Electric Current

My didactic unit title: Electric Current

This is the first unit of Intermediate Vocational Training Cycle "Electromechanical Maintenance" in the subject of Electricity and Electrical Automatisms.

I have considered the following learning outcomes:

- Understand the process of generation and transport of electric power. 

- Identify the electrical circuit and the parts that compose it. 

- Handle the most important electrical quantities. 

- Apply Ohm's law. 

- Know what the Joule effect and its consequences are. 

- Apply the concepts of power and energy. 

- Make measurements in direct current.

The objectives in this unit are:

-Generation of electric power. 

-Transportation of electric power. 

- Electrical circuit. 

- Electrical magnitudes. 

- Joule effect. 

- Continuous electric circuit. 

- Ohm's law. 

- Power in DC circuits. 

- Electric power. 

- Electrical measuring devices.

LESSONS, ACTIVITIES AND RESOURCES

1st session

We will start the didactic unit with an introduction to the direct current (DC) and the alternating current (AC) and its magnitudes.

Presentations:

-          Direct Current Circuits

-          Direct Current Cirtuits 2

Videos:

-          Difference between AC and DC current

2st session

We'll identify and design the electrical circuit and the parts that compose it.Furthermore, the most important electrical quantities will be handled.

Videos:

-          Introduction to circuits

Interactive activities:

-        Electric Circuits 

- True or False activities (Book)  

- Design electric DC Circuits

3st session

We'll apply Ohm's law and we'll know what the Joule effect and its consequences are. Besides, we will apply the concepts of power and energy.

Videos:

-          Ohm's Law

-          Joule's Law

Solve problems:

             - Worksheet nº1: Problems about resistance association

             - Worksheet nº2: Problems about Ohm's Law

4st session

We will make measurements in direct current.

Videos:

-          How to measure DC Voltage and Current

-          Electric conductors and Insulators

Practice report:

             - Worksheet nº3: Practices about direct current measurements

Enlace a la plantilla de la actividad 3.1

Bertín Parga Pena

Libre de virus. www.avast.com

Consejería de Educación y Empleo

Junta de Extremadura

MATTER AND ITS PROPERTIES

My didactic unit is entitled "Matter and its properties"  for second year of ESO students of the subject Phisics and Chemistry.

The subject matters are what is matter, matter at different scales, measurement, mass, volume and density.

The objectives in this unit are:

- To recognise the general properties of matter.

- To classify matter in orders of magnitude using scientific notation.

- To distinguish the scales of observation of matter.

- To define different quantities, their units and how some of them are measured.

- To represent quantities, their units and their symbols.

- To use the International System of Units.

- To learn the multiples and submultiples of the units and transform one to another.

- To learn the concepts of mass and volume, their units and how each is measured.

- To understand the concept of density, its different units of measurement and how it is determined.

- To distinguish between mass and weight, between density and viscosity, between volume and capacity.

- To convert units of volume to units of capacity.

- To analyze density as a matter property which is independent of the amount of the matter.

 

DEVELOPMENT OF THE UNIT: CLASSROOM SESSIONS, ACTIVITIES TO BE PERFORMED AND RESOURCES

1^st session

We will begin the didactic unit with a brainstorming of what students know about the subject. We will support this activity with a few tokens to fill out.
We continue with specific vocabulary about the matter with a listening and then expose the content by supporting a web page and I've also prepared a letter soup. We end with a more detailed explanation of the matter and its properties by a website.

Task 1: Brainstorming to detect previous knowledge

https://www.worksheetworks.com/pdf/Qks/BL5/WorksheetWorks_matter_1.pdf

Task 2: Glossary of specific terms linked to the unit

https://quizlet.com/56504614/flashcards

https://www.educaplay.com/es/recursoseducativos/3018878/html5/matter.htm

Task 3: Matter and its properties

http://schools.bcsd.com/fremont/5th_sci__matter_properties_of_matter.htm

 

2^nd session

My second session will be developed with exercices about scientific notation and scales supporting me in an online exercises website. Then I explain the measuring and finally we see International System of Units.

Task 4: Exercises about scientific notation and scales

https://www.khanacademy.org/math/pre-algebra/pre-algebra-exponents-radicals/pre-algebra-scientific-notation/e/scientific_notation

Task 5: Measuring

Task 6: International System of Units: multiples and submultiples

http://www.themeter.net/mu-so_e.htm

 

3^rd session

In this session we will perform several online games to explain common mistakes and concepts of volume and capacity. We ended up explaining the density with a video.

