Unit of Animals

UNIDAD DIDÁCTICA: ANIMALS

 

Esta unidad va dirigida a los alumnos de 3 años del 2º Ciclo de Educación Infantil, para la asignatura de Conocimiento del Medio.

Con esta Unidad nos centraremos en conocer los animales domésticos y salvajes, así como su clasificación teniendo en cuenta el medio que usan para desplazarse.

Para llegar a conseguir nuestros objetivos y adquirir los contenidos de forma exitosa lo haremos a través de videos, canciones, animaciones, ilustraciones y otros materiales que desarrollen la motivación en los alumnos.

 

Ø  OBJETIVOS y CRITERIOS DE EVALUACIÓN:

 

·         To know and distinguish different animals.

·         To classify animals according to the means they used to move.

·         To distinguish and sort animals according to whether domestic or wild.

 

 

Ø  CONTENIDOS DE MATERIA:

 

·         Animals.

·         Wild animals.

·         Domestic animals.

·         Lans animals.

·         Aquatic animals.

·         Flying animals.

 

Ø  CONTENIDOS DE LENGUA/COMUNICACIÓN:

→ Vocabulario

·         Nouns: dog, cat, cow, sheep, horse, pig, bird, lion, elephant, snike, tiger, cocodrile, fish, farm, jungle.

·         Verbs: live, walk, fly, swim, creep.

·         Adjectives: big, small, long, dangerous.

·         Prepositions: in, into, with.

→ Estructuras

·         Rutinas:

              How many animals do you Know? What is your favorite animal? Who has a pet?

 

·      Contenido gramatical:

              Have/has

·      Classroom management (lenguaje de aula):

              Are you ready? Do you understand?

→ Tipo de Discurso

·         Exposition, narration, description.

→ Destrezas Lingüísticas

·       Writing: Classification of different images of animals, Reply to questions in class.

·       Reading: Complete spaces words with pictures.

·       Listening: Classification of animals from a hearing, listening activities of both the teacher and other colleagues, Videos with questions to answer.

·       Speaking: Production and oral exposure from images of animals, express opinions or ideas, through the structures previously learned.

Ø  CONTEXTO:

We start from the usual contexts of students, based on their immediate environment, to learn from pets to wild animals.

 

Ø PROCESOS COGNITIVOS: ·  Attention. ·  Memorize words. ·  Reasoning. ·  Analysis of visual images. ·  Learn the name of different wild animals. ·  Know the main domestic animals. ·  Identify lans/aquatic/flying animals. ·  Difference between domestic and wild animals.     Ø  ACTIVIDADES → Tareas ·       Reception tasks: complete drawings / images and interpret images using flashcards. ·       Interaction activities: express opinions and ideas and compare answers. ·       Scaffolding tasks: the student will be provided at all times the necessary assistance to carry out activities. ·       Production Task: Students learn to express themselves orally through simple words. ·       Prepare the science corner with pictures of different animals, and their names and decorate the class. ·       Show two murals in which we can see domestic animals and wild animals. Ask questions about these animals, where do they live, tell me another domestic / wild animal, count how many animals are there. ·       Show different flashcards with lans/aquatic/ flying animals and distinguish them. ·       Draw one land animals, two aquatic animals and three flying animals. ·       Sing songs about the animals.   → Actividades (Recursos en Papel) ·       Classification tables using flashcards. ·       Repeat simple words. ·       Cut pictures, listen and paste into place. ·       Engage with colleagues on animals using flashcards. ·       Listen to songs with images and associate. ·       Working in pairs questions on the subject. ·       Match images. ·       Riddles.   → Actividades (Recursos Digitales) https://www.youtube.com/watch?v=EwIOkOibTgM (domestic animals) https://www.youtube.com/watch?v=p5qwOxlvyhk (wild animals) https://www.youtube.com/watch?v=OwRmivbNgQk (zoo song) https://www.youtube.com/watch?v=PZ5l51MvJxg (land animals) https://www.youtube.com/watch?v=PCACaZmIEuA (flying animals) https://www.youtube.com/watch?v=Wruk1xnABeM (aquatic animals) http://carmen-jugandoyaprendiendo.blogspot.com.es/2015/05/animals-4-juegos-interactivos-para.html   → Actividades Interactivas http://learningapps.org/339539 http://learningapps.org/1364732 http://learningapps.org/479879   Ø  METODOLOGÍA I will carry out this unit during two weeks. The  daily timetable will be as follows: - Assembly, songs, routines, stories and prior knowledge activities. - Individual work. - Snacks. - Corners Game - Playground - Large group activities. I will use different types of groupings for the activities: some will be in large group such as assembly, stories; others individual like individual work; and others in pairs or  small groups like team activities, corners game and role-playing. ·    I will use digital resources previously exposed on the activities and on paper finger paint, stickers, logical blocks, mural paintings, whiteboard, classroom materials and some pets of my pupils.   ·    Flashcard: https://quizlet.com/73561280/sea-animals-flashcards-flash-cards/ https://quizlet.com/49982692/animal-flashcards-flash-cards/ https://quizlet.com/71988130/aquatic-animals-flash-cards/ https://quizlet.com/68713314/birds-and-other-flying-animals-flash-cards/ https://quizlet.com/87696753/domestic-animals-animales-domesticos-flash-cards/ https://quizlet.com/48692215/wild-animals-flash-cards/ http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/016c/016c.pdf   We will work the contents of the unit through the eight multiple intelligences: Linguistic, logical mathematical, visual-spatial, musical, kinesthetic, naturalist, intrapersonal, interpersonal. And we will work all the proposed basic skills for children's education: mathematics, cultural and artistic competence, tic, competence of learning to learn, linguistics, physical world and competence of personal autonomy and initiative. This unit will develop skills: • Linguistics: will work and develop in-depth L2. The student acquires a specific vocabulary related to animals and types. oral and written language used to express themselves and communicate with peers, for it will be discussed, will be discussed ... • Digital: knowledge and approach to new technologies through the use of computer and whiteboard, with the various resources available on the network will occur. • Social: the contents are primarily focused on this competition. The importance of knowing how is distributed the animal family. Students acquire skills to perform with people and participate actively in society. • Learning to learn. With this competition, students will develop their ability to begin learning and persist in it and work individually or collaboratively to achieve the objectives.   Ø  EVALUACIÓN The evaluation will be global, continuous and formative. I will take into account the knowledge acquired as well as the rhythm and characteristics of the development of each child. And I will use the direct and systematic observation as technique of the evaluation process. I will take as a reference the evaluation criteria set forth above. And consider the following evaluation criteria: - Meet and named in L1 and L2 mentioned animals - Meet and named in L1 and L2 classification of animal by way to get around. - Use the basic structures studied to express themselves. And I will evaluate my own educational practice, in addition to learning processes of students.

 

https://drive.google.com/drive/folders/0B8tFpC-mpi8BX0hyb2x0UThFV2s

MARÍA JOSÉ GÓMEZ RODRÍGUEZ