domingo, 31 de mayo de 2015
Keep Fit and Healthy - Physical Education - 2º ESO
“O NOSSO ESPAÇO E O NOSSO TEMPO”
Dirigida a alumnos de primaria, cuarto curso, desde la Educación Física.
La UD que vamos a trabajar lleva por título: "NUESTRO ESPACIO Y NUESTRO TIEMPO", y en la misma presentamos contenidos relacionados con la percepción espacio-temporal, esenciales en el desarrollo y control motor. Para el desarrollo de cualquier capacidad el niño y niña va a necesitar avanzar en el conocimiento del esquema corporal, adquiriendo una autonomía propia.
En el área de EF se lleva a cabo el desarrollo de la percepción espacio-temporal por medio de las capacidades perceptivas del propio cuerpo y del entorno, del mundo que les rodea, por lo que vamos a tener presente, por un lado, la percepción espacial, la temporal y la espacio-temporal que son aspectos a trabajar sobre el entorno, dejando el trabajo de la percepción del propio cuerpo para los contenidos de otra unidad.
Objetivos específicos de la UD desde el Portugués Lengua Extranjera: En el trabajo de las sesiones vamos a tener presente la adquisición de un vocabulario básico de la PLE en relación con los contenidos a trabajar desde la EF.
-Conocer las nociones topológicas básicas: "dentro – fora, diante – detrás, em cima – debaixo, direita – esquerda".
-Recordar las direcciones: "adiante - atrás, acima - debaixo, direita – esquerda".
- Utilizar el vocabulario de la sesión en la lengua portuguesa, como las partes del cuerpo en el calentamiento o vuelta a la calma y los juegos realizados en las sesiones.
-Conocer el vocabulario dado, nombre de animales, de juegos, de las posiciones
-Expresar las ideas, sensación y emociones sentidas en las diversas actividades por medio de la lengua portuguesa.
ACTIVIDADES
-Correr libremente por el espacio en todas las direcciones posibles, según se indique: "diante, detrás, direita, esquerda", describiendo "quadrados", "círculos", y movimientos en "em ziguezague" por los laterales del gimnasio, carreras de ida y vuelta a lo largo y ancho del gimnasio.
-Correr alrededor del gimnasio, ocupando el mayor y el menor espacio posible.
-Corremos por la sala, tocar las cuatro paredes y "sentar-se" "no centro", "numa esquina", "num lateral". Variante: "deitar-se", en vez de "sentar-se".
-Por parejas, uno correrá junto al otro y efectuarán las siguientes acciones: "situar-se diante / detrás", "ficar juntos / separados", "colocar-se perto / longe", "situar-se em cima / embaixo, à direita / à esquerda". Vamos cambiando de roles. Variante: ahora sin que el compañero lo permita.
-Por parejas, uno a "quatro patas no chão", el otro debe franquearle: "por cima, por baixo, pela direita, pela esquerda, por diante, por detrás".
-"Trioestafetas". Juego de relevos por tríos. Llevar a un compañero cogido entre los dos "não pode tocar o chão". Lo realizamos 3 veces y la 4ª venimos "cagarrados das mãos".
-Organizado el Circuito con los materiales, nos desplazamos "por em cima", "pela direita do banco", "à volta dum aro", "subir" a um espaldar, "saltar por cima de umas cordas esticadas no chão". Esta actividad la realizan "por par" y uno de ellos con los ojos tapados, el cual será guiado por su compañero. Puesta en común y recogida del material. Organizados en grupos pasarán asearse a su respectivo vestuario.
-"As luzes". Se distribuyen por el suelo del gimnasio un aro por alumno, a excepción de uno que la liga; el aro es "a luz". Los jugadores que están en "as luzes" a la señal tendrán que cambiar de luz, durante este movimiento, el que se la queda tratará de conseguir su luz, quedando siempre un alumno sin luz (aro).
