The
lighter person stays up in the air.) Then, bring a
nutcracker. Explain in the nutcracker the load is
between the pivot and the effort. Ask for more
examples.
Pulley. If you have brought a mini pulley to

class, hang it somewhere suitable and lift a

small load. Point out the load, the wheel and the
rope. If you don't have a mini pulley, show
photos of pulleys in action and ask the children
to point out the parts. Draw a flagpole on the
board and the children label the parts. Ask for
more examples.
Let's practise. Do the activities to consolidate
knowledge.
Let's experiment. To really get an idea of the
uses of simple machines the children need
some hands-on experience. A simple activity to
do is to make a pulley message system. Small
groups make their own pulley. Take two small
spools of thread and put a pencil through the
centre. Then tie the ends of a piece of string
together to form a loop. Two children hold the
pencils and spools and spin them slowly to
create a pulley system. Then another child
writes a message and attaches it to the string
using a paper clip. They use a pulley to pass the
message from one person to another.

WRAP-UP
Speaking activity. Play a question and answer game.
Write the names of all the simple machines that have
been mentioned in the lesson on pieces of card. If the
children have made the study aid they should be
written under the tabs. A child takes a card and the
rest of the class have to ask questions to find out what
it is by asking yes/no questions: Is it made of wood? Is
it used for lifting things?, etc.
Hands-on! Consolidate knowledge by using Machines:
The flying dinosaur and The beehive. See Hands-on
Guide.
4

COMPLEX MACHINES AND THEIR USES

WARM-UP
Activate knowledge. Ask the children to name the
simple machines they have seen up to now: wheel and
axle, ramp, lever and pulley. Explain that a complex
machine is machine made up of two or more simple

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Reinforcement Worksheet.
The bicycle
For extra materials,
please refer to the Unit
Resources on page 173.

machines. Bring a toy crane or bulldozer to class. Point

out the different simple machines that make up the big
machine. If this is not possible, simply show photos and
do the same.
DURING THE LESSON
Page 96 and 97:
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Presentation. The pupils read the texts silently

to themselves. Check comprehension and
vocabulary. Then, read the texts aloud. Make
sure the children have understood the texts.
Ask comprehension questions: What are brakes
for? (To stop a moving vehicle.) Name other
vehicles with brakes. What do I do if Im on my
bike and see a cat in my way? (Change direction
using the handlebars.) How many gears are on
your bike? In which gear do you need more
effort to pedal? (In the higher gears.)
Bicycle. Show a photo of a bicycle (or make a
drawing on the board) and label its parts. Ask:
Who has a bicycle? Describe yours! When and
where do you ride it? Does it have gears? Can
you identify any simple machines that make up
a bicycle? (The brakes are levers.)
Individual work. Tell the children to look at
home for complex machines and point out the
different simple machines that make them up.
Example: Can opener: wheel and axle and lever
(and wedge).
Pair work. Explain that although complex
machines are very complicated and have many
parts they still serve the same purpose as the
first simple machines: make work easier, make
work faster, change the direction of the effort or
force. Then, in pairs, pupils make a chart with
these purposes as headings and fill out a
checklist with the complex machines found in
the home.
Content focus. Ask for a volunteer to read the
paragraph 'Machines change over time'. Show
the children a photo of a penny farthing bicycle.
Ask: What differences can you see between this
bicycle and a modern bicycle? Do you think it
would be (comfortable/safe) to ride?

Saviadigital
CD

Speaking and writing activity. If possible,

show the pupils images of old and modern
telephones, cars, televisions, cookers and have
a class discussion about the materials used in
each one and the differences between them.
Then children choose a machine and find an old
fashioned and a modern version of it and write
about it in their notebooks. They could also do
this on card and make a class display with the
results.
Who was? A pupil reads out the section.
Explain that Graham Bell was Scottish. Ask the
children to find out more information about
Alexander Graham Bell and the answers to the
other questions online.
Machines and communication. Draw a
timeline on the board that shows the length of
time between one means of communication and
another. You will need to explain, with video
clips if possible, smoke signals, telegraphs and
Morse code.
Let's practise. Do the activities and listen to
the audio [Class CD: Listenings, Track 30] to
consolidate knowledge

WRAP-UP
We work together. Tell the class that they are going to
do big wall display about communication through the
ages. Separate the pupils into groups and assign each
group a machine. Group 1: A machine that plays music
(phonograph, record player, cassette player, CD player,
mp3 player). Ask the children to come up with more
ideas. Make a timeline in the wall. The groups place
their work in chronological order along the timeline.
Hands-on! Use Interactive wallpaper: Machines and
Vertical wallpaper: How time flies! See Hands-on Guide.

REVIEW
WARM-UP
Activate knowledge. Introduce the review activity by

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Review Worksheet. Unit 6

Grupo

Assessment Worksheet.
Unit 6 Worksheet. Term 3
For extra materials, please

asking pupils what they remember about the unit.

Prompts: Tell me three simple/complex machines. What
are the three power sources we looked at? Draw a
(pulley) on the board and the children label it using the
following words: load / effort / wheel / rope / pivot /
axle.

Photos

Decidir

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refer to the Unit

Resources on page 173.

Saviadigital

DURING THE LESSON

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Let's practise. Pupils complete the mind map

individually, checking their answers with a
partner.
Vocabulary focus. This is a good time to
review new vocabulary. Use flashcards with
vocabulary from the mind map in order to check
meaning and pronunciation.
Pair work. Write questions like these on the
board for pupils to discuss in pairs: How do
machines help us in our daily life? Can you think
of a machine that hasnt been invented yet?
Discuss your ideas. Think of how you could use
a pulley system in this school. What machines
do you think will be invented in the future?
Let's practise. Do the activities and listen to
the audio [Class CD: Listenings, Track 31] to
consolidate knowledge. Pupils do questions 1-3,
5-7, 9-10 and 12 on their own and activities 4, 8
and 11 in pairs. Finally, check answer with the
whole class.

WRAP-UP
Knowledge consolidation. As a follow up activity, divide
the class into groups. Tell each group to write two
original questions about each section from the unit.
Then, have a class competition. The group with the
most correct answers wins.
6

SKILLS
LETS READ
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Activate knowledge. Ask the pupils to think of

a world without petrol or electricity, without

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modern machines, without even the wheel. The

ancient Egyptians lived in a world like that. Ask:
What did the Egyptians build? (The Pyramids,
the Sphinx, temples, obelisks.) Show photos or
videos of Egyptian buildings. How do you think
they raised the obelisks? (With a big lever.)
What was the power source they used to build
the pyramids? (Manual or people power.) How
many people do you think were needed to build
a pyramid? (Between 7,000 and 12,000
depending on the size of the pyramid.)
Explain what an archaeologist is. Tell the
children that archaeologists and scientist still
cant agree how the ancient Egyptians built the
pyramids without machinery but they think they
used ramps and rollers to drag the heavy
stones. Ask: Why do you think the pyramids
were built near the river Nile? (So they could
transport the heavy stones along the river from
the quarry to the site.)
Reading activity. First, pupils can read the
text
silently
to
themselves.
Check
comprehension and explain vocabulary. Then,
ask for volunteers to read the text aloud. Let
pupils answer comprehension questions on their
own. Finally, compare answer in pairs and as a
whole class. 4. Speaking activity. Ask pupils to
work in small groups and write five of their own
questions based on the text. Then, pupils can
take turns reading their questions aloud for the
other groups to answer. Example questions:
How old are the pyramids?
What is an archaeologist?
How much do the blocks weigh?

SKILLS
LAB WORKSHOP!
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Activate knowledge. Ask the children what

simple machines were used for moving heavy
objects: lever, pulley, wheel and axle, ramp.
Show the children a toy wheelbarrow or a

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picture of a wheelbarrow. Ask the pupils to point

to the wheel and axle, the lever (handles) and
the pivot (the centre of the axle). Tell the
children that they are going to make a
wheelbarrow.
Procedure. The children get into pairs to do the
experiment. They should have collected the
necessary materials.
Materials needed. Old shoe box, 2 lengths of
plywood, a roll of sellotape, a pencil, glue and
card.
Maching design. Ask for a volunteer to read out
the text and make sure everyone understands
it. Then the children follow the graphic
instructions to make their wheelbarrows.
Test your machine. When the wheelbarrows are
finished the children test them out. You could go
out to the playground and have a wheelbarrow
race.

MAGAZINE
WARM-UP
Activate knowledge. By now the children should be
very familiar with what a machine is. Ask them to think
of very simple machines that are very ingenious, like
the shoelace (pulley) or a zip (wedge). Ask them what
they know about robots: What can they do? Show them
a picture of a hoover robot. During the lesson 2.
Reading activity. The teacher can read the texts aloud
or ask for volunteers. After each text, check vocabulary
and have a discussion about each issue.
DURING THE LESSON
Page 102 and 103:
-

Big machines for important times. Ask:

What power source do computers use?
(Electricity.) When you use a computer does it
become hot or cold? (Hot.) Why do you think
the mice chose to live there? (It was warm.)
From a chocolate to a microwave. Ask: What

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texto
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digital
Flahscards
Photos

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Aula

Individual
Grupo

change of state took place? (Melting.) Ask: What

do you use the microwave oven in your house
for? (To heat milk.) How long does it take? (A
minute.) How long does it take over a fire if you
include the time needed to build the fire? (More
than an hour if you take into account the time
spent collecting wood.) This means that modern
technology makes things faster and more
compact.
The wheel. Ask where they have seen wheels
as part of another machine (whisks, blenders,
car engines, fans, etc.) 6. The plow. Ask: Do you
know how fields are ploughed today? (The
mechanism is still very simple but as many as
12 large furrow ploughs can be pulled by one
tractor.) Show an image if possible. Ask: In this
case, does modern technology make the
ploughing faster or more compact? (Faster.)
The printing press. Ask: How were books
written and illustrated before printing? (By
hand.) How many Science books are we using
right now? Imagine having to write them all by
hand and draw and colour the pictures! Have a
class discussion on what they think the impact
of the printing press was.
A camera that sees everything. Make sure
they understand the vocabulary. Ask: What
would you use a camera that sees everything
for? 9. The light bulb. What energy did the light
bulb use? (Electric energy that passes through a
filament and changes into light and heat
energy.)
The steam engine. Ask: What energy did
steam engines use? (Heat energy from a fire
that heated water that changed into steam.)
The computer. Ask: How did people (send
mails/ chat/watch videos/buy things) before
computers?
Hardworking robots. Robot comes from the
Czech word 'robota' which means 'forced work
or labor'. We use the word 'Robot' today to
mean any man-made machine that can work or
do other actions normally performed by
humans, either automatically or by remote

control. If possible show some video clips of

robots. Ask: Would you like a robot as a
teacher?
Pair work. After reading the texts a second
time, pupils can answer the questions with a
partner. Check their answers as a whole class.

WRAP-UP
We work together. The children get into groups to do a
project about one of the articles in the magazine. They
can choose an invention, like the light bulb, or a
modern machine like the computer. They should now
be able to work and cooperate in groups. Remind them
that a project should be a combination of:

Relevant facts and their own opinion of these

facts.
Interesting details.
Visual material related to the subject.
Each group presents their project orally to the rest of
the class. After each presentation there is a question
and answer session.
9

FINAL TASK
WARM-UP
Activate knowledge. If possible show the children
some video clips of Science Fairs, which are popular in
the USA and UK.
DURING THE LESSON
Pages 104:
-

Let's think and reflect. Everyone looks at the

machine in the picture. Let the children study
the machine in pairs and take a vote on who
thinks Barney will reach the sausages and who
thinks he wont. The children discuss, first in
pairs and later as a class what is going to
happen.
Pair work. In pairs, the pupils put the actions
of Step 3 in the correct order and answer the
question of Step 4. Then, check with the whole
class.
Let's experiment. Now that the pupils have

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Decidir

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Gran grupo

For extra materials, please

refer to the Unit
Resources on page 173.

made a wheelbarrow they will be more familiar

with how to design a machine. Encourage them
to be creative and to think things through
before coming to a conclusion. Finally they
make sketches or plans of their design and
present it to the class. Allow the other pupils
make constructive comments and ask their
classmates questions about their design.
WRAP-UP
Group work. In small groups, pupils can make an
inclined plane marble slide with toilet paper tubes. The
pupils can search for ideas on the Internet and make
their own design.

RECURSOS
Teacher's Resources on USB
and at www.smconectados.es
Diagnostic activity. What do you know about?
Presentation. Machines
Activity. How machines work
Presentation. Simple machines
Video. Simple machines on the farm
Video. The flying dinosaur
Video. The beehive
Presentation. Complex machines
Presentation. Mind map.
Teacher's materials
Interactive wallpaper. Machines

Machines push-outs
Machines cards
Vertical wallpaper. Sorting machines
Reinforcement
Machine. The flying dinosaur
Machine. The beehive
Reinforcement
Interactive wallpaper. Machines
Vertical wallpaper. How time flies!
Machines cards
Reinforcement
Extension
Review. Unit 6
Assessment. Unit 6
Pupil's Resources at
www.smsaviadigital.com
Tune up. What do you know about?
Let's practise. Machines and professionals
Let's practise. Simple and complex machines
Let's play and learn. Levers and pulleys
Test yourself.
Self-evaluation
Test-yourself. Check the way you have learnt
Assessment. Rubric
Pupil's materials
WB page 46
WB page 47
WB page 48-49
WB page 50-51

