OS ANIMAIS VERTEBRADOS

Título de la unidad: OS ANIMAIS VERTEBRADOS 

Curso / Nivel: 5º Primaria        Idioma: Português   

Asignatura: Estudo do Meio

INTRODUCCIÓN: Con esta UD pretendo acercar a los alumnos al mundo de los animales vertebrados. Parto de sus experiencias previas así como de sus conocimientos previos, para ir introducción poco a poco los nuevos aprendizajes en L2, Estudiaremos las principales características de cada uno de los cinco grupos de animales vertebrados que existen.

OBJETIVOS: 

-       - Enumerar las características generales de los vertebrados, aportando ejemplos.

-       - Citar las cinco clases de vertebrados, conocer sus características y reconocer ejemplos de cada uno de ellos.

-       -  Identificar diferentes mamíferos y conocer sus características generales, sus formas de vida, de locomoción y de alimentación.

-       - Citar o reconocer distintas aves, indicando sus características generales, sus formas de vida y de alimentación

-       - Nombrar o reconocer las características generales de los peces.

-       - Enumerar o reconocer diferentes reptiles, indicando sus características generales, sus formas de vida y de alimentación.

- Citar o numerar diferentes anfibios, indicando sus características generales. Conocer el proceso de la metamorfosis.

TAREA: Divida a turma em cinco grupos. Cada um dos grupos faz um mural com fotografias e desenhos sobre o grupo de animais vertebrados que lhes corresponde. Estes murais serão expostos na aula

ACTIVIDADES:

1.- Pesquisar na internet a Jane Goodall e partilhe com os seus colegas.

2.- Ver os vídeos "Classificação dos Animais Vertebrados" 

 https://www.youtube.com/watch?v=_BTipc8I7PU

 https://www.youtube.com/watch?v=Fuut5-MHr8c

 

3.- A que grupo dos vertebrados pertencem estes animais?

4.- Completa estas frases.

* Os répteis parecem-se aos peixes, em que têm o corpo coberto de _______________ e en que a temperatura do seu corpo é _________________, parecem-se aos anfibios em que respiram por _______________.

* Os vertebrados que têm temperatura constante são os _____________ e as ______________.

* Os vertebrados que têm fertalização são os ______________, os ______________, e as ________________.

5.- Escrever as seguintes partes de um peixe

6.- Verdadeiro ou falso

* O morcego é uma ave.

* Os peixes respiram por guelras.

* As aves e os répteis são animais ovíparos.

* Os filhotes dos animais vertebrados alimentam-se da leite da sua mãe.

7.- Relacionar os animais vertebrados com as suas características.

-       Algúms têm patas e outros não.

-       Têm ossos ocos.

-       Fazem a metamorfose.

-       São vivíparos.

-       Têm asa.

-        A sua pele é nu e molhada.

     8,. Pesquisar desenhos ou fotografias das extremidades dos mamíferos (terrestre, voador e aquático)

     9.- Explicar oralmente a metamorfose, não esquecer as três fases: ovo, girino e adulto.

RECURSOS:

Libro Conocimiento del Medio 5º E. Primaria SM

Fichas de Apoyo

https://www.youtube.com/watch?v=_BTipc8I7PU

https://www.youtube.com/watch?v=Fuut5-MHr8c

http://www.worksheetworks.com/pdf/_9j/afe0/WorksheetWorks_Os_Animais_Vertebrados_1.pdf

ENLACE A LA PLANTILLA DE LA UD:

https://drive.google.com/file/d/0B0p0oC965eLwT3UzTWt3ZExSRG8/view?usp=sharing

AUTOR: ISMAEL HERNÁNDEZ SILVA

The Spring

La unidad que he desarrollado se llama "The Spring" y está enfocada al primer  curso de Educación Primaria para el área de música.

En esta unidad vamos a trabajar la intensidad de los sonidos y la forma.

