TEACHER: SARA MERCHÁN SAPONI
SUBJECT: NATURAL SCIENCE
COURSE/LEVEL: 1st grade of Primary Education
Throughout our CLIL unit we will use a series of resources, in which we will support ourselves to teach students the concepts and contents of it. We will carry out several objectives that will be directly related to the use of these resources.
INTRODUCTION OF THE TOPIC:
First to introduce the topic we will use resources such as: Images, texts (news, stories...), from which we will introduce and we will see that students know about the topic, and from there begin to relate the contents you already know with those who must learn. We start from the simple and go to the complex.
The objective of these resources that we use to introduce the topic, would be to capture the attention of the students and introduce the concepts that they will learn for their subsequent practice in a motivating and enjoyable way to the students relating it to their day to day and their own experience.
PRACTICE VOCABULARY AND GRAMMATICAL STRUCTURES:
Second, when students practice vocabulary and grammar structures, we will use flashcards to show the different concepts, and even images or videos, and later we will work with interactive games, songs or cards where students will be able to practice everything they have learned.
The goal in using these resources would be to put into practice the concepts learned through different activities that we will carry out and make students acquire them in a fun and outgoing way. Our goal as teachers is to use various learning methods that are not based on memorization but on practicing and reinforcing the work of students from various resources that do not imply that students become bored and fall into monotony.
UNDERSTAND AND ANALYZE:
At the time of understanding and analysis of the concepts students will make different cards, in which they will have to relate and differentiate the concepts, as well as group them and know their advantages and disadvantages (food, healthy habits...). The aim of this is to reinforce their learning and to progress towards a more complete learning.
RESEARCH, DEEPEN , DEVELOP AND PRODUCE:
Students will carry out activities in which they must research, analyze, develop and produce, and this will be reflected in those activities where students from the use of ICTs, they must use different websites or blogs, where they can find all the information we ask them to carry out the same. The purpose of using these resources is for students to develop digital competence in the best possible and correct way.
EXPAND AND REVIEW CONTENT:
We will use audios and even interactive videos to expand and review content, where you can find information that can help you understand the relationship of this unit with your own healthy life and experience. The objective of the use of these resources is to broaden the knowledge of the students and to develop competences such as the competence of interaction with the physical world, since from the first moment that this didactic unit is started, language competence begins to develop.
UNDERSTANDING THE CONCEPTS AND CONTENTS OF THE TOPIC:
Finally, students will also be able to use resources that are not only focused on the use and relationship with ICTs, but do not lose the habit of using tangible materials such as dictionaries or encyclopedias where they can look for those concepts they do not understand or information to do different work in the classroom. The aim of this is to make students aware that even though technologies are very important today, the use of books and tangible materials cannot be lost.
1. Objetives
- To distinguish the different groups of food and where they come (plants or animals).
- To know to make different healthy foods.
- To learn different habits to have a healthy life.
- To practice first aids in order to prevent and solve future illnesses or accidents.
2. Contents
- Food groups and where they come (from plants or from animals).
- We make different food.
- Three meals a day and break time.
- Different habits to look after yourself at home and at school, to have a healthy life.
- First aids.
3. Language Content/Communication
Vocabulary
NOUNS: ice cream, carrots, biscuits, sausages, grapes, bread, banana, lemon, nuts, tomato, vegetables, fruit, cereals, sweets, foods, plants, animals, lettuce, cheese, ham, apple, juice, yoghurt, chocolate, cake, milk, eggs, products, ingredients, breakfast, lunch, dinner, hands, teeth, knee, mouth, meals, snack, sand- wich, body, rest, exercise, a cold, tummy ache, headache, fridge, kitchen, cupboard, bed, cream, plaster, gauze, medicine, bandage, scissors,alcohol, thermometer…
VERBS: Be, have, eat, comes from, make, have for, wash, drink,brush, need, behave, feel, take care, look after, be careful, keep,put, help, waste, run, go, cover, hurt, fall, play…
ADJECTIVES: dangerous, fatty, natural, artificial, fresh, healthy,clean, good, bad, sad, worried, ill, happy, angry… PREPOSITIONS: to, from, with, before, of, after, for, at, in, on, over…
4. Structures
Routines
Introductions and at end of the class songs
Grammatical context
This is, these are…Present simple. Present continuous.
Classroom language
Sticker chart, happy and sad faces (emojis)
5. Discourse type
- Exposition
- Narration
- Discussion or dialogue
6. Language skills
- Reading
- Speaking
- Listening
7. Contextual Elements
We are going to link the unit (healthy habits) with our gastronomy, Spanish gastronomy.
