Click on the link below to see the whole task.
https://drive.google.com/file/d/1ZH0KtxAwicOCYiL2IXQOqeWJkx4HP_N_/view?usp=sharing
viernes, 1 de junio de 2018
Luis María Valle
Click on the link below to see the whole task.
https://drive.google.com/file/d/1ZH0KtxAwicOCYiL2IXQOqeWJkx4HP_N_/view?usp=sharing
jueves, 24 de mayo de 2018
Elena Villar Bustos
Title of the Unit: __LIVING THINGS AROUND US_________ Course / Level: 1st YEAR
1. Learning
outcomes
Objectives
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To recognize and
distinguish living and non-living things.
To learn the
names of some animals
To learn facts about animals: what they eat, how they reproduce, body
parts, how they protect their bodies, how they move…
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2. C for Content
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3. C for Communication
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Vocabulary
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Parts of animal
bodies; herbivores, carnivores, omnivores,…
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Structures
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Born from their
mother’s womb, born from an egg, baby animals.
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Language skills Discourse type
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Describe
their favourite animal.
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4. C for Cognitive
Thinking processes
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Appreciating the
diversity found in the animal world
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5. C for Culture
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Showing
responsibility when keeping baby animals as pets
Talking about different uses of animals in different cultures and
different ages.
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6. Activities
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Watching a video to introduce living, non-living things.
Matching cards with the body parts of animals.
Learning a song with different movements of animals.
Watching a video about carnivores, herbivores and omnivores and play
the quiz at the end of it.
Playing online games about living or non living things, body parts of
animals.
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7. Tasks
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Label body parts of animals in a worksheet and glue
it on the notebook.
Glue the matched cards with the body animal parts.
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8. Cross-curricular tasks
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Methodology
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9. Organization and class distribution.
Timing
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Most of the
lessons children will work in small groups, except the cards activity that it
would be in pairs. This unit is thought for 8 sessions of 45-60 minutes.
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10. Resources
and materials
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LIVING NON LIVING THINGS VIDEO: https://www.youtube.com/watch?v=p51FiPO2_kQ
ANIMAL MOVEMENTS SONG: https://www.youtube.com/watch?v=OwRmivbNgQk
HERBIVORE, CARNIVORE, OMNIVORE VIDEO WITH QUIZ:
GAME LIVING OR NON LIVING: http://www.e-learningforkids.org/science/lesson/jamaica-living-and-non-living-things/
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11. Key Competences
|
Describe
animals’ bodies
Write an animal
index card
|
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12. Assessment:
criteria and instruments
|
Observation
in the classroom
To show a
positive attitude towards learning Science.
Test.
|
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Title of the Unit: A HALLOWEEN PARTY Course / Level: 2ND YEAR
|
1. Learning outcomes
Objectives
|
- To
promote the knowledge of the English speaking countries through the Halloween
festivity.
- To
get involved into a different culture.
- To
respect another culture.
- To
know the origin of Halloween
|
|
2. C for Content
|
-
Games played in Halloween
-
Halloween history
|
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5. C for Culture
|
A Halloween party (different games to work different P.E. skills based
on Halloween)
|
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6. Activities
|
- Spider web walking Halloween web
- Witch's hat ring toss
- Bob an apple
- Ballon catch
- Pin the tail to the donkey
- Ghost races
- Skeleton puzzle
- Skeleton dance
|
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7. Tasks
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- To do all the activities in order to practice
different skills: coordination, balance, 5 senses,…
|
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8. Cross-curricular tasks
|
- To know the
English culture throught the celebration of a popular festivity.
|
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Methodology
|
|
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9. Organization and class distribution.
Timing
|
Whole class. Groups (5-6 people)
2 PE sessions.
|
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10. Resources
and materials
|
https://www.youtube.com/watch?v=e54m6XOpRgU
|
Jonathan Sánchez Luengo
Title of the Unit:
Time Goes By Course / Level: 2
5. C for Culture
|
Society, music,
traditions, everyday activities.
|
6. Activities
|
- Make the calendar of
your birth month.
-
Make a timeline for your life.
-
Obseve differents types of communication in the past and present.
- Compare life in the past and present.
- Learn
about the past through family history.
- Old and
new music: Then, pupils
- Meeting
with an old student
- Let´s go shopping like before
- Traditional games
|
7. Tasks
|
à Make
the calendar of your birth month: I´ll show a calendar and I´ll sing the months
together.
They have to make their own calendar of their birth month with a title, days of the week, numbers…with different materials and then answer questions like:
1. What day
it´s your birthday?
2. How many
days/weeks are there in …?
3. How many
Mondays/weekends are there?
4. How many
weekends are there?
5. …
à
Make a timeline for your life: I´ll
bring in
photos of myself at different ages and or events of my life: born, first
steps, first day at school…
then I´ll order chronologically on the board and I´ll explain why it´s a timeline. Pupils must collect their own photos to do a timeline on a cardboard and others materials. T hen each pupil will explain their timeline shortly.
à
Obseve differents types of communication in the past and
present:
We´ll discuss about differents types of communication and I´ll show their how change during the years. I´ll bring a old phone and a mobile phone (old and smartphone) to see the differences. Similarly with a writing machine and laptop. They will answer the questions:
1. Do you
know these objects or machines?
2.
Do you know how they work?
3.
Do you use any of these objects or machines?
4.
Which one do you like the most? Why?
5.
…
à Compare
life in the past and present:
Compare with differents photos of old and modern objects and machines and classify them on past and present.
à Learn about the past through family history:
Pupils must investigate about childhood of his/her great grandfather/great grandmother or grandfather/grandmother though an interview with questions like:
1. How many
brothers and sisters did the family have?
2. Where did
they live?
3. What job
did his father/mother do?
4. How much
money did he/she earn?
5. …
Then, pupils
will complete the investigation drawing the member of his/her family. Pupil
will show your drawing and he/she will explain who is he/she.
|
8. Cross-curricular tasks
|
à Old and new music: activity consists of listening to the same melody with a Spanish guitar and then with an electric guitar. We will talk about the differences between both instruments. (Arts: Music Education)
à Meeting with an old student:
an old student of our school will explain how the building was when he was a child and if the school had computers, school transport, dining room, … (Language and Literature)
à Let´s go
shopping like before:
we will prepare a traditional market to buy fruits, vegetables, milk... and we will pay with “pesetas”. (Mathematics)
à Traditional games: in the school
gym we will play traditional games
like
“peonza”,
“canicas”, “carreras
de sacos”… (Physical Education)
|
10. Resources
and materials
|
Cardboard,
pens, scissors, photos, glue, mobile phone, old phone, writing machine,
laptop, crayons, papers, spanish and electric guitar, plastic food, plastic
coins, peonzas, canicas…
|
Diseño basado en el de © Isabel Pérez Torres, con algunas
modificaciones: https://coordinacionbilingue.wikispaces.com/
Laura Oviedo
Title of the Unit: Ecosystems Course /
Level: 5 Primary
|
5. C for Culture
|
Learn how a food chain works made up of animals within a typical
ecosystem from Castilla y León.
|
|
6. Activities
|
2. Classify animals from Castilla y León into carnivores, herbivores
and omnivores.
3. Classify animals from Castilla y León into producers, consumers and
decomposers.
|
|
7. Tasks
|
1. Students have to search for animals from their community and print
pictures of them.
7. After the tasks carried out in the playground, students in groups
make a poster with the animals of their community in order to show how a food
chain works and how energy flows between the different levels.
8. Finally, students explain their posters to the rest of the class.
|
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8. Cross-curricular tasks
|
This tasks are carried out in the
playground.
4. Who eats who?:
Each student has a picture of an animal. When the teacher says `Lunch
time!´ each animal (student) has to chase and hunt another animal they can
eat.
5. Make a food chain:
When the teacher says `Food chain!´they have to group together, so
that in each group there are producers, consumers (primary, secondary) and
decomposers.
6. Where is the energy?:
Students of each food chain make a circle, standing in the correct
place colck wise (producers, consumers, decomposers). In order that students
understand how energy flows within an ecosystem, the pass a ball from the
producers to the consumers and then to the decomposers.
|
|
10. Resources
and materials
|
Pictures of the animals.
Ball.
Cardboard.
Crayons, felt-tip pens.
Web pages.
|
Diseño basado en el de © Isabel Pérez Torres, con algunas
modificaciones: https://coordinacionbilingue.wikispaces.com/
Alvar García Martín
Title of the
Unit: WATCHING WILDLIFE Course / Level:
3RD COURSE
|
1. Learning
outcomes
Objectives
|
To
understand how scientists (zoologists) work.
To
know the behavior of some animals, expecially birds.
To
identify different birds from our environment and what do they eat.
To
appreciate nature and landscapes that surrounds the students.
|
|
|
2. C for Content
|
Scientigic
method. How to observe nature.
Local
Birds: habitat and feeding.
Respect
nature and landscapes.
|
|
|
3. C for Communication
|
Vocabulary
|
Names
of little birds from their natural environment such us: coal tit, great
tit, blue tit...
What
do birds eat: seeds, fruit and nuts...
Birdfeeders,
bird nests.
Names
of materials: plastic, bottles, wood, string...
Different
orders to make things: cut, paste, fold, make...
|
|
Structures
|
Making
short sentences describing animals with the verbs to have and to live. 3rd
person (sing/plu) of these verbs.
_________ has (colour) (part of the animal)
They live in_______
|
|
|
Language skills Discourse type
|
Listening:
listening to the explanations of the teacher and listening to their classmates.
Speaking:
working in small groups
Reading:
information about characteristics of the animals in books, computer... and
reading instructions to make the nests.
Writing:
short sentences describing each bird and its habits using the structures of
the proyect.
|
|
|
4. C for Cognitive
Thinking processes
|
Attention,
listening the sounds of each bird.
Work
in groups.
Look
for information from different websites, analyze and synthesize it choosing
the important one.
Think
about the importance of the environment in human life.
|
|
|
5. C for Culture
|
Knowing
our natural environment.
Respect
the environment.
|
|
|
6. Activities
|
Act.
1. Going out for a Scientific Walk around the pine forest to see plants and
living things. Taking with us binoculars and their notebooks, students must
make notes of everything they see and listen, paying attention on birds.
Act.
2. Looking for information about the birds we have seen, drawing and
colouring them, writing their characteristics using new structures and
vocabulary.
Examples:
Coal tit has black head
Blue tits have blue head
Great tits have yellow body.
Act
3. Arts and crafts proyect. Making bird feeders and colocate them.
Act.
4. Arts and crafts activity. Making bird nests and colocate them.
Act.
5. Write everything we do and observe in a special notebook.
|
|
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7. Tasks
|
The
final task must reflect in the notebook what they have learnt during the
proyect.
In
all activities, and using a camara, students have to record all of the
process and at the end, they have to make a short film telling about what
have they done.
They
film must last between 1 and 2 minutes.
|
|
|
8. Cross-curricular tasks
|
Arts: Making the bird feeders and
nests.
Maths. Measure length.
English. Practise the structures of
the proyect.
|
|
|
Methodology
|
||
|
9. Organization and class
distribution. Timing
|
Act.
1. Individual Work. 1 session.
Act.
2. Whole Class Activity. 2 sessions.
Act.
3. Group Work. 1 session.
Act.
4. Group Work. 2 sessions.
Act.
5. Individual Work. They do it at home.
|
|
|
10. Resources
and materials
|
To record everything we need a camara.
Materials to construct the objects:
hammer, nails, wood, screwdriver, plastic bottles, varnish, binoculars...
Resources: https://www.seo.org/
Many websites from Internet.
Different guides of local plants and
animals.
|
|
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11. Key Competences
|
Linguistic competence. Understand and
sumarize texts. Speaking in English.
Mathematic competence. Measure things.
Social competence. Work in group.
Digital competence. Choose real
information from the Internet.
Cultural competence. Learning from our
environment.
Learn to learn competence. Observate and
analyze things.
|
|
|
12. Assessment:
criteria and instruments
|
Two different criteria are used to
evaluate the proyect.
Observing the students every day and
analysing the final task.
Language: accuracy, structures,
vocabulary...
Skills: presentation, organization,
speaking...
Attitude during the proyect...
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