Para ello los objetivos son:

- Conocer e interpretar música popular inglesa

- Discriminar repeticiones en las canciones y audiciones.

- Cantar con una pronunciación y un acento adecuado

- Discriminar la intensidad de la música que está sonando.

- Conocer la forma en la que se expresa una idea musical.

Para poder evaluar estos objetivos hemos inventado una serie de rubricas, que junto con la elaboración del material en clase nos servirán para determinar si el alumno ha aprendido lo que hemos trabajado.

Para desarrollar esta unidad:

Durante la primera sesión:

- Empezaremos la unidad con un cuento introductoria acerca de unos gnomos que viven en un bosque y los ruidos que pueden producir, cuando comprendan que hacen ruidos suaves les hablaremos de los gigantes , que hacen ruidos fuertes.

- Una vez que lo han comprendido haremos una tormenta de ideas acerca de los sonidos que producen cada uno.

- Cuando veamos que tienen claro este concepto podemos explicarles que en música no tenemos instrumentos para hacer dos tipos de sonidos, aunque muchas veces sean de distintos tamaño, ya que los instrumentos tocan suave o fuerte según la música lo requiera.

-Practicamos con los instrumentos, si suena fuerte andan como gigantes, si suenan suaves serán gnomos, una vez que hayan aprendido este concepto, vamos a centrar en la práctica instrumental, para ello deben tocar según nuestras indicaciones gnomos o gigantes.

Una vez que han adquirido las nociones de intensidad fuerte y suave con esta asociación, vamos a trabajar en la audición de La primavera de Vivaldi, para ello, les explicaremos que Vivaldi intento plasmar toda la belleza que veía en la naturaleza en una obra musical, igual que sus canciones populares reflejan historias (Por ejemplo: quisiera ser tan alta como la luna) pero que para que la entendiera todo el mundo la hizo solo con la música.

1a audición: moviendonos libremente por la clase

2a audición: jugando con los movimientos anteriores (fuerte andamos como gigantes, suave como gnomos).

3a audición rellenamos la hoja.

Para la segunda sesión:

En esta sesión vamos a partir de la hoja que hicieron en la sesión anterior, y la recordaremos mientras señalamos cada parte, para que se fijen en que cada vez que la música suena igual el dibujo es el mismo.

- Nos inventamos un movimiento para cada parte, incidiendo en que si es el mismo dibujo, deberá ser el mismo movimiento.

- Explicamos que cuando hay algo que se repite continuamente en la canción se llama estribillo, y que también está presente en la audición.

- Presentamos nuestra canción,  indicando la diferencia entre las estrofas y el estribillo.

- Leemos de uno en uno la canción, poniendo especial interés en la pronunciación.

-  Luego acompañarán con el siguiente ostinato la canción : I             I

- Por último, enseñaremos la letra por repetición

- ¡Todo listo para grabar en video nuestra actuación!

EVALUACIÓN:

La evaluación será continua, haciendo hincapié en que el niño adquiera la competencia para discriminar y discernir las partes de una canción o los cambios de intensidad más bruscos.

 

Para ello en la tarea uno, usaremos la hoja que el niño ha ido coloreando, por lo que es muy importante que lo haga solo, y la rúbrica que hemos ido completando según íbamos desarrollando las actividades.

 

Para la tarea dos, además de completar la rúbrica, grabaremos un vídeo que después incorporaremos a su portfolio.

