domingo, 14 de diciembre de 2014
My portfolio
Finally this is my last creation about the whole course with some comments.
http://prezi.com/galx7juortuq/?utm_campaign=share&utm_medium=copy
My senses didactic unit for 1st grade!
Subject:
Natural science Teacher:
Vanesa Palomino Gozalo
Title of the
Unit: My senses Course / Level 1st Primary
1. Learning outcomes / Evaluation
criteria
To identify the five senses and its corresponding
organs.
To distinguish the sense organ used in different
situations.
To use their senses in a real situation: senses
workshop.
To learn a song related to the topic.
To differentiate the textures and flavours of food.
To be respectful with their classmates when working in
groups.
2. Subject Content
Five senses: sight, smell, hearing, taste and touch.
Organs: eye, nose, ear, tongue and skin.
Textures: soft, rough, hard, smooth.
Flavours: salty, sour, sweet, bitter.
3. Language
Content / Communication
Vocabulary
Nouns:
sight, smell, hearing, taste, touch, eye, nose, ear, tongue, skin…
Verbs:
hear, see, feel, smell, taste.
Adjectives:
salty, sour, sweet, bitter, loud, quiet, hard, soft, smooth, rough.
Structures
Routines: What can you see in the
picture?
How many senses do we have?
What do you do with your nose?
How do you feel what you touch?
Contents: With my………. I can ……….
……… tastes/ feels …………
Is it ………..? Yes, it is. No it isn´t.
Classroom management: It´s your
turn!
Be quiet, please!
Are you ready?
Close your eyes.
Discourse
type
Argument and description.
Language
skills
Listening, speaking, reading and writing.
4. Contextual
(cultural) element
This content appears in the decree 89/ 2014 from the
BOCAM in which we find the minimum contents to be taught in Madrid. Students
are interacting with their environment and discovering their senses through
“hands-on” activities.
They use their senses in their daily life so it is a
close topic that makes them feel interested and they are always using them.
5. Cognitive (thinking)
processes
Understand, compare, identify, classify, order.
6. (a)
Task(s)
There are tasks in which they practise
input and output.
At the end of the unit they will have a “Final
Project” where they will create a poster in groups about what they have learnt.
6. (b) Activities
Session 1
Reception activities
1) Introduce
the main vocabulary with flashcards.
The teacher shows some flashcards to pupils and they
say the word.
2) Play
some games to identify and match the picture with the word card.
On the board children can play matching the word to
the corresponding image.
Session 2
3) Sing
a song “Five senses”.
4) Watch
a video related to the organs and senses.
5) Listening
and repeat.
Session 3
6) Match
words.
Transformation
activities
7) Classify
food according to the flavour.
8) Chart
with different items and their characteristics to tick.
Session 4
Production activities
9) Senses
workshop: tasting, smelling, touching, seeing, hearing with realia.
Students will experience using their senses with real
objects in different groups
10) Draw
your favourite food and describe it.
Session 5
11) Interactive
game.
12) Complete
the missing letters and draw the meaning.
Session 6
13) True
or false sentences. This exercise is for students to notice the mistakes in
several sentences and correct them to make them true.
14) What´s
in the box? Students will play as a whole group using their sense of touch to
guess the objet that is in a box.
Session 7
15) What
do you see? Optical illusions. I will use the power point presentation I have
created, to let them see what their sense of sight can do. They will discuss if
every student sees the same and why.
16) Speaking
game: Questions related to the senses.
Session 8
17) Mini
book with My senses.
18) Cut
out worksheet.
Session 9
19) Poster about what they have learnt.
Session 10
20) Experiment
in the lab. We are scientists!
7.
Methodology
Organization and class distribution / timing
Every day we will start with the same routines having
a look at the weather, date, and reviewing the previous vocabulary through
games.
They will work individually, as a whole group or in
groups.
These activities will be developed in two weeks.
Resources / Materials
·
Different types of food: lemon, orange, sugar,
chocolate, chips, pop corns, coffee, vinegar…
·
Different materials: a teddy bear, a plastic bag,
perfume, an instrument…
·
Images and flashcards.
·
Song:
La canción
"Five senses" que he escogido del grupo Hi 5 tiene como objetivo
principal: aprender el vocabulario de los sentidos con la pronunciación
correcta y con la metodología "Total Physical Response" ya que de esa
manera aprenden mucho mejor vivenciando que memorizando. Con esta canción
preparan la lengua que utilizarán en actividades posteriores.
·
Games:
Worksheet- http://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/printables/5SensesSortingGame.pdf?utm_source=pinterest&utm_medium=pin&utm_content=craft&utm_campaign=five_senses
Los videos
se utilizarán para introducir y relacionar ideas con lo que han aprendido.
El primer
link también nos sirve para que aprendan a escuchar nuevos acentos del inglés,
y no el British al que están acostumbrados.
·
Several
worksheets.
Un juego y
una fotocopia que he seleccionado porque con ellos no solo aprenden de manera
divertida, sino que producen lo que les sale en el juego a la vez que señalan o
seleccionan lo que pueden hacer con cada sentido de acuerdo con una tabla.
My
own materials:
ü Five senses poster:
ü Power point:
ü An interactive game with educaplay: http://en.educaplay.com/en/learningresources/1680224/sense_with_its_organ.htm
Key
Competences
Linguistic competence
Mathematical, science and technology competence
Digital competence
Social and civic competence
Sense of initiative and entrepreneurship competence
8. Evaluation
(criteria and instruments)
Knows the different senses related with their organs.
Sings one song about five senses.
Participates in a group presentation.
Identifies the sense they use in different situations.
Writes the main vocabulary properly.