-"A aranha". Un equipo se coloca en cuadrupedia y cuentan hasta "dez", persiguen a los demás, y cuando son tocados se convierten en "aranha". Finaliza cuando quedan 1 o 2.
-"A vaca Joaninha". Uno se la queda con un pañuelo en la cinturilla del pantalón como si fuera la cola de la vaca. A la señal el resto tienen que ir a quitarle la "a cauda". El que la consiga se convertirá en "vaca Joaninha".
-"Corrida de revezamento". Por equipos, los alumnos deben llegar a tocar una línea del fondo del gimnasio, yendo "pelo lado direito do banco" y "dando volta pelo mesmo lado". Variantes: "regressar pelo lado esquerdo"; "regressar pelo lado contrário ao do colega".
-"Círculo contra círculo". Realizamos dos círculos concéntricos que se desplazan en sentido contrario uno del otro. A la señal los miembros del círculo externo corren a tocar la línea del fondo y los del círculo central corren a cogerlos; posteriormente, cambian el rol. Variantes: Realizar el juego con música, cuando suena nos desplazamos en el círculo, cuando cesa comienza la persecución.
GLORIA MEDINA TORRESCUSA.
Proyecto Final "RENEWABLE ENERGY"
Partiendo de la definición de energía, se pasa a distinguir entre energías renovables y fósiles así como sus ventajas e inconvenientes.
Para la actividad 1 se propone una tormenta de ideas
ACTIVITIES
Brainstorm
"Where does the energy we use come from?"
Lead them into saying the obvious: "Energy comes from an energy source."
Write a heading of "Sources" on the board and brainstorm with the class for examples of energy sources. As this is occurring, pass out the worksheet
How much do you know about energy?
???????????????????????????????????
Think of the answer to this question and then tell it to your partner:
Do you think that these are sources of energy: an apple, a fire, water? Why?
I think....
Do you agree??
No, I don't agree,
I think...
Activity1. Initial activity
How much do you know about energy? Think of the answer to this question and then tell it to your partner:
Do you think that these are sources of energy: an apple, a fire, stars, water? Why? Work in pairs.
Activity 2
Now you are going to listen to some information about energy.
After listening and reading the text, work in pairs filling the gaps.
Activity 3
In group of 3, we are goign to look for information on the Internet(each group one different ENERGY
SOURCES IN THE WORLD (Natural gas, coal, oil, wind, nuclear, ocean,hydropower, biomass)
Each group will work in a different source.
Make a list answering these questions:
What is SOURCE( Natural gas....biomass energy?
Where does it come from?
What are its advantages/disadvantages?
Activity 4
Each group will make a poster with all the information from activity 3, including drawings, pictures and
specif vocabulary (5 or 6 words)
Activity 5
Your group should write 80 to 100 words summarizing your work in activity 3
Activity 6
One student from each group in Activity 3 will participate in a debate on the topic:
"Renewable or non renewable, that ́s the question"
If you are not one of the students in the debate, don ́t worry, you will be able to participate and give your
opinion in the final 10 minutes of the round table.
Activity 7
Self-assessment activity, tick: if you can, cannot, more or less
A continuación os muestro los recursos y materiales que he elaborado para utilizar en esta unidad.