8. Cognitive
Analyze, search information, thinking, relate concepts, compare, select information…
9. Task
- Reception task: Go to the library at school and pupils have to search information, in pairs, in books or in -ternet about healthy habits or groups of food.
- Production task: Pupils have to elaborate a board or cardboard in which they present different healthy habits or advices. They have to question their families at home which of these healthy habits they follow too.
10. Activities
- Reception activity: Pupils have to complete a food pyramid in which we present the different groups of food that they have learned.
- Production activity: Pupils have to expose orally, in groups, the boards and cardboards that they have elaborated about healthy habits and advices.
Selecting and adapting texts to use in our unit (Introduction)
To introduce the unit we select some texts.
We will use stories relate to the unit of Healthy Habits or we can use also some news and talk about it with pupils. We also use songs to introduce the unit and vocabulary. Some examples of stories and news:
Oscar Penguin's New Penguin Suit
Oscar Penguin loved to eat candy, cookies, and jelly beans.
"Oscar, you must stop eating only candy, cookies, and jelly beans," said his mom one afternoon.
"Okay, Mom," said Oscar Penguin.
Oscar Penguin then went into his bedroom, closed the door, and ate a large bag of jelly beans. "I really love jelly beans," smiled Oscar.
At dinner that night Oscar was not hungry. He ate two peas, two string beans, and one olive.
As Oscar left the table, he thought, "It's okay not to eat mom's food. I have lots of jelly beans I can eat."
Then one day Oscar Penguin got a big surprise.
Oscar needed a new penguin suit.
When Oscar went with his mom to get a new penguin suit at the penguin suit store, all the suits were too small. None of the suits fit Oscar.
Oscar was very upset. He called out, "Mom, what am I going to do? None of the penguin suits fit me. What am I going to wear?"
Oscar's mom smiled saying, "Oscar, Let's go home and talk. I know what you can do to fit into a new penguin suit."
When they got home, Oscar's mom said in a gentle voice, "Oscar, there are three things you can do to solve your problem:
You can stop eating junk food and sweets.
You can start eating healthy foods like fruits, vegetables, cereal, chicken, and fish.
And you can begin doing a bit of 'Jiggle, Jiggle, Jogging' each day."
"Sure, Mom, I can do those three things," smiled Oscar. And he did.
Oscar Penguin ate healthy foods, 'Jiggle, Jiggle, Jogged' each day, became healthy, strong, and got a brand-new penguin suit!
OSCAR PENGUIN'S JOG-A-LONG SONG
JIGGLE, JIGGLE, JOG
JIGGLE, JIGGLE, JOG
JIGGLE, JIGGLE
JIGGLE, JIGGLE, JOG
Bibliografía:
http://magicfrogtales.com/5-free-short-stories-eat-healthy-be-healthy-and-smile/
1. Andamiaje´s activities to practice, reforce, and extend their knowledge.
In the first activity pupils have to select the correct answer of this Healthy Pyramid.
In the second activity children have to stick the correct food in the correct teeth to show that they know which food is healthy for tooth.
In the third activity pupils should write the correct vocabulary that is relate to healthy habits.
In the fourth activity pupils have to complete their own plate a create it using some of this pictures or drawing others that they think are correct.
2. Tools and interactive games.
We will use some interactive games or activities that children could try to resolve to practice the contents and the L2 too.
Here we have a webmix in Symbaloo with different interactive games, songs or pages relte to our unit: Healthy Habits.
https://www.symbaloo.com/home/mix/13eP2ERBgg
11. Key Competences
- Linguistic competence
- Digital competence
- Learning to learn
- Interpersonal, intercultural
- Civic and social compentence
- Knowledge of and interaction with the physical words competence
12. Class Distribution
Grouping: These activities will be developed in groups or in pairs. This unit will be developed in two weeks, in classes which during fifty minutes that match to this subject which Organic Law 8/2013 of9th of Decem- ber expose.
These activities could be developed between 15-30 minutes in the class in which the rest of time will be used by the teacher to explain the lesson.
13. Materials
- Text book
- Whiteboard
- Computers
- Cards
- Posters
- Puppets
- Flascards
- ….
14. Evaluation (Criterial and Instruments)
To evaluate to the pupils, we will used different exams and oral expositions that they realize. We also de- velop a diary in which we write the pupil´s progress and their more important aspects.
Finally we will also use other resources like tests or files from which intensify the knowledge of students and so we could see their progress.
The evaluation criteria that we will be developed are:
- Be able to find information through different resources.
- To understand the different groups of food that exist and where they come from.
Sara Merchán Saponi
No hay comentarios:
Publicar un comentario