I will assess these criteria through observation and
taking into account their attitude in class.
jueves, 4 de diciembre de 2014
Reflexiones del uso de materiales online
- Song:
La canción "Five senses" que he escogido del grupo Hi 5 tiene como objetivo principal: aprender el vocabulario de los sentidos con la pronunciación correcta y con la metodología "Total Physical Response" ya que de esa manera aprenden mucho mejor vivenciando que memorizando. Con esta canción preparan la lengua que utilizarán en actividades posteriores.
- Games:
Un juego y una fotocopiaque he seleccionado porque con ellos no solo aprenden de manera divertida sino que producen lo que les sale en el juego a la vez que señalan o seleccionan lo que pueden hacer con cada sentido de acuerdo con una tabla.
Los videos se utilizarán para introducir y relacionar ideas con lo que han aprendido.
El primer link también nos sirve para que aprendan a escuchar nuevos acentos del inglés, y no el British al que están acostumbrados.
Didactic unit: My senses. 1st grade.
Here you can find my didactic unit for first grade about our senses. You can find more resources created by me in the previous posts.
Template to design a
CLIL didactic unit
Subject: Natural science Teacher: Vanesa
Palomino Gozalo
Title of the Unit My senses Course
/ Level 1st Primary
|
1. Learning
outcomes
/ Evaluation criteria
|
To identify the five senses and its corresponding organs.
To distinguish the sense organ used in different situations.
To use their senses in a real situation: senses workshop.
To learn a song related to the topic.
To differentiate the textures and flavours of food.
To be respectful with their classmates when working in groups. |
|
2. Subject Content
|
Five senses: sight, smell, hearing, taste and touch.
Organs: eye, nose, ear, tongue and skin.
Textures: soft, rough, hard, smooth.
Flavours: salty, sour, sweet, bitter. |
|
|
3. Language Content / Communication
|
|
Vocabulary
|
Nouns: sight, smell, hearing, taste,
touch, eye, nose, ear, tongue, skin…
Verbs: hear, see, feel, smell, taste.
Adjectives: salty, sour, sweet, bitter,
loud, quiet, hard, soft, smooth, rough.
|
|
Structures
|
Routines: What can you see in the picture?
How many senses do we have?
What do you do with your nose?
How do you feel what you touch?
Contents: With my………. I can ……….
……… tastes/ feels …………
Is it ………..? Yes, it is. No it isn´t.
Classroom management: It´s your turn!
Be quiet, please!
Are you ready?
Close your eyes.
|
|
Discourse type
|
Argument and description.
|
|
|
|
|
Language skills
|
Listening, speaking, reading and writing.
|
|
|
|
|
4. Contextual (cultural) element
|
This content appears in the decree 89/ 2014
from the BOCAM in which we find the minimum contents to be taught in Madrid. Students
are interacting with their environment and discovering their senses through “hands-on”
activities.
They use their senses in their daily life so
it is a close topic that makes them feel interested and they are always using
them.
|
|
5. Cognitive (thinking)
processes
|
Understand, compare, identify, classify,
order.
|
|
6. (a) Task(s)
|
There are tasks in which they practise input and output.
At the end of the unit they will have a “Final
Project” where they will create a poster in groups about what they have
learnt.
|
|
6. (b) Activities
|
1) Introduce the main vocabulary with
flashcards.
2) Play some games to identify and
match the picture with the word card.
3) Sing a song “Five senses”.
4) Watch a video related to the
organs and senses.
5) Listening and repeat.
6) Match words.
7) Classify food according to the
flavour.
8) Senses workshop: tasting,
smelling, touching, seeing, hearing with realia.
9) Draw your favourite food and
describe it.
10) Chart with different items and
their characteristics to tick.
11) Interactive game.
12) Complete the missing letters and
draw the meaning.
13) True or false sentences.
14) What´s in the box?
15) What do you see? Optical
illusions.
16) Speaking game: Questions related
to the senses.
17) Mini book with My senses.
18) Cut out worksheet.
19) Poster about what they have learnt.
20) Experiment in the lab. We are
scientists!
|
|
|
7. Methodology
|
|
Organization and class distribution /
timing
|
Every day we will start with the same
routines having a look at the weather, date, and reviewing the previous
vocabulary through games.
They will work individually, as a whole group
or in groups.
These activities will be developed in two
weeks.
|
|
Resources / Materials
|
·
Different types of food: lemon, orange, sugar, chocolate, chips, pop
corns, coffee, vinegar…
·
Different materials: a teddy bear, a plastic bag, perfume, an
instrument…
·
Images and flashcards.
·
Song:
·
Games:
Worksheet- http://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/printables/5SensesSortingGame.pdf?utm_source=pinterest&utm_medium=pin&utm_content=craft&utm_campaign=five_senses
·
Several worksheets.
|
|
Key Competences
|
Linguistic competence
Mathematical, science and technology
competence
Digital competence
Social and civic competence
Sense of initiative and entrepreneurship
competence
|
|
8. Evaluation (criteria and instruments)
|
Knows the different senses related with their
organs.
Sings one song about five senses.
Participates in a group presentation.
Identifies the sense they use in different
situations.
Writes the main vocabulary properly.
I will assess these criteria through
observation and taking into account their attitude in class.
|
Puedes usar este modelo de plantilla con
total libertad. Gracias por citar la fuente.
A first sample of this template has
been published at:
Pérez
Torres, I. 2009. "Apuntes sobre los principios y características de la
metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas
para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de
Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
It is mainly based on the hands-on
experience at designing units and on conversations with experts and peers. The
theory of the 4Cs by Do Coyle has also been taken into account. This theory has
been shown in various publications, such as: Coyle, D.,
Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning.
Cambridge University Press.
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