Text books
Resources / Materials
Text1
BRAINSTORM
Self-assessment
Videos :
https://www.youtube.com/watch?v=1-g73ty9v04
https://www.youtube.com/watch?v=ycdke8MTSCI
https://www.youtube.com/watch?v=NKJifzlOSoQ
Games
http://LearningApps.org/139583 ( pairs game)
http://LearningApps.org/1430912 (Crossword)
http://www.educaplay.com/es/recursoseducativos/1919032/_energy_sources.htm (wordgrid)
The Internet and computers
Sources found using the Internet
http://www.educaplay.com/es/recursoseducativos/1798832/solar_energy.htm (filling gaps)
http://www.educaplay.com/es/coleccion/6939/8/hydroelectricity.htm (filling gaps)
http://www.educaplay.com/es/recursoseducativos/703571/types_of_energy.htm (fIlling gaps)
http://www.educaplay.com/es/recursoseducativos/1713998/forms_of_energy.htm (Test)
http://www.educaplay.com/es/recursoseducativos/1879821/how_to_save_energy_.htm (videoquiz)
https://quizlet.com/14303565/energy-vocabulary-words-flash-cards/ (vocabulary)
http://www.mansioningles.com/Gram55.htm (Linguistic scafolding)
Posters, pictures, …
http://homeround.com/wpcontent/uploads/2014/01/Ed_Poster_Energy_Saving_Tips.jpg
http://www.sweetcrudereports.com/wpcontent/uploads/2015/02/Sources-of-Renewable-Energy.jpg
https://encryptedtbn1.gstatic.com/imagesq=tbn:ANd9GcRIUZeXgOayOniUyziYoOO4P4hDqM-
renewableenergy-sources-nonrenewable-energy-sources-800x559.jpg
Text1.odt
ENERGY
WHAT IS ENERGY?
Energy is the ability of a system to do work. It is a physical quantity which produce a change or an effect.
In the International System, the unit of measurement for energy is the JOULE (J)
There are vdifferent types of energy, for example: Chemical energy, Electrical energy, Thermal energy, between others types.
Renewable and non-renewable energy
Energy sources are limitated some times, sources obtained from beneath the Earth. There are being used faster than they can be replenisshed. Soon these sources will run out.
There are two types: fossil fuels and uranium.
On the other hand, there are energy sources, which are replenished.continously and naturally. We call these energy souces renewable energies
We use energy for just about everything. But did you know that most of the energy that we use today is non-renewable? This means that it is not endless; it will eventually run out! Because non-enewable energy can eventually run out, we have to be really careful about how much we use! Otherwise, people in the future won't have any energy to do the things we love to do today. Can you imagine what life would be like without being able to turn off the alarm in the morning or surf the internet? That would be pretty hard!
Do you remember the difference between renewable and non-renewable?
What is Solar Energy?
Solar energy is radiant energy that is produced by the sun. Every day
the sun radiates, or sends out, an enormous amount of energy. The sun
radiates more energy in one second than people have used since the
beginning of time!
Where does the energy come from that constantly radiates from the sun?
It comes from within the sun itself. Like other stars, the sun is a big ball
of gases—mostly hydrogen and helium atoms. The hydrogen atoms in
the sun's core combine to form helium and generate energy in a process
called nuclear fusion.
,
What do you know about Wind Energy ?
Have you ever seen a wind farm? Wind farms are located in really windy places, where machines known as wind turbines are used to harness the wind. Did you know that the energy from wind can be captured to generate electricity in a way that is safe for the environment? As long as the sun shines, there will be wind on the Earth. We will never run out of wind energy! That is because wind energy is renewable.
Wind is simply air in motion. It is produced by the uneven heating of the Earth's surface by energy from the sun.
What is BIOMASS?
Biomass is biological material derived from living, or recently living organisms. In the context of biomass for energy this is often used to mean plant based material, but biomass can equally apply to both animal and vegetable derived material.
Renewable organic materials, such as wood, agricultural crops or wastes, and municipal wastes, especially when used as a source of fuel or energy. Biomass can be burned directly or processed into biofuels such as ethanol and methane.
Ethanol Refinery
SELF-ASSESEMENT
Tick if you can do, can not do, or can do more or less , these things:
RENEWABLE ENERGY | I CAN | CANNOT | MORE OR LESS |
I can understand the meaning of the word energy |
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I can recognize the different sources of energy |
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I can understand when I listen information about sources of energy |
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I can describe a source of energy using easy expressions |
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I can describe a source of energy using more complex expressions |
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I can spell vocabulary words about source of energy |
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I can find information on a specific topic on the Internet |
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I can write about the advantages and disadvantages of the main sources of energy |
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I can explain what I think about the use of the different sources of energy |
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I can make posters summarizing information |
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I can know different forms of saving energy |
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Un saludo María José Moreno Figueroa
Die Tiere
- Escuchar los sonidos de diferentes animales e identificarlos.
