Uso de recursos educativos abiertos para AICLE: THE BODY. MI UD AICLE.

Plantilla de unidad didáctica AICLE (Actividad 3.1: Planificación de la unidad didáctica AICLE)

LOS APARTADOS 1, 2 Y 3 DE ESTA PLANTILLA SE COMPLETARON EN LA ACTIVIDAD 1.3. EN ESTA ACTIVIDAD SE PIDE TERMINAR LA PLANIFICACIÓN DE LA UD AICLE COMPLETANDO LOS APARTADOS DEL 4 AL 8. SI SE PREFIERE, SE PUEDE COMENZAR UNA NUEVA PLANTILLA DESDE EL PRINCIPIO.

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Teacher : Cristina Caletrio Acosta

Course / Level: 5 years

Area / Subject :

UD Title: The Body

Observations: All areas of the Early Childhood Education Stage will be worked on globally.

1. Learning objectives / Evaluation criteria

From the area of self-knowledge and personal autonomy:

- Locate and identify different parts of the body.
- Progress in the coordination of global movements.
- Accept the rules of the game.

From the Area of knowledge of the environment:
- Establishes correspondence relationships between object-person.
- It appropriately uses a temporal sequence.
- Identify the different spaces of the school.
From the Area of Languages: Communication and Representation.
- Uses vocabulary related to the school environment.
- Identifies the elements of the computer: mouse, screen and keyboard.
- Use different plastic techniques in their work.
- Experience the expressive possibilities of the body through music.

2. Content of matter

- Body parts and their location.
- Coordination of global movements.

- Spatial notions: above / below and inside.
- Person relations between object-person.
- Knowledge of the importance of nature in health and well-being.
- Identification of school spaces.
- Vocabulary related to the human body.
- The elements of the computer.
- Audiovisual media.
- Use of different materials and plastic techniques.
- The expressive possibilities of the body through music.

3. Content of Language / Communication

Vocabulary :
The different parts of the body, the numbers, the spatial notions, the geometric figures, the colors, the elements of the computer, different techniques of plastic expression, musical instruments ...
The routines that we use in the classroom help the child to foresee what will happen throughout the day, which will give him security in his daily work. In addition, it is a good time to talk with them about the topic that is going to be discussed, and thus know the prior knowledge of the children and teach them vocabulary about the unit, and remember what they learned before, and motivate them about the new thing they are going to learn.

Structures

In the stage of Early Childhood Education, the most important thing, as has been said are the routines, which give the child safety, which also help him to

express himself relaxedly, since they know what they have to say. Thus, some of the ones we will use with children in such essential moments as the assembly will be the following:
- We greet the companions with the song: "Good Morning"
- The person responsible for the day is named.
- We watch the weather singing the song: "Whats the weather like today". Look outside the windon ...
- The concepts that will be worked on the file: color, shape, number, letter ... in English.
- We pass list to see if we are all: Have ... .come today?
- We see the town where we live (We are in ..), the date (yesterday, today, tomorrow), month (we are in the month of ...), year, season (season of the year is ...), days of the week (days of the week), etc.

· Rutinas:

· Contenido gramatical:

· Classroom management (lenguaje de aula):

Type of speech

We will use the speech that the child needs at each moment, exhibition, description, narration, but knowing that the child has short periods of attention, the best thing is the dialogue, that the child is involved and that he / she resolves any doubts that may arise.
The most appropriate strategies to communicate in a different language than usual can be:

- Understand messages appropriate to their age (simple orders): sit down, stand up.
- Produce words and / or short phrases (play rhymes, ditties, ask simple questions ...): What`s your favorite color?, Can I go to the toilet, please?
- Read short words in appropriate contexts (relate their meaning to images): Family, boy, girl ...

Language skills
We must prioritize the development of comprehension and oral expression, since at these ages the student does not master the codes of written language, but it does have an adequate level of oral comprehension and a lot of ease for the reproduction of new sounds (the use of gestural and corporal support). Nor can read correctly, so it becomes necessary interaction in the classroom, both the child with the teacher, as the child with other classmates.

4. Context (cultural element)

The context takes into account the particular characteristics of the child's environment and interests, so that they can make meaningful connections. In this case, it is a rural environment in the north of Extremadura, in a place where children meet and play daily inside and outside the school. The unit is contemplated in the spring, almost reaching the summer, when the children are detached from the warm clothes of winter, and discover their own body.

