Subject Name: Didactics in Natural Science and Environmental Education in Early Childhood
Study: Grado en Maestro de Educación Infantil (Grupo bilingüe)
ECTS Credits: 3
Year and four month period: Fourth year, first four month period
Type of subject: Compulsory


Por sorprendente que pueda resultar, la actividad profesional de un guionista no consiste solo en tener ideas y plasmarlas y desarrollarlas sobre un papel. Su trabajo no puede desvincularse del contexto empresarial audiovisual en el que se enmarca. En esta asignatura adquirirás una serie de conocimientos imprescindibles para tu futuro profesional. Para ello te encontrarás con dos módulos diferenciados.

En el primero de ellos abordarás las técnicas y estrategias necesarias para vender un producto a potenciales clientes que estén interesados en tus guiones. Reconocerás los mecanismos implicados en el proceso de venta de una película y de otros productos audiovisuales. Del mismo modo, profundizarás en los distintos eventos mediante los cuales dotar de visibilidad al producto audiovisual, como certámenes o festivales. Igualmente, estudiarás las distintas vías de financiación a las que se puede optar en diferentes escenarios geográficos.

La parte final de este módulo te dotará de una serie de conocimientos y consejos prácticos aplicables en distintos escenarios de venta. El segundo módulo de la asignatura se dedica al contexto legal que regula los distintos aspectos del trabajo de un guionista. El principal foco de interés se situará en las normas que protegen la propiedad intelectual de una obra y los mecanismos que puede utilizar un profesional para garantizar y reivindicar estos derechos

Basic competences

  • BC1. Students have shown that they have and understand knowledge in an area of study, starting from the basics of general secondary education, which is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge from the cutting edge of their field of study.
  • BC4. Students can transmit information, ideas, problems and solutions to a specialised and non-specialised public.

General competences

  • GC5. Reflect in a group about the acceptance of norms and respect for others. Promote the autonomy and uniqueness of each student as factors of education of emotions, feelings and values in early childhood.
  • GC7. Know the educational implications of information and communication technologies and, in particular, television in early childhood.
  • GC8. Know the foundations of children's dietetics and hygiene. Know the foundations of early care and the foundations and developments that allow an understanding of the psychological processes, learning and personality construction in early childhood.
  • GC11. Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for autonomous and cooperative learning and promote it among students.

Specific competences

  • SC33. Know the scientific, mathematical and technological foundations of the curriculum of this stage, as well as the theories on the acquisition and development of the corresponding learning.
  • SC36. Know the scientific methodology and promote scientific thinking and experimentation.
  • SC38. Know the most outstanding moments in the history of science and technology and its importance.
  • SC39. Prepare educational proposals in relation with the interaction science, technique, society and sustainable development.
  • SC40. Promote interest and respect for the natural, social and cultural environment through appropriate educational projects.

Unit 1. The teacher and Natural Sciences in Early Years Education

  • Teaching Natural Sciences
  • Scientific education in Early Years Education
  • Teacher training and attitudes towards science
  • Didactic transposition and school science

Unit 2. Teaching-learning process for Natural Sciences in Early Years Education

  • The child in the Early Years Education stage and their relationship with the natural environment
  • Preconceptions and their influence on the learning of Natural Sciences
  • Importance of teacher participation
  • Learning patterns and adaptation

Unit 3. Programming teaching units in Natural Sciences: what we teach, how and for how long

  • Planning and design of teaching units
  • Designing a teaching unit
  • Assessing the teaching-learning process
  • Assessment techniques and tools

Unit 4. Educational methodology, materials and resources for teaching Natural Sciences

  • Teaching methods for Natural Sciences in Early Years Education
  • Educational materials and resources for teaching science
  • Doing science in school. An introduction to experimental work
  • Learning natural science outside the classroom

Unit 5. Teaching experiences in the Early Years Education classroom

  • Principles of educational intervention in Early Years Education
  • Play as an axis of education
  • Globalising strategies
  • Specific methods

Unit 6. Experiments and their importance in science education

  • Experiments: the scientific method
  • Obtaining information: observation
  • Experiments: scientific strategies
  • Enquiry and communicating results

Unit 7. Environmental education in Early Years Education

  • Concept of Environmental Education
  • Concept of Sustainable Development
  • Objectives for environmental education
  • Environmental education in the curriculum
  • Development of attitudes and values
  • Teaching environmental education

Unit 8. Environmental education: recognising environmental problems

  • Introduction to environmental problems
  • Environmental impact on human activity

Unit 9. Proposal of practical activities for Early Years Education

  • Workshops
  • Excursions
  • The garden
  • Games and dynamics
  • ICT resources
  • Animals in school

The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

  • Work. These are activities of different types: reflection, case analysis, practice, etc.
  • Participation in events. Events are scheduled every week of the semester: virtual face-to-face sessions, discussion forums, tests.
  • Reading commentary. This is a very specific type of activity that consists in the analysis of texts of articles by expert authors in different units of the subject.

In the weekly program you can find the specific tasks you need to complete in this subject.

Download the program

These activities are combined with the following aspects:

  • Personal Study
  • Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject.  Due to the very nature of the media used, there are no fixed schedules for the students.
  • Mandatory on-site final exam.

The hours dedicated to each activity are detailed as follows:

Attendance to virtual classes 10 100 %
Master classes 6 0
Basic material study 25 0
Reading the additional resources 7 0
Tasks and self-evaluation tests 14 0
Tutoring 8 30 %
Collaborative work, forums, debates, etc. 4 0
Final exam 1 100%
Total 75 -
You can personalize your study plan choosing the type of activity that best matches your profile. The tutor will advise you and help you elaborate your study plan. S/he will always be available to guide throughout the course.

Basic bibliography

The section Basic Bibliography is essential for the course. If any document (reading, article,…) is not available in the virtual classroom, you will have to find it by other means: UNIR bookshop, virtual library…

The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.

  • Amaro, F., Manzanal, A. I. and Cuetos, M. J. (2015). Didáctica de las Ciencias Naturales y Educación Ambiental en Educación Infantil [Teaching the Natural Environment and Environmental Education in Early Years Education] Logroño (La Rioja): Editorial Unir.

The evaluation system is based on the following numerical chart:

0 - 4, 9



5,0 - 6,9



7,0 - 8,9



9,0 - 10



The grade is made up of two components:

On-site final exam (60 %). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject. 

Continuous assessment (40 %): this type of assessment will be measured through the different assignments you need to complete during the course:

    • Active participation and involvement in forums, online classes.
    • Tasks. The completion of the different activities the students need to send through our virtual classroom such as research, critical thinking, practice cases.
    • Self-evaluation tests. At the end of each unit, students will find a short quiz which will help the students to check the knowledge acquired during the course.

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment)In the weekly program, you can find the grade of each assignment. .

Assessment method
Min. Score
Max. Score
Participation in forums, classes, etc.
Task, practice cases and activities
Self-evaluation test
On-site final exam


Bear in mind…
That if you decide to only take the final exam, you will need to have 5 points out of 6 to pass the subject.

Beatriz Marcos Salas

Formación académica: Licenciada en Biología en la rama de Zoología por la Universidad de Oviedo y Doctora cum Laude en Biología por la Universidad Autónoma de Madrid.

Experiencia: Técnico de Medioambiente en el Área de Gobierno de Medio ambiente del Ayuntamiento de Madrid y en la Concejalía de Vías Públicas, Entorno Natural y Embellecimiento Urbano del Ayuntamiento de las Rozas de Madrid. A su vez, ha trabajado en el área comercial desarrollando responsabilidades como especialista en Diagnóstico en Hospitales, Laboratorios y Centros Privados de la Comunidad de Madrid.

Líneas de investigación: Ha publicado artículos científicos en revistas especializadas, participado en Proyectos de investigación sobre Técnicas Inmunohistoquímicas para la detección y reconocimiento de tumores a nivel diagnóstico y en la actualidad, trabaja en el grupo de Investigación sobre Estilos de Aprendizaje de la Facultad de Educación de la UNIR.

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

  1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
  2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week.
  3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
  4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit. .
  5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
  6. We strongly recommend you to participate in the Events of the course (online classes, forums….). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.
In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.

Please, take into account the following tips…

  • Whatever you study plan is, go often to the virtual classroom so that you are always up to date about the course and you are in contact with your teacher and your tutor.
  • Remember you are not alone: send an email to your tutor if you have any doubt. If you attend the online classes, you can also ask your teacher about the contents of the unit. Also, you can always write your doubts and questions about  the contents in the Forum of each subject (Ask the teacher).
  • Be active and participate!  Whenever it is possible, attend the online classes and take part in the forums. The exchange of information, opinions, ideas and resources enrich us and the course.
  • And, remember, you are studying online: your effort and perseverance are the key element to obtain good results. Don’t leave everything to the last minute!!!