- Juego interactivo que consiste en la imitación de los sonidos de diferentes animales.
- Realización de audiciones para colorear.
- Identificación de animales con su color.
- Audición de los números en alemán.
- Relacionar el número con el vocablo.
- Escucha de instrucciones orales con el fin de hacer fichas.
- Elaboración de un mural con los animales favoritos del grupo.
- Confección de un juego de memory y realización del mismo.
- Interpretación de una canción.
- Audición y memorización de una poesía de animales y números.
- Realización de un juego interactivo donde se simula una carrera de caballos.
Vista previa por Yahoo | |||||||
Numerical Proportion
- To define quotient and proportion between two magnitudes.
To recognize directly and indirectly proportional magnitudes.
To calculate directly and indirectly proportional constants.
To solve problems with the rule of the three.
To calculate percentages.
To calculate simple and compound interest.
To use problems in the daily life.
(a) Task(s)
To build a recipe about a typical dish from your village. Firstly for 4 people, secondly for 1 person and finally for 15 people.
(b) Activities
Activit 1:
The students have to proof that two different magnitudes are directly or indirectly proportional.
http://LearningApps.org/watch?v=p67swxiyn01
https://www.youtube.com/watch?v=D8dA4pE5hEY
Activity 2:
In group of four people, they have to invent a problem about percentages in daily life.
https://www.youtube.com/watch?v=KewfKIXRRtI
https://www.mathsisfun.com/percentage.html
Activity 3:
To practise several problems about the rule of tree in real life.
Activity 4:
In group of four people, the students have to invent a recipe using proportional data.
Activity 5:
To solve problems about simple and compound interest.
https://www.mathsisfun.com/money/interest.html
Activity 6:
To improve your knowledge. Find out more about proportional ratios. For example into the Fibonacci sequence and the golden ratio.
http://LearningApps.org/watch?v=pyziokmm101
https://www.symbaloo.com/mix/mathsaicle1
Planning:
Session1: Definition of quotient and proportion. Activities: Recognize proportion and directly and indectly proportionals magnitudes.
Session 2: The rule of three direct and indirect. Problems with the rule of three.
Session 3: Look for in the Internet daily life problems .Work in group of four people .
Session 4: Definition of percentages. Examples of problems with percentages. How important the percentages are in our life. Descount and taxes.
Session 5: Work in group of four people. Invent problems where percentage appears in our life.
Session 6: Work the simple and compound interes.
This is the website where you can find my unit.
Session1: Definition of quotient and proportion. Activities: Recognize proportion and directly and indectly proportionals magnitudes.
Session 2: The rule of three direct and indirect. Problems with the rule of three.
Session 3: Look for in the Internet daily life problems .Work in group of four people .
Session 4: Definition of percentages. Examples of problems with percentages. How important the percentages are in our life. Descount and taxes.
Session 5: Work in group of four people. Invent problems where percentage appears in our life.
Session 6: Work the simple and compound interes.
This is the website where you can find my unit:
Session1: Definition of quotient and proportion. Activities: Recognize proportion and directly and indectly proportionals magnitudes.
Session 2: The rule of three direct and indirect. Problems with the rule of three.
Session 3: Look for in the Internet daily life problems .Work in group of four people .
Session 4: Definition of percentages. Examples of problems with percentages. How important the percentages are in our life. Descount and taxes.
Session 5: Work in group of four people. Invent problems where percentage appears in our life.
Session 6: Work the simple and compound interes.
This is the website where you can find my unit:
https://drive.google.com/drive/my-drive
Verónica Martín Gutiérrez