THE EARTH AND THE MOON
Teacher: Silvia Romero Perera
Course/Level: 1º E.S.O.
Subject: Biology and Geology
DU Title: The Earth and the Moon
1. Learning outcomes/ Evaluation criteria:
- Interpret and produce messages that use artistic, scientific, and technical codes with property, autonomy, and creativity.
- Understand the basic principles that govern the functioning of the physical and natural environment, assess the repercussions that human activities have on it and actively contribute to its defence, conservation, and improvement as a determining element of the quality of life.
2. Subject content:
- The Universe, stars and galaxies and Solar System.
- The Earth as a planet.
- Natural phenomena related to the movement of the stars: seasons, day and night, eclipses.
- The Moon, Earth´s natural satellite, and its participation in natural phenomena (tides).
3. Language content/ Communication:
3.1. Vocabulary.
Noun: Earth, movements, moon, planet, eclipse, tides.
Possessive pronouns: me/my, his, her, your, our, their.
Pronouns: me, you, him, her, us, them.
Verb: to move, to go travel, to locate.
Adjective: soft, hard, high, low, quickly, small, big, tall, strong.
Preposition: as long as, behind.
3.2. Structures.
Did you find …? Look for information … Complete this chart with Find this concept, I agree, I disagree, Can you …? Refer to … By the way, have a look …, In my opinion, this is right, There is/are in order to, Look around, Instead of it could if I understand, On the other hand, I think … Because of …
-Routines: Where is the Sun? Where is the Moon? describe the origin of the Earth and the Moon.
-Grammatical contents: present simple, past verbs, modal verbs.
-Classroom management: discuss, argument, focus on main ideas, come on, try it.
3.3. Discourse type.
-Enumeration: phases of the moon, tides, eclipses.
-Description: situations of the planets at daily life.
-Dialogue: talk about the sky and phenomena.
-Exposition: expose tiny research.
3.4. Language skills.
-Speaking: usaremos L2, para la explicación y las posteriores indicaciones. Usaremos L1 para dudas personales.
-Listening: identificar planetas y argumentos sencillos.
-Writing: conocer por qué se producen las estaciones.
4. Contextual (cultural) elements:
The importance of this didactic unit lies in learning the basic concepts of the Earth and the Moon. It is important to show students the reality that surrounds them and the world we live in.
5. Cognitive (thinking) processes:
Analysing, synthesizing, coordinating, repeating, memorizing, experimenting.
6a. Task/s:
-Making concept maps in which the various concepts are related.
-Present the results of model about the Earth and the Moon of the environment to the rest of the classmates.
-Consensus on answers and conclusions.
- To create a glossary.
6b. Activities:
-Theoretical sessions to work on basic elements and concept maps in which the different concepts are related.
-Theoretical sessions to work on contents.
- Practical sessions to work the model about the Earth and the Moon.
-Theoretical sessions for peer observations of presentations about models.
-Creation of a glossary on the basic concepts of the unit.
7. Methodology
Organization and class distribution/ timing.
Methodology will be active and participative, taking advantages from the discussion periods between students. We will use different groupings such as individual or pairs.
This unit is supposed to be 11 sessions long (model project on the phases of the Moon is included).
SESSION 1: is the most important one: a questionnaire will be carried out using the Kahoot application, to observe the student´s previous knowledge.
https://create.kahoot.it/share/the-earth-and-the-moon/d6844cbe-784c-4835-861f-662c142634e6
SESSION 2, 3 and 4: Theoretical sessions to work on basic concepts. A Power point presentation was created to work with the L2 language, both vocabulary and grammar.
SESSION 5: Theoretical sessions to work on basic concepts. Including online activities through Educaplay.
- https://www.educaplay.com/learning-resources/1890039-el_dia_y_la_noche.html
- https://www.educaplay.com/learning-resources/5632776-rotation_and_revolution.html
These activities are not self-created. But I found them very complete and useful for the unit.
SESSION 6: Theoretical sessions to work on basic concepts about the Moon and its phases. The Earth and Moon model project is explained.
SESSION 7: Work on the models in class. They bring the material from home and help each other.
SESSION 8: Exhibition of the models in English. The rest of the classmates can ask questions and consolidate the concepts.
SESSION 9 and 10: to work on the news and a glossary.
To reinforce the concepts seen in the subject, the students were provided with a text in the L2 language, where all the concepts seen in the unit were named. In addition, they were asked a series of questions to improve their written expression, scientific vocabulary and to learn to identify the content.
SESSION 11: Unit test.
Resources /materials.
Webgraphy:
-https://www.youtube.com/watch?v=76-HAqNKqKA
-https://www.youtube.com/watch?v=cDed5eXmngE
Key Competences.
-Linguistic Communication Competence (CCL)
-Mathematical Competence, and Basic Competences in Science and Technology (CMCT)
-Digital Competence (CD)
-Learning to Learn Competence (CPAA)
-Social and Civic Competence (CSCV)
-Cultural Awareness and Expression (SIEE)
8. Evaluation (criteria and instruments):
Evaluation criteria:
-To know the relative position of the different bodies that compose the solar system and, especially that of the Earth-Moon system
· Describe the cause of the sequence of the seasons.
· Describe the cause of the observation of lunar phases
· Know why the seasons and the solstices and equinoxes occur on both hemispheres of the Earth terrestrial hemispheres
· To understand the mechanism of the formation of eclipses.
Evaluation instruments:
· Behaviour in class (respect to the teacher and the classmates and collaborative attitude): 10%
· Class Work: 30%
· Competency test: 20%
· Final test: 40%
-Rubrics
-Co- evaluations (models projects about the Earth and the Moon).
Silvia Romero Perera
Unidad muy completa con metodología basada en la gamificación.
ResponderEliminarEnhorabuena por tu trabajo.