 

Rubrica 1

 

	SI	EP	NO
Tiene iniciativa a la hora de interactuar con sus compañeros
Conoce los sonidos de los gnomos
Conoce los sonidos de los gigantes
Es capaz de realizar sonidos suaves con los instrumentos
Es capaz de realizar sonidos fuertes con los instrumentos
Discrimina sonidos fuertes y suaves
Discrimina partes de canciones fuertes y suaves

 

Rubrica 2

 

	SI	EP	NO
Muestra una actitud de escucha ante una audición
Entiende cuales son las canciones populares
Es capaz de cantar y acompañar una canción a la vez
Interpreta un ostinato rítmico
Lee y pronuncia correctamente la canción en inglés
Memoriza la canción
Muestra interés por la interpretación grupal

 

Los recursos van a ser:

- Flashcard: https://quizlet.com/_1d4izb

 

Audición de la primavera de Vivaldi:

https://www.youtube.com/watch?v=ycl2ADg5Mto

Hoja de matices de intensidad:

http://cosasdemusica.wikispaces.com/file/view/LA%20PRIMAVERA.pdf

 

Lyrics seasons  song

What`s  your favorite? What`s your favorite season? season?

 

What`s your favorite? What`s your favorite season? season?

 

I like spring, I like springs

the flowers grow, the flowers grow

 

I like summer, I like summer

it`s hot outside, it`s hot outside

 

What`s your favorite? What`s your favorite season? season?

 

I like fall, I like fall

the leaves  change color, the leaves change color

 

I like winter, I like winter

I love the snow, I love the snow

 

Spring, summer, fall, winter

Spring, summer, fall, winter

 

What`s your favorite? What`s your favorite season? season?

 

What`s your favorite? What`s your favorite season? season?

 

Video seasons song:

https://www.youtube.com/watch?v=TBLFMXU8FLI

 

La plantilla para poder analizar más detenidamente esta unidad la podrás encontrar en: 

https://drive.google.com/open?id=0B4Uk-mPcxu75MGhGcGZDSHZteW8&authuser=0

                                         José Carlos Fernández Román

PROYECTO FINAL IVÁN GARRIDO HORNERO

Template to design a CLIL didactic unit

 

Subject: Natural Sciences     Teacher: Iván Garrido Hornero

 

Title of the Unit: Humans and health     Course / Level:    1º PRIMARY

                                  

 

Objectives:

1. To distinguish between healthy and unhealthy meals.

2. To learn about the nutrients contained in different foods.

3. To identify the parts of the digestive system.

4. To learn about the process of digestion

5. To understand what healthy, balanced meals consist of.

6. To learn why a balanced diet is important to one's health.

7. To identify the parts of the mouth.

8. To learn the importance of good oral hygiene.

Contents:

-healthy lifestyles.

-food functions: meats, proteins, vitamins…

-food wheel

-balanced diet

-menu

-school canteen

Introduce the topic:

- It will seek to ascertain, through the sharing of prior knowledge, the degree of acquisition that students have basic skills (Reading, Listening, Speaking and Writing) and competence in the different linguistic and cognitive skills, as well as their grammatical knowledge and vocabulary in order to adapt the teaching to the characteristics and needs of students in the group.

Performing brainstorm for students to express what they know about the conceptual content that are integrated into the teaching unit and what they do in relation to the scheduled procedural content (Aim): Talking about healthy habits; Scheduled for the Learning Unit (Vocabulary) (:; Symptoms Grapes, watermelon ...: Food Headache, toothache ...) Vocabulary; Grammatical and linguistic structures (Language) (I eat fruit every day; Do you like ham?) Interactive features (Song: Singing in the shower Reader:! Mike's a winner); Pronunciation of sounds (/ s / and / z /); Knowledge of certain aspects of society and the Anglo culture (Healthy Habits).

Presentation of materials and teaching resources to be used in the development of unit-specific materials, including selected audiovisual and computer resources.

Conducting motivational activities planned in connection with the cross-cutting issue to be held in the Learning Unit.

Understand vocabulary and content:

- General Resource "Dictionary": the online use of Polish-Spanish online dictionary is recommended es.pons.com

- Prefixes-Suffixes "seeks a better understanding of a range of vocabulary words through the use of images obtained using es.creativecommons.org/blog

 - Match the pictures with their words again seeks to facilitate understanding of the vocabulary with the use of images, this time of Office.com

Practice vocabulary and structures:

- Overall activity "Fill gaps": All texts adapted from the book with a series of holes with the use of adverbs, prepositions, articles, modal verbs, adverbial paraphrases, etc.

-"Prefix-Suffix" proper scaffolding for the creation of prayers offered.

-"Vocabulary Crossword" can also be done from the page www.educaplay.com

Understand and analyze:

- Activity How can we stay healthy? - Primary School Games - Keeping Healthy, a very interactive activity to learn how we can be healthy using http://www.pearltrees.com/saedsur/healthy/id7412196#item88541088.

- Here you will find a variety of warm-ups to help students get a healthy start with their dancing:

www.bbc.co.uk/cbeebies/boogiebeebies/dances/warm_ups/index.shtml

Printable sheets with the song lyrics for further practice are included:

www.bbc.co.uk/cbeebies/boogiebeebies/dances

-These recipes encourage students to prepare healthy snacks and meals. Try some of them out in class for a hands-on and healthy activity, or assign them for homework and have a healthy party the next day:

www.bam.gov/sub_foodnutrition/cooltreats.html

- Assessment: Complete the table created by the free resources www.openoffice.org.

Deepen research, develop and produce:

- "Webquest My health, my body and physical education." Webquest activity following the instructions found on the blog:

http://zunal.com/webquest.php?w=116193

-sliding puzzle, click to slide a puzzle piece. Try to put the picture back together.

http://www.learninggamesforkids.com/health_games/staying_fit/fitness-sliding-puzzle.html.

-skool, kool, an activity a balanced diet, where the lesson is exposed, a test and a review.

http://www.skoool.es/content/los/biology/balanced_diet/launch.html

-activity about food pyramid http://www.gobiernodecanarias.org/educacion/4/Medusa/GCMWEB/Docsup/Recursos/34945833R%5CPiramide.swf

Expand and revise content:

- "Evolutionary Comic": To make learning fun. This activity can be done online with www.playcomic.es

-"Comparison Table" group activity comparing foods that can easily be done in es.padlet.com

- "Quick Questions". It can be done online preparing a game "Who Wants to Be a Millionaire?" in learningapps.org.

 

IVÁN GARRIDO HORNERO

ENLACE A GOOGLE DRIVE

https://drive.google.com/file/d/0BwFSoZ4URi4DRW9wa3pvbFVHUWc/view?usp=sharing

PROYECTO FINAL IVÁN GARRIDO HORNERO

Template to design a CLIL didactic unit

 

Subject: Natural Sciences     Teacher: Iván Garrido Hornero

 

Title of the Unit: Humans and health     Course / Level:    1º PRIMARY

 

Objectives:

1. To distinguish between healthy and unhealthy meals.

2. To learn about the nutrients contained in different foods.

3. To identify the parts of the digestive system.

4. To learn about the process of digestion

5. To understand what healthy, balanced meals consist of.

6. To learn why a balanced diet is important to one's health.

7. To identify the parts of the mouth.

8. To learn the importance of good oral hygiene.

Contents:

-healthy lifestyles.

-food functions: meats, proteins, vitamins…

-food wheel

-balanced diet

-menu

-school canteen

Introduce the topic:

- It will seek to ascertain, through the sharing of prior knowledge, the degree of acquisition that students have basic skills (Reading, Listening, Speaking and Writing) and competence in the different linguistic and cognitive skills, as well as their grammatical knowledge and vocabulary in order to adapt the teaching to the characteristics and needs of students in the group.

Performing brainstorm for students to express what they know about the conceptual content that are integrated into the teaching unit and what they do in relation to the scheduled procedural content (Aim): Talking about healthy habits; Scheduled for the Learning Unit (Vocabulary) (:; Symptoms Grapes, watermelon ...: Food Headache, toothache ...) Vocabulary; Grammatical and linguistic structures (Language) (I eat fruit every day; Do you like ham?) Interactive features (Song: Singing in the shower Reader:! Mike's a winner); Pronunciation of sounds (/ s / and / z /); Knowledge of certain aspects of society and the Anglo culture (Healthy Habits).

