Wired Connections

Wired Connections

Resumen 

Esta unidad didáctica va dirigida a los alumnos de primero del ciclo de grado superior de Sistemas Electrotécnicos y Automatizados.

 

En ella, se les dará a conocer algunos de los componentes básicos de un circuito eléctrico de automatización y los utilizarán para la realización de un pequeño montaje.

 

Objetivos:

 

- