Presentamos el nuevo blog de Science

¡No permita que naveguen por internet sin supervisión!

A través de este blog pretendemos acercar los aprendizajes y las experiencias de la clase de Science al entorno más próximo de nuestros alumnos/as. Las familias podrán tener un conocimiento más detallado de qué, cómo y cuánto aprenden sus hijos/as en Science.

Navega en las solapas de arriba "Curso 1º - Level 1" y "Curso 2º - Level 2" para descubrir los recursos y tener acceso a más información sobre el área de Science.

¡No permita que naveguen por internet sin supervisión!

PROYECTO FINAL AICLE REA

Adjunto una presentación para representar mi proyecto final.

Our body CLIL Unit 1

This unit embraces the key competences and content for the área of Natural Science. It carries out a process that increases and consolidates the knowledge about students' own body, introduction to the bones and the discovering of their growth and development.  This appraisal includes later introduction of the senses and some basic healthy habits necessary to carry a save and good living. They all form part of a Science project to be developed with our kids.

The following unit is addressed to 6 year-old students when they enter the level 1 in Primary Education. Some of them are still 5, but their constant maturation stage will allow them to discover themselves through and extensive new and varied content in the Second Language (L2). They acually become more and more sensible towards their self physical awareness, their appearance and growth stage. At the end of the unit he student must have achieved the following results:

     

In relation to the block “Initiation on the Scientific reasoning”:

1. Searches, selects, organizes concrete and relevant information, analyses such information to obtain conclusions, to communicate his/her experience (orally/written)
2. Uses his/her own resources of observation.
3. Uses written documents (book), images (on the board) or classroom resources (labelled skeleton) to locate information needed to complete the task successfully.
4. Shows autonomy to plan and act on the tasks and to take decision.
5. Uses in an adequate manner the active vocabulary of the block of contents for this unit.
6. Presents his/her work in a clear and tidy manner in digital or paper format.
7. Knows and respects norms of use and security of the material and instruments of work.
8. Uses strategies to perform his/her work individually or in team showing abilities to solve conflicts.
9. Develops brief experiences and simple research: setting up problems, hypothesis, selecting material, drawing conclusions or telling results.

In relation to the block “Human body and health

1. Identifies and locates the main organs implicated in the realization of vital functions of the human body
2. Identifies the main features of the locomotive system, and explains its main functions.
3. Knows and applies strategies to study and work in an efficient manner.
4. Reflects upon his /her work and performance, draws out conclusions about how he/she works and learn and states strategies to go on learning.

It is relevant to enumerate the lesson distribution as well as the sequence of tasks that our students will carry out duringthevaried lessons Th present unit  is lanned for 6 lessons of 45 minutes butit may be easily extended to 8 lessons of 45 minutes.

Each session integrate at least two playful activities that help students practice and activate their knowledge before completing each task.

Notice that the Final task althought it is elaborated individually, team work underlyings during the presentation. Their skeleton-boy/girl descriptioni emphasizes what they have learned new during the unit. They can include short phrases/sentences such as "My arms and legs are my limbs", My skeleton protects and supports my body", "My joints help me move", "I can move because I have muscles"...

A series of goals to start :

• Participate actively in the identification and location of the main organs involved in the vital functioning of the human body in relation to the locomotive system and sense organs.
• Feel motivated to identify their own emotions and feelings, those from their classmates and also the adults’ showing empathy evidences.
• Enjoy naturally in the research and use of written documents, images and didactic resources and graphic charts.
• Find themselves immersed in the language to use the vocabulary related to the block our bodies and health in a correct manner.
• Have fun and accomplish class norms and goals to carry out projects and brief presentation.
• Show enthusiasm to present orally in a clear and well sequenced manner their project related with body and health shown comprehension of oral/written texts.

Lesson 1

Activity 1. Students will participate in a short brainstorm about the previous ideas and knowledge about the human body.

Activity 2. Students will watch a short presentation about the  body parts, main joints and muscles; an overview of what they will learn during the unit. Some repetitions might be practiced at this point.

* Task 1: Classification the main body parts and colouring them separately.

Activity 3. Students like to move and play. They will have to touch several parts of the body and also sing a dramatised song "This is my body", in which main body parts are differenciated in a clear manner. This can be done in teams, fostering cooperative learning and a positive dynamics. This elaborated resource includes a careful selected support on the classroom language, its indications and instruction while students complete the gaps having a first contact with the spelling of words.

Lesson 2

Activity 4. Students at this stage will be surprised to see, touch and play with a the school material "Peter bones", Classifying parts of the body with tags made of card board and using sticky tape will engage and involve all the students activating their recent knowledge on the matter.

Their active participation will be followed and assessed by the teacher who will foster the drilling repetitive language.

Activity 5. Students will complete a sheet by listening to the numbers called by the teacher, infering the different body parts and recognizing the ritten spelling. This activity requires a bit of concentration and a predisposition of students to listen actively.

* Task 2: Performing body partbones through the song “Dem bones Dem bones” of Super Simple Songs, during theHalloween Festival

Lesson 3

Activity 6. Students will enjoy singing and dancing the song from the previous lesson in a way that they can meaningfully learn the joints of their body and the essential functioning in their locomotive system.

* Task 3: Comprehension of a story about growth (sequencing-ordering pictures)

Ordering the logical time line of growth in a worksheet with the appropriate pictures will make students be aware of the different stages. This and the dramatization of a story about the topic this content with functionality, where students can relate the new experience to those at home with their closest relatives (granny, grandpa, dad, mom, a baby brother...)

Activity 7. Playing a memory card game (on-line resource). tTe goals of this activity are, among many others, to increase the attention and motivation towards the knowledge of the active content, integrate digital competence and facilitate the consolidation of body parts

Lesson 4

Activity 8. Matching pairs. In groups, students collect cards when they find the Word and the image a body part. (cut out printable photocopy).

* Task 4: Draw and share:  Drawing “Me when I was a baby/now”.

Activity 9. Presentation of their picture to the class. The communicative approach emphazises this quick oral presentation of their self-portrait. those who feel ready to share them with the group have a real protagonism when using the language to interchange meaning.

Activity 10. Visualization of a short video about growth, summing up how children grow and change.

Lesson 5

Activity 10. Watching and learning video about emotions. During this video students extend their knowledge about emotions. ur goal is to make them reflect upon they state of mind, meking them aware of the importance of their feelings when learning and socializing in the class. Teachers should reactivate this as a routine from now on so as to facilitate their social skills of empathy, tolerance, respect, politeness, etc.

Activity 11. Asking "How are you feeling today?" (Microdialogues). The promotion of verbal interaction in class shows again how practice makes perfect. Students will be leaded to reinforce short conversations to ask their mates.

* Task 5: Draw and share: Howdo you feel? (emotions)

Activity 12. Blind boxes games. Guessing what part of the witch they touch. Link with Unit 2 (the senses).

Lesson 6

Activity 13. Self assessment /Assessment sheet. Students will complete a questionnaire with emoticons where they color the smiley faces according to how  they feel towards their own learning process and the participation during the latter lessons.

* Task 6: Elaboration and presentationof a kid skeleton pointing out all their joints and parts of the body (Final Task)

Activity 14. Skeleton parade exposition. Display of their work in the hallway.

Activity 15. Halloween workshop: Decoration of skeletons, witches, bats for the class door contests.

Orientando en el Diseño del PLC

Proyecto ARCE.

Uso de la metáfora "Un Viaje" para aclarar términos y orientar en una implementación del PLC en nuestros centros. Realmente útil y extenso.

Los viajes son los viajeros. Lo que vemos no es lo que vemos, sino lo que somos. F. Pessoa  
Viajamos para cambiar, no de lugar, sino de ideas.  H. Taine

Indirecta clarita

¿Cómo pretende nuestra administración educativa asentar las bases de una sociedad del conocimiento o pretender el desarrollo de ciudadanos digitales competentes...blah blah blah...Por favor, dejad que los niños se acerquen a los ordenadores...que los maestros sigamos formándonos desde la experiencia; estamos para facilitarles un buen andamiaje hacia el conocimiento. Gracias Fernando. Tu literatura crítica hace explícitas las carencias: Carta de bienvenida de Fernando Trujillo a la nueva consejera Dª Adelaida de la Calle.

Scaffolding or not? Here is the question.

Here, I'd like to share my own thoughts on CLIL Materials and their elaboration.

The creation and elaboration of materials for CLIL units is always a challenging task. However, there is no better reflection in and of contrasting the use of your own materials through the teaching practice.

Now. Let's get critical and check our own upon how, when and what we do during our teaching-assessment process! A substantial matter neither to say essential analysis, is that teacher must reflect on practical techniques when setting scaffolding during the development of the varied units... Surely isn't this a key factor that guarantees meaningful learning and enhancement of more and more students' focus on discovering...whilst acquiring a new language?

Never been so easy!

Won't believe how easy it is to engage a whole group of  5-6 year old twenty five group of kids eager to learn Science, in the unit body parts, joints and bones... Just check out this on line interactive resource. I enjoyed using it to stir attention and concentration with this digital memory game.

http://www.mes-games.com/bodyparts.php