Presentation of materials and teaching resources to be used in the development of unit-specific materials, including selected audiovisual and computer resources.

Conducting motivational activities planned in connection with the cross-cutting issue to be held in the Learning Unit.

Understand vocabulary and content:

- General Resource "Dictionary": the online use of Polish-Spanish online dictionary is recommended es.pons.com

- Prefixes-Suffixes "seeks a better understanding of a range of vocabulary words through the use of images obtained using es.creativecommons.org/blog

 - Match the pictures with their words again seeks to facilitate understanding of the vocabulary with the use of images, this time of Office.com

Practice vocabulary and structures:

- Overall activity "Fill gaps": All texts adapted from the book with a series of holes with the use of adverbs, prepositions, articles, modal verbs, adverbial paraphrases, etc.

-"Prefix-Suffix" proper scaffolding for the creation of prayers offered.

-"Vocabulary Crossword" can also be done from the page www.educaplay.com

Understand and analyze:

- Activity How can we stay healthy? - Primary School Games - Keeping Healthy, a very interactive activity to learn how we can be healthy using http://www.pearltrees.com/saedsur/healthy/id7412196#item88541088.

- Here you will find a variety of warm-ups to help students get a healthy start with their dancing:

www.bbc.co.uk/cbeebies/boogiebeebies/dances/warm_ups/index.shtml

Printable sheets with the song lyrics for further practice are included:

www.bbc.co.uk/cbeebies/boogiebeebies/dances

-These recipes encourage students to prepare healthy snacks and meals. Try some of them out in class for a hands-on and healthy activity, or assign them for homework and have a healthy party the next day:

www.bam.gov/sub_foodnutrition/cooltreats.html

- Assessment: Complete the table created by the free resources www.openoffice.org.

Deepen research, develop and produce:

- "Webquest My health, my body and physical education." Webquest activity following the instructions found on the blog:

http://zunal.com/webquest.php?w=116193

-sliding puzzle, click to slide a puzzle piece. Try to put the picture back together.

http://www.learninggamesforkids.com/health_games/staying_fit/fitness-sliding-puzzle.html.

-skool, kool, an activity a balanced diet, where the lesson is exposed, a test and a review.

http://www.skoool.es/content/los/biology/balanced_diet/launch.html

-activity about food pyramid http://www.gobiernodecanarias.org/educacion/4/Medusa/GCMWEB/Docsup/Recursos/34945833R%5CPiramide.swf

Expand and revise content:

- "Evolutionary Comic": To make learning fun. This activity can be done online with www.playcomic.es

-"Comparison Table" group activity comparing foods that can easily be done in es.padlet.com

- "Quick Questions". It can be done online preparing a game "Who Wants to Be a Millionaire?" in learningapps.org.

 

CLIL UNIT: ANIMALS (revisada).

Title of the Unit: Animals

Subject: Science

Course / Level: 2º primary

1. Learning outcomes / Evaluation criteria

• To classify animals by their diet (carnivore, herbivore or omnivore).

• To identify some mammals and recognise their characteristics.

• To identify some birds and name their basic characteristics.

2. Subject Content

• Knowledge of different kinds of animals.

• Classification of animals

• Simple sentences related to animals.

3. Language Content / Communication

Vocabulary

• Nouns: mammal, bird, zebra, bear, rabbit, snake, monkey hen, eagle, legs, wings. ...

• Adjectives: carnivore, omnivore, herbivore...

• Verb: live, to be, drink, born, have, breathe...

Structures

Classroom language:

• How are you today?

• Let's see if everyone is here.

• Ok, everybody look outside! What's the weather like today?

• How do you say______ in English?

• Can you help me, please?

• Can I sharper my pencil, please?

• Can you explain that again?

• Speak more slowly, please.

• Can you repeat please?

• Can I go to the toilet, please?

• Is this correct?

• Teacher, I have a question.

• Can I do that exercise on the board?

• See you at the next lesson! Goodbye! Have a good day!

Specific language about animals:

• The ..... is a/an ......

• Is the ... ?

Yes, it is/No, it isn't

• It is... / It is born from

• .../ It has / It breathes

with ...

• They live in / on

• My favourite animal is...

Discourse type

• Repetition, playing a group game, describe, explain, and drawing.

  Language skills

• Reading, listening and speaking.

4. Contextual (cultural) element

• To identify some animals and recognise their characteristics.

5. Cognitive (thinking) processes

Analyse, compare and understand.

6.a. Tasks

• Students will be able to name three animas and tell a fact about each one.

• Students will be able to identify which animal is carnvivore when shown two animal pictures.

• Students will collaborate on the classroom activities.

  6. b Activity

• Activity 1.

  Describe animals

Divide the class into pairs.

For each student give one card with an animal. They should not show the picture to their partner.

The object of the game is to guess which animal have their partner.

To do this they will have to ask questions. For example: Have you got a tail?

Their partner may only give yes/no answers.

The game is finished when each player has guessed the animal and has written a short text about the animal. E.g.: She/He has a chicken card. A chicken has two legs, feathers and bick. A chicken hasn't tail.

• Activity 2

Play Stand up if it's mammals.

Shuffle together a selction of animal flashcards including some that are mammals and some that are not. Say to the pupils Stand up if it's a mammal. Show tha flashcards in random order. If the flashcards shows a mammal, the pupils should stand up. Encourage them to say for example: a monkey After a few turns, simply name animals, only showing the flashcard to help less confident pupils.

• Activity 3

  Interactive activity

Play the game: http://sciencenetlinks.com/interactives/class.html

• Activity 4

  Review activities: Desing an animal

  We design an animal must design their characteristics with the vocabulary learned in the unit.

• The name of my animal is: _________________________

• My animal is in the _________________ category of animals.

• The reason it is in this category is:_____________

• Here is a description of my animal:_______________

• Here is a drawing of my animal, both as a baby and an adult:

  My animal eats these things: ________________________

7. Methodology

Organization and class distribution / timing

• Conductor: students.

• Distribution: pairs.

• Timing: 20 minutes.

  Resources / Materials

• Animals cards.

• Piece of paper to write the text.

• Pencil or pen.

• PDI

• Internet

• Book: Macmillan Natural and Social Science Prymary 2.

• INTERACTIVE RESOURCES

The videos will be on the PDI. To end the class sing the songs.

VIDEOS:

• Video to review the unit: https://www.youtube.com/watch?v=oxOFsHfJYbQ#t=54

• Let's sing: https://www.youtube.com/watch?v=GoSq-yZcJ-4

Activities will take place in the computer room. Students should look for more activities in educaplay.com.

GAMES:

• Animal characteristics: http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgame.htm

• Classification: http://sciencenetlinks.com/interactives/class.html

  PREPARED INTEREACTIVE ACTIVITIES:

• Puzzle: http://en.educaplay.com/en/learningresources/1861437/animals.htm

  Quiz: http://en.educaplay.com/en/learningresources/1863701/what_do_animals_eat_.htm

  Key Competences

• Communicate in foreign language.

• Linguistic communicational skills.

• Knowledge of and interaction with the physical world.

• Social and Civil skills.

• Learning to learn skills.

8. Evaluation (criteria and instruments)

• Uses correct structures in the questions/answers.

• Recognizes vocabulary about animals.

• Participates in the activities and enjoy with them.

• Participates in speaking and writing activities.

LINK UNIT (Google drive)

https://drive.google.com/file/d/0B3bPhMPGHGbtUVd1NjhvQ1hQVUk/view?usp=sharing