RBRICA PARA EVALUAR ( VALORACIN DE LO APRENDIDO)

Para el alumno: Comprueba lo aprendido: autoevaluacin
NIVEL DE DOMINIO
INDICADORES Y COMPETENCIAS

CN.2.1.3. Utiliza estrategias para realizar trabajos de

forma individual y en equipo, mostrando habilidades
para la resolucin pacfica de conflictos. (CSYC, SIEP).

Work on reading comprehension in order

to convey conclusions.
Magazine, pp. 102 and 103.
Organise, use and extract data from texts,
visual representations and mind maps.

INSTRUMENTO
S DE
EVALUACIN
Escala de
observacin
Cuaderno de
trabajo
Exposicin oral
Control oral
Control escrito

Activities, p. 93; Review, Activities, pp. 98 and

99.
Conduct simple experiments and projects
in groups. Make hypotheses and draw
conclusions from them.

En vas de
adquisicin

Adquirido

Avanzado

Excelente

Le cuesta
mucho utilizar
estrategias
para realizar
trabajos de
forma
individual y en
equipo,
mostrando
habilidades
para la
resolucin
pacfica de
conflictos.

En algunas
ocasiones logra
utilizar
estrategias para
realizar trabajos
de forma
individual y en
equipo,
mostrando
habilidades
para la
resolucin
pacfica de
conflictos.

Generalmente
logra utilizar
estrategias para
realizar trabajos
de forma
individual y en
equipo,
mostrando
habilidades
para la
resolucin
pacfica de
conflictos.

Siempre logra
utilizar
estrategias para
realizar trabajos
de forma
individual y en
equipo,
mostrando
habilidades
para la
resolucin
pacfica de
conflictos.

Le cuesta
mucho
identificar
diferentes
tipos de
mquinas y
las partes que
las componen
y clasificarlas
segn el
nmero de

En algunas
ocasiones
logra
identificar
diferentes
tipos de
mquinas y
las partes que
las componen
y clasificarlas
segn el

Generalmente
logra
identificar
diferentes
tipos de
mquinas y
las partes que
las componen
y clasificarlas
segn el
nmero de

Siempre logra
identificar
diferentes
tipos de
mquinas y
las partes que
las componen
y clasificarlas
segn el
nmero de
piezas, la

Skills, p. 101; Final task, p. 104.

Use ICT as a tool for learning and selfassessment.
Interactive activities on Saviadigital, pp. 93, 95,
99 and 104.
CN.2.8.1. Identifica diferentes tipos de mquinas y las
partes que las componen; las clasifica segn el
nmero de piezas, la manera de ponerlas en
funcionamiento y la accin que realizan (CMCT, CCL,
CAA).
Identify and distinguish between simple and
complex machines.
Activities 1, 2 and 3, p. 93; Activities 1, 2 and 3, p.
95; Review, Activities 1, 2, 3, 6, 7 and 8, pp. 98 and
99; Final task, p. 104.

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Know what type of energy certain everyday

machines use.
Lets speak, p. 91; Activities 1 and 2, p. 93; Review,
Activity 5, p. 98; Magazine, p. 103.

Identify the main simple machines (wheel,

ramp, level, pulley) and explain their
function.

piezas, la
manera de
ponerlas en
funcionamient
o y la accin
que realizan

nmero de
piezas, la
manera de
ponerlas en
funcionamient
o y la accin
que realizan

piezas, la
manera de
ponerlas en
funcionamient
o y la accin
que realizan

manera de
ponerlas en
funcionamient
o y la accin
que realizan

Le cuesta
mucho
analizar las
partes
principales de
mquinas, las
funciones de
cada una de
ellas y sus
fuentes de
energa.

En algunas
ocasiones
logra analizar
las partes
principales de
mquinas, las
funciones de
cada una de
ellas y sus
fuentes de
energa.

Generalmente
logra analizar
las partes
principales de
mquinas, las
funciones de
cada una de
ellas y sus
fuentes de
energa.

Siempre logra
analizar las
partes
principales de
mquinas, las
funciones de
cada una de
ellas y sus
fuentes de
energa.

Le cuesta
mucho
conocer y
explicar
algunos de los
grandes
descubrimient

En algunas
ocasiones
logra conocer
y explicar
algunos de los
grandes
descubrimient

Generalmente
logra conocer
y explicar
algunos de los
grandes
descubrimient
os e inventos

Siempre logra
conocer y
explicar
algunos de los
grandes
descubrimient
os e inventos

Activities 1, 2 and 3, p. 95; Review, Activities 9

and 10, p. 99.
Distinguish between and recognise the
simple machines that make up a complex
machine.
Activities 1 and 2, p. 97
Study a complex machine and make a
design of it.
Final task, p. 104
CN.2.9.1. Analiza las partes principales de mquinas,
las funciones de cada una de ellas y sus fuentes de
energa. (CMCT).

Learn about common machines and tools

and how to use them properly.
Review, Activity 12, p. 99
Make and build a wheelbarrow using
homemade materials. Perform different
experiments with it in order to corroborate
hypotheses. Prepare a report on it.
Skills, p. 101.
Learn about common machines and tools
and how to use them properly.
Review, Activity 12, p. 99; Skills, p. 101.
CN.2.10.1. Conoce y explica algunos de los grandes
descubrimientos e inventos de la humanidad y su
influencia en el hogar y la vida cotidiana, la medicina,
la cultura y el ocio, el arte, la msica, el cine y el
deporte y las tecnologas de la informacin y la
comunicacin (CMCT, CCL, CD).

Appreciate and recognise the importance

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Escala de
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of advances
progress.

in

order

for

society

to

Activities 1 and 2, p. 97; Review, Activity 11, p.

99; Skills, Activity 3, p. 100; Magazine, pp. 102
and 103

Exposicin
oral
Control oral
Control escrito
Trabajos

os e inventos
de la
humanidad y
su influencia
en el hogar y
la vida
cotidiana, la
medicina, la
cultura y el
ocio, el arte,
la msica, el
cine y el
deporte y las
tecnologas de
la informacin
y la
comunicacin

os e inventos
de la
humanidad y
su influencia
en el hogar y
la vida
cotidiana, la
medicina, la
cultura y el
ocio, el arte,
la msica, el
cine y el
deporte y las
tecnologas de
la informacin
y la
comunicacin

de la
humanidad y
su influencia
en el hogar y
la vida
cotidiana, la
medicina, la
cultura y el
ocio, el arte,
la msica, el
cine y el
deporte y las
tecnologas de
la informacin
y la
comunicacin

de la
humanidad y
su influencia
en el hogar y
la vida
cotidiana, la
medicina, la
cultura y el
ocio, el arte, la
msica, el
cine y el
deporte y las
tecnologas de
la informacin
y la
comunicacin

INSTRUMENTOS DE EVALUACIN
Registro del profesor
Rbrica
Pruebas, control escrito y control oral
Portfolio del alumno
Generador de pruebas en savia digital
Herramienta de evaluacin de SM

EVALUACIN DEL DESARROLLO DE LA UDI

Expresar el grado de acuerdo con las siguientes cuestiones

(siendo 5 muy de acuerdo y 1 totalmente en desacuerdo)
1. Los escenarios seleccionados para la realizacin de las actividades fueron los adecuados
2. La transicin entre los diferentes escenarios fue ordenada y la adaptacin del alumnado fue la
adecuada.

3. Los escenarios utilizados contaban con los recursos necesarios para la realizacin de las
actividades.
4. El alumnado conoca las actividades que tendra que realizar en cada escenario, as como los
recursos que tendra que emplear y haba recibido orientaciones suficientes sobre el
comportamiento ms adecuado.
5. El agrupamiento del alumnado permiti la cooperacin y la atencin a las necesidades
educativas especiales.
6. Los mtodos de enseanza utilizados para facilitar el aprendizaje fueron los adecuados.
7. Los mtodos utilizados recursos estandarizados.
8. Los mtodos utilizados incluan recursos propios elaborados o adaptados por el profesor
9. Tanto el profesorado como el alumnado desempearon adecuadamente los roles previstos
por la metodologa de la enseanza en cada uno de los escenarios.
10. El tiempo estimado para la realizacin de la(s) tarea(s) ha sido suficiente
11. La gestin de los escenarios, los recursos de y el empleo delas metodologas permiti que la
mayor parte del tiempo establecido fuera un tiempo efectivo
12. Las realizaciones de los alumnos en cada una de las actividades as como el producto final de
la tarea fueron utilizadas como fuente de informacin de los aprendizajes adquiridos.
13. El alumno incorpor sus realizaciones a su portfolio individual