Task 7: Common mistakes.

http://studyjams.scholastic.com/studyjams/jams/science/matter/properties-of-matter.htm

http://studyjams.scholastic.com/studyjams/jams/science/matter/solids-liquids-gases.htm

http://www.learninggamesforkids.com/changes-in-matter-games/changes-in-matter-word-search.html

Task 8: Volume and capacity

http://splash.abc.net.au/home#!/media/1386573/the-metrix-capacity-1

http://splash.abc.net.au/home#!/topic/496722/volume-and-capacity

Task 9: Density

https://www.youtube.com/watch?v=SimFy9wOMXY

 

4^th session

In the last session we will go to the laboratory and do some experiment on densities. Before we will see some video that explains the experiment. In the end the students will do a self-assessment.

Task 10: Go to laboratory: is density independent of the amount of matter?

https://www.youtube.com/watch?v=MzsORE0ae10

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

Task 11: Self-assessment

http://www.edinformatics.com/math_science/mvd_quiz.htm

 

 

CLIC didactic unit design link:

https://www.dropbox.com/s/osygexti1d0xdft/plantilla%20aicle%20Felipe%20S%C3%A1nchez.pdf?dl=0

 

Felipe Sánchez Pulido

RV: The Earth in the Solar System

 

My Didactic Unit: The Earth in the Solar System

This unit is the first one on the fourth grade of Primary in the subject of Social Science. It is an attractive lesson because children of eight and nine years old love so much the space and the planets. They are very curious in this topic.

I have considered the following learning outcomes:

• To indentify and name the eight planets in the Solar System.
• To classify the planets in closer and further than the Sun.
• To know the two movements of the Earth.
• To know how the day, the night and the seasons are taken place.
• To distinguish the three layers of the Earth.
• To identify the satellite of the Earth and its phases.
• And above all, to value L2.

The contents are:

• The Sun and the eight planets
• The Earth´s movements: rotation and revolution
• The Moon´s phases.
• Layers of the Earth

The final tasks are:

• Role playing in groups: each one is a Solar System and students will explain the caracteristics of each planet.
• A handicraft (of foam) marking the layers of the Earth.

I will make use of seven sessions of an hour.

• In the first session the students are asked for their knowledge about the name of the planets and the seasons using songs (songs are motivational for the children). We will explain that the Solar System is made up of the Sun (a big star), eight planets and other celestial bodies. They can see the orbits with a video and the different characteristics of the planets (if they are nearer and further than the Sun) with an informative video and a song.

https://www.youtube.com/watch?v=uVVfALI4MxU  https://www.youtube.com/watch?v=z8aBZZnv6y8 https://www.youtube.com/watch?time_continue=92&v=RJ2bQWH6GCM

https://www.youtube.com/watch?time_continue=37&v=ymUHlV074OQ

• During the second session let us talk about the learning last day in pairs and answering questions:
 Then they will create a Solar System on line. (We don't can forget the presence of a digital board and tablets in the classroom) Also they will draw a Solar System. If they have enough time they can learn more with another video (extension activity)

http://www.kidsastronomy.com/fun/make-a-solar-system.htm

http://www.scholastic.com/teachers/activity/solar-system-6-studyjams-interactive-science-activities

http://www.kidsastronomy.com/solar_system.htm

• In the third session children lets us talk about the learning last days and the will play on line to identify the different planets. Also they will learn about the two movements of The Earth with videos (rotation and revolution and what they cause: day/night and the seasons). At home they can visit the video to make this experiment with their family to know how is the day and how is the night: I will ask for them which is the satellite of the Earth and let us watch a video about the phases of the moon.

http://www.softschools.com/science/space/solar_system_kids_games/

https://www.youtube.com/watch?v=cDed5eXmngE

https://www.youtube.com/watch?v=ksGiLaIx39c

https://www.youtube.com/watch?v=9VwLOR0m6mQhttps://www.youtube.com/watch?v=AQRNzepe4wI

https://www.youtube.com/watch?v=bWeaQctUp1c

• In the fourth session we will remember the contents with questions. And we will watch a video of the first man on the moon (a real document):
 Children will listen a text to complete on their notebook, they will do a puzzle of The Earth in pairs and we will watch a video about the layers.

https://www.youtube.com/watch?v=yaYHa7CX_vM

http://www.primarygames.com/holidays/earth_day/games/planetearthjigsawpuzzle/ 

https://www.youtube.com/watch?time_continue=65&v=o1PzX_Mq7ug

• In the fifth session they will complete a diagram of main contents (mind map) and a match exercise on the notebook. Then they will have fun making a handicraft (the first final task) with these instructions:

1. Colour the foam ball with  felt-pens: Brown for the Geosphere, blue for the Hydrosphere and white for the atmosphere.
2. Label the layers with small sticks and play-dough.

 • The sixth session will be role-playing (the second final task). In small group listen to the song and write sentences of each planet to prepare the perform:

https://www.youtube.com/watch?time_continue=37&v=ymUHlV074OQ

https://www.youtube.com/watch?time_continue=92&v=RJ2bQWH6GCM

 • At last, I will use a seventh session to do a test about the topic:

• What is the Solar System made up?
• Draw the Solar System. Then name the planets and colour the cosest planets red and the furthest ones blue.
• What are the two movements of the Earth? What do the cause?
• Name the seasons.
• What´s the name of the satellite of the Earth?
• Draw the phases os the Moon.
• What are the different layer os the Earth?

And a self assesment: Do you understand the lesson…..

1. Excellent?
2. Ok?
3. Not very well?

LINK

https://drive.google.com/open?id=1rQ8cavNEcz21u8fhlguMx7ufZNxT0hKW

Teacher2.docx drive.google.com

Olga Mesías Zafra

CLIL DU War of the Words

CLIL DU War of the Words

 

DU Title: War of the Words (Middle and Modern Ages)

Course: 2nd year of "ESO" 

History 

 

a CLIL Didactic Unit by Angélica García-Manso on historiographic lexicon for the second year of ESO (Middle and Modern Ages)

 (CPR on line, sede de Badajoz, 2018-2019)

 

The War of the Words is a Didactic Unit that explores the usual idea of the medieval world as a time of conflicts, wars, knights and crusades; but, from a CLIL perspective, our aim is to show students a battle between words: words between themselves and words in two languages.

 

From a cognitive perspective, through our DU we seek to establish through the different activities that propose a doctrinal precision on the use of medieval concepts (chronology, political typology, socioeconomic relations and artistic movements), while promoting, as linguistic competence, both the lexical precision and the oral and written exposition of temporal concepts as well as from the same constructions (since there are synthetic denominations and others that resort to syntagmas to refer to the same period).

It is not a question of the DU of a subject, but of a Project-based learning for the semesters in which the History part is taught in the subject of the 2nd year of "ESO".

 

CLIL sessions are organized as the subject matter progresses. Thus, to new contents, new lexicon with which to complete the classroom mural. At an average of three concepts per week (according to the corresponding chronological, political, socioeconomic and artistic guidelines), at the end of the syllabus the student would have a command of approximately fifty technical expressions of enormous cultural and conceptual value, as well as lexical precisions on the notions of time, history and the description of works of art. The remaining activities may be interleaved or culminate in each of the themes.

 

The basic activity is that of a classroom mural that accompanies the work in class at all times. It is also a scaffolding resource as the student, who carries out the timeline, successively discovers the new concepts and their correspondence in the timelines of the mural.

Other individual activities refer to a "quiz" and the elaboration of a medieval calendar (using OER links), as well as other ICT tools, such as glossaries of medieval terms and, for students interested in the world of comics, a publication on the subject (not only for an interested student, but, in the present case, with a fluent command of written English and with the support of the teacher).

Finally, as a complementary work, one can resort to films with an ironic treatment of the medieval world or to videos from which to extract the concepts.

The most revealing self-sufficiency exercises in learning are a text in which to fill in gasps and a Self-Assessment chart, in which the knowledge on which one has worked is summarised.

 

Here I present you my DU and the activities.

 

https://drive.google.com/file/d/13J7miCcEMUkdGbIOqnupm-ulu78YUk4I/view?usp=sharing

                            (TEMPLATE)

 

https://drive.google.com/file/d/106-kpJEDkG8eWJ3S6kaZK8F2no6aSJvB/view?usp=sharing 

(DIDACTIC UNIT)

 

https://twitter.com/Anglica63819158/status/1067444677190795265

                                (DU in TWITTER)

 

--

Prof.ª Dr.ª Angélica García-Manso

--

Prof.ª Dr.ª Angélica García-Manso
+34 677 815 848
angmanso@unex.es

ECONOMIC SYSTEMS

Buenos días:os paso la unidad que he elaborado en este curso.

Se trata de la unidad titulada "SISTEMAS ECONÓMICOS" de la asignatura ECONOMÍA, diseñada para los alumnos de 1º de Bachillerato de Ciencias Sociales.

En ella estudiaremos los problemas básicos de la Economía y los sistemas económicos como diferentes formas de responder a ellos, analizando las diferencias, ventajas e inconvenientes de cada uno. Combinaremos diferentes tipos de tareas con las que asimilar los conceptos propios de la materia y mejorar las competencias lingüísticas en inglés, aprendiendo expresiones y vocabulario específico del tema: empezaremos por visualizaciones de videos alojados en Youtube y lecturas de textos relacionado, para pasar a otras más activas y lúdicas para ayudar a los alumnos asimilar y practicar tanto los aprendizajes específicos de economía como los de la lengua en que estamos trabajando.

Para ello dedicaremos 5 sesiones: en la primera realizaremos la tarea introductoria de visualización de un video y la identificada como Tarea 1, en la que tendrán que emparejar conceptos. En la segunda sesión realizaremos las tareas 2 y 3, consistentes en la lectura de un texto y visualización de otros vídeo tras lo que tendrán que hacer un resumen   y un ejercicio de completar huecos en blanco. En la tercera sesión haremos las actividades 4 y 5, que son un crucigrama y una rueda de palabras. En este momento las tareas ya se ha finalizado la enseñanza de contenidos y estamos en una fase de repaso. Los alumnos ya no reciben más información y deben empezar a demostrar que ven asimilando los contenidos impartidos. En la 4ª sesión haremos la actividad 6, que requiere el máximo nivel de dificultad, pues los alumnos deberán preparar una presentación para sus compañeros sobre alguna parte del tema. En la 5ª y última sesión, deberán exponer la actividad realizada ante el grupo.

Este es el enlace a la unidad elaborada, y desde ella se puede acceder a las actividades elaboradas:

https://drive.google.com/file/d/1X2ZqxgeZkoJqDX0FFzmSVIseD3IEDsMa/view?usp=sharing

Un saludo,

Elia Cristina Morales Benito

MOVING THE SKELETON

1. Unit: Moving the skeleton

2. Planificación unidad AICLE

Emilio José Gil Ávila

--

Antonio Juan Delgado García

654 64 28 05 - http://bilinguex.blogspot.com/

Miembro del Grupo de Software Educativo de Extremadura

Consejería de Educación y Empleo de la Junta de Extremadura

Servicio de Tecnologías de Educación

https://emtic.educarex.es/

Avenida Valhondo, S.N. Módulo 5, 1ª Planta

06800 Mérida

Tél: 924 004 062 (intranet 64062)

Consejería de Educación y Empleo

Junta de Extremadura

CLIL DU War of the Words

DU Title: War of the Words (Middle and Modern Ages)

Course: 2nd year of "ESO" 

History 

The War of the Words

a CLIL Didactic Unit by Angélica García-Manso on historiographic lexicon for the second year of ESO (Middle and Modern Ages)

(CPR on line, sede de Badajoz, 2018-2019)

 

The War of the Words is a Didactic Unit that explores the usual idea of the medieval world as a time of conflicts, wars, knights and crusades; but, from a CLIL perspective, our aim is to show students a battle between words: words between themselves and words in two languages.

 

From a cognitive perspective, through our DU we seek to establish through the different activities that propose a doctrinal precision on the use of medieval concepts (chronology, political typology, socioeconomic relations and artistic movements), while promoting, as linguistic competence, both the lexical precision and the oral and written exposition of temporal concepts as well as from the same constructions (since there are synthetic denominations and others that resort to syntagmas to refer to the same period).

It is not a question of the DU of a subject, but of a Project-based learning for the semesters in which the History part is taught in the subject of the 2nd year of "ESO".

 

The basic activity is that of a classroom mural that accompanies the work in class at all times. It is also a scaffolding resource as the student, who carries out the timeline, successively discovers the new concepts and their correspondence in the timelines of the mural.

Other individual activities refer to a "quiz" and the elaboration of a medieval calendar (using OER links), as well as other ICT tools, such as glossaries of medieval terms and, for students interested in the world of comics, a publication on the subject (not only for an interested student, but, in the present case, with a fluent command of written English and with the support of the teacher).

Finally, as a complementary work, one can resort to films with an ironic treatment of the medieval world or to videos from which to extract the concepts.

The most revealing self-sufficiency exercises in learning are a text in which to fill in gasps and a Self-Assessment chart, in which the knowledge on which one has worked is summarised.

 

Here I present you my DU and the activities.

LINKS: 

https://drive.google.com/file/d/13J7miCcEMUkdGbIOqnupm-ulu78YUk4I/view?usp=sharing (TEMPLATE) 

https://drive.google.com/file/d/106-kpJEDkG8eWJ3S6kaZK8F2no6aSJvB/view?usp=sharing (DIDACTIC UNIT) 

--

Prof.ª Dr.ª Angélica García-Manso