5. Cognitive processes (analyze, synthesize, etc.)

We must prioritize the development of comprehension and oral expression. This will work:
- Name the different parts of the body
- Memorize songs about the body
- Follow a simple choreography
- Respond to visual images
- Answer questions in relation to the subject

6a. Taks:

Draw from memory the human body with all its parts.
Learn the name of some bones.
Make an articulated skeleton.
Vision and interact with Power Point.
See videos of allusive songs and choreographies.
Flashcards.

6b. Activities:

Activities will be carried out where the different skills are worked, and starting from the previous knowledge of the children, but always from the playful perspective of the game:
- Motivational activities to make the unit: stories, songs, dances.
- Ask the children they know about the human body, parts, skeleton, senses ...
- Plastic language. Give them a blank sheet so they draw everything they know about their body.
- Psychomotor activities where the parts of the body are worked, and in pairs to indicate them in the partner. Body rhythms, imitations, group stagings ...
- Traditional games.
- Cooperative work: in groups, make an articulated human body, to know the joints.
- Compilation of photos of when they entered with three years in school, so that they perceive the physical changes themselves and their relationship with the passage of time.
- Play "Simon says", and children will do what is asked, in relation to body movements.
- There will be a final dance of the course where the rehearsed choreography will be performed.
Activities through the digital board that will facilitate the exhibition and development of the work in the classroom:

- Create stories in relation to the subject of the body.

Show the choreography.
- Reinforce curricular contents.
- Respond to the diversity of the group.
- Create a warm and relaxed atmosphere in the classroom.
- Awaken children's interest in new technologies.-

7. Methodology
It is based on a conception of learning as the construction of knowledge.
The methodology should favor meaningful learning, detecting the student's prior knowledge to perform an intervention (scaffolding) adjusted to their interests and needs. It must adopt a globalizing approach, highlighting the role of activities and experiences, where the child is an active part of their learning, taking into account the motivation of the child. It must attend to the game as a privileged instrument for the development of its capabilities and should facilitate interaction with adults and with their peers.

Organization and distribution in class / time

The organization of space and time in the Infant stage is the basis of the teaching-learning process.
In terms of time, time should be organized in routines that provide security to the child and respect their basic needs. These can be: daily (entrance, assembly, corners, ...) or periodic (birthdays, the arrival of each season, parties ...).
The organization of the space must be taken care of by the teacher, creating an atmosphere of security and comfort that responds to the needs of the children. The class must be the scene of action-interaction-communication, which promotes the development of autonomy, movement and exploration.
Valuing all the spaces of the classroom, a good distribution within it, would be the corners, that is, different educational areas with a variety of educational play activities that facilitate learning. In one of these corners you can place, in relation to the unit, the corner of the human body, where the children will work the body by means of cards in English and that they will relate to their corresponding drawings; with costumes and a mirror where you can look and recognize.

Material resources

Everything that is within our reach:
- Printed: worksheets, stories, slides, transparencies, slides.
- Audiovisuals: Music CD, PDI, computer equipment ...
- Music: instruments of the class, music with the parts of the body.
- Material from all corners of the class.
- Expendable material: cardboards, pencils, paints, markers, plasticine, punches ...
- Flashcards.
- Intelligence bits.

Basic skills

Linguistic competence: communication in a foreign language in the different skills.
Competence for knowledge and interaction with the physical environment: knowledge of the human body and disposition for a healthy life.
Competence for the treatment of information and digital competence: children will learn through the use of New Technologies.
Knowledge for autonomy and personal initiative.
Cultural and artistic competence: drawing the particular vision of your own body.
Competence to learn to learn: techniques and strategies of knowledge construction.

8. Evaluation (criteria and instruments)

It will be carried out throughout the entire teaching-learning process, in a global and systematic way. Three moments can be distinguished: initial, continuous and summative evaluation. In this stage, the direct observation of the classroom work will be carried out above all. The instruments can be the class diary, the anecdote, the observation, as has been said ...
Some criteria can be:
- Locate and identify different parts of the body.
- Progress in the coordination of global movements.
- Participate in games accepting their rules.
- Identify the different spaces of the school.
- It is expressed in the English language.
- Shows interest in group activities.
- Use all the spaces, corners, materials, classroom resources.
- Accepts the rules of classroom coexistence.
- Uses and knows notions of spatial and temporal orientation in English.

La unidad didáctica se titula The body.

Va dirigida a un grupo de alumnos de 5 años, del tercer curso de Educación Infantil.

Trata sobre el aprendizaje de las partes del cuerpo dentro del área de Conocimiento de sí mismo y autonomía personal.

Los objetivos de la unidad son los siguientes:

Del Área de conocimiento de sí mismo y autonomía personal:

Localiza e identifica distintas partes del cuerpo.
Progresa en la coordinación de movimientos globales.
Acepta las normas del juego.

Del Área de conocimiento del entorno:

Establece relaciones de correspondencia entre objeto-persona.
Utiliza adecuadamente una secuencia temporal.
Identifica los distintos espacios del colegio.

Del Área de los Lenguajes: Comunicación y Representación.

Utiliza el vocabulario relacionado con el entorno escolar.
Identifica los elementos del ordenador: ratón, pantalla y teclado.
Emplea diferentes técnicas plásticas en sus trabajos.
Experimenta las posibilidades expresivas del cuerpo a través de la música.

Con ellos se pretende conocer las distintas partes del cuerpo, ayudando a los niños en el desarrollo de sus habilidades psicomotrices y en la estimulación de su nivel de expresión e imaginación.

Así como tarea final hemos propuesto una coreografía para el baile de final de curso, donde se fomentará el trabajo cooperativo entre todos los miembros de la clase.

Se llevará a cabo en 4 sesiones durante la primavera, ya cerca de final de curso como se ha dicho.

The following activities can be done during 4 sessions in a period of 15 days.

Session 1: First day.

Activity 1: See videos, songs and choreographies about the human body.
The materials used can be:

Flashcards.
Videos and songs of the Cantajuegos or others of simple choreography of you tube.
Learn poems about the parts of the face .

https://www.youtube.com/watch?v=hNcSKJQfrfM

Session 2: Second day.

Activity 2: Plastic language. Give children a blank sheet so they draw everything they know about their body and then make a mural with all the drawings on the body drawing.

The materials used can be:

- Blank sheet.

- Finger paint, markers, waxes.

https://www.google.com/search?q=partes+del+cuerpo+para+ni%C3%B1os+de+infantil&safe=active&client=firefox-b&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjDiv-8hoPbAhWtiaYKHVPVBnUQsAQIJw&biw=1366&bih=631#imgrc=rx66bHCVZvUCEM:

Session 3: Third day.

Activity 3: Psychomotor activities where the parts of the body are worked, and by pairs pointing them out in the partner. Body rhythms, imitations, group stagings.

- Traditional games.

http://juegosinfantilmg.blogspot.com.es/2012/01/juegos-tradicionales-de-extremadura.html

The materials used can be:

-Gym.

-Instruments.

-Interactive digital blackboard for songs and choreography.

Session 4: Fourth day.

Activity 4: Cooperative work: in groups, make an articulated human body, to know the joints.

The materials used can be:

Body parts cut to join them.

-My wixsite:

https://criscaletrio.wixsite.com/criscaletrio1

Perform group experiments to promote coexistence.

Se realizarán las siguientes actividades:

- Actividades de motivación para realizar la unidad: cuentos, canciones, bailes.

- Preguntar a los niños que conocen sobre el cuerpo humano, partes, esqueleto, sentidos…

- Lenguaje plástico. Darles una hoja en blanco para que dibujen todo lo que saben sobre su cuerpo.

- Actividades de psicomotricidad donde se trabajen las partes del cuerpo, y por parejas señalarlas en el compañero. Ritmos corporales, imitaciones, escenificaciones grupales…

- Juegos tradicionales.

- Trabajo cooperativo: en grupos, realizarán un cuerpo humano articulado, para conocer las articulaciones.

- Recopilación de fotos de cuando entraron con tres años en el colegio, para que perciban los cambios físicos propios y su relación con el paso del tiempo.

- Jugar a "Simón dice", y los niños harán lo que se les pide, en relación a los movimientos del cuerpo.

- Se realizará un baile final de curso donde se realizará la coreografía ensayada.

Estas actividades trabajarán las distintas destrezas, y se partirá de los conocimientos previos de los niños, siempre desde la perspectiva lúdica del juego.
Además se realizarán actividades a través de la Pizarra digital que nos facilitará la exposición y desarrollo de los trabajos dentro del aula:

Crear cuentos en relación al tema del cuerpo.
Mostrar la coreografía.
Reforzar contenidos curriculares.
Dar respuesta a la diversidad del grupo.
Crear un ambiente cálido y relajado dentro del aula.
Despertar el interés de los niños hacia las nuevas tecnologías.

Se utilizarán los recursos que estén a nuestro alcance:

Impresos: fichas de trabajo, cuentos, láminas, transparencias, diapositivas.
Audiovisuales: Cd de música, PDI, equipo informático…
Música: instrumentos de la clase, música con las partes del cuerpo.
Material de todos los rincones de la clase.
Material fungible: cartulinas, lápices, pinturas, rotuladores, plastilina, punzones…
Flashcards.
Bits de inteligencia.

Some interesting web pages would be the following: