between them: causal, influential, qualitative and quantitative. Describe and explain processes scientifically and predict changes. Use explanatory models. 1, 3, 4, 5, 6, 7, 10 and 11 Apply scientific knowledge to everyday situations. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11 Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, and coherent manner. 1, 2, 3, 4, 7, 8, 9 and 11 Argue for or against conclusions and identify the assumptions, proofs, and reasoning behind them. 1, 2,3, 6, 7 and 11 Consider the impact of human activity and scientific and technological advances on the history of mankind and identify its impact on the environment today. 5, 7 and 8 Take into account different points of view on an issue. Avoid inappropriate generalizations. Question preconceived ideas and prejudices. Avoid dogmatism 3 and 4 Take responsibility for oneself, resources and the environment. Be familiar with healthy lifestyle habits based on advances in scientific knowledge: in the context of one’s personal life, that of the community and the environment. Understand the importance of taking precautions of mankind and identify its impact on the environment today 6 and 8 Mathematical competence 1, 2, 3, 4, 5, 6 and 8 Use mathematical terms to quantify natural phenomena. 1, 2, 3 and 4 Use mathematical terms to analyse cause and effect. 3 and 8 Use mathematical language to convey data and ideas about nature. 1, 2, 3, 4,5 and 6 Data processing and digital competence 1, 2, 3, 4, 5, 6, 7, 10 and 11 Apply scientific principles to searching for, collecting, selecting, processing and presenting information. 1, 4, 5, 7 and 11 Use and produce schematic diagrams, mind maps, reports and papers. 1, 2, 3, 4, 5, 6, 10 and 11 Use information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process 5
reasoning behind them. Mathematical competence Use mathematical terms to quantify natural phenomena. 3, 4, 5, 6, 8, 9 12, 14, 15 DC 2, 3, 4, 5, 6 Use mathematical language to convey data and ideas about nature. 3, 4, 5, 6, 8, 9 12 RA 4, 5, 6, 7, 8, 10 DC 2, 3, 4, 5, 6 Data processing and digital competence Use and produce schematic diagrams, mind maps, reports and papers. 1, 2, 3, 4, 5, 6, 7 RA 3 DC 1 Linguistic competence (*) Use the correct scientific terminology in texts and argumentation involving scientific content. 1, 2, 3, 4, 5, 6, 7 1, 5, 6, 7, 16, 17, 20, 21 RA 1, 9, 11 Understand and interpret messages about natural sciences. 5 8, 9, 18 RA 3, 9, 12 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. 1, 3, 4, 5, 6, 7 2, 3, 4, 7, 8, 10, 11, 13 RA 1, 7, 8, 11, 12 DC 2, 3, 4, 5, 6 Autonomy and personal initiative Develop a critical attitude. Confront problems and take part in developing possible solutions. 3, 4, 6, 9 7 RA 3, 4, 6, 10, 11, 12 DC 2, 3, 4, 5, 6 Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences. 6, 9 2, 3, 7, 11, 21 RA 1, 10, 11, 12 DC 4, 5, 6 RA: Revision activities DC: Development of basic competences *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.
OBJECTIVES Differentiate between minerals and rocks. Apply simple techniques for identifying the most common minerals and rocks in the students’ environment. Understand the different processes of rock formation, which also form the basis of their classification. Classify the most common rocks using simple dichotomous keys. Learn about the different ways in which people use rocks and minerals. Learn about the layers that our planet is composed of. Understand the concept of the Earth’s lithosphere and distinguish between the continental and oceanic crust. CONTENTS Concepts Minerals. Rocks. The main minerals and rocks. Types of rock according to their origin: sedimentary, igneous and metamorphic. Use of rocks and minerals. Mining for minerals and rocks. The Earth’s crust. The Earth’s lithosphere. Procedures Interpret data tables, diagrams, etc. Use and devise simple keys to identify the most common rocks and minerals. Use a microscope to study rocks and minerals. Analyse and comment on texts. Describe how certain artificial materials are manufactured. Attitudes Appreciate the need to use natural resources responsibly: understand that they are exhaustible resources and cannot always be renewed. Recognise the importance of rocks and minerals for human activities. Respect the environment through study and sample-taking to prevent deterioration. Don’t collect specimens in a way that can damage the environment. ASSESSMENT CRITERIA
Understand what a mineral is and what its properties are, and also know how to apply this knowledge to determine whether a substance is a mineral or not. Highlight the importance of minerals. Understand what a rock is and explain how it is different to a mineral. Know the different types of rock according to their origin. Recognise the most common types of rock in each category. Understand how useful the various types of rocks are. Know which are the most common artificial materials obtained from rocks. Recognise and describe the different ways that rocks and minerals are mined. Know about the structure of the Earth’s layers. Link the lithosphere to the Earth’s crust. Use simple techniques for identifying rocks and minerals. COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES COMPETENCES / SUBCOMPETENCES ASSESSMENT CRITERIA ACTIVITIES 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. 3, 4, 5, 6, 7, 8, 9, 10 3, 15, 23 RA 3 Understand basic scientific principles and concepts and identify the relationships between them: causal, influential, qualitative and quantitative. 1, 3, 4, 5, 6, 7, 9 2, 8, 10, 13, 15, 16 RA 1, 2, 5 DC 2, 3, 5, 6, 7 Describe and explain processes scientifically and predict changes. Use explanatory models. 4, 5, 8 20 DC 5, 6, 7 Apply scientific knowledge to everyday situations. 4, 5, 6, 7, 8 12, 14, 15, 21, 22, 23 RA 3, 4, 6 DC 2, 3, 4, 5, 6, 7 Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner. 1, 3, 4, 5, 9 3, 13, 23 RA 4 DC 2, 8 Argue for or against conclusions and identify the assumptions, proofs, and reasoning behind them. 4, 5 RA 6 DC 6, 7 Consider the impact of human activity and scientific and technological advances on the history of mankind and identify its impact on the environment today. 6, 7, 8 21, 22 RA 3, 4, 6
Data processing and digital competence Apply scientific principles to searching for, collecting, selecting, processing and presenting information. 1, 3, 4, 5, 6, 7, 8, 9 3, 13, 15, 23 RA 3 Social competence and citizenship Understand and explain socially relevant issues from a scientific perspective. 2, 6, 7, 8 RA 6 DC 4 Linguistic competence (*) Use the correct scientific terminology in texts and argumentation involving scientific content. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 2, 5, 8, 13, 15, 23 RA 5, 6 DC 3, 4, 6 Understand and interpret messages about natural sciences. 1, 3, 4, 6, 7, 8, 9, 10 4, 7, 13, 20, 23 RA 1, 4 DC 1, 2, 8 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, 6, 7, 8 3, 4, 15, 23 RA 3 DC 1, 2, 3, 4, 7, 8 Autonomy and personal initiative Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences. 4, 6, 7, 8 RA 6 DC 3, 6, 7 RA: Revision activities DC: Development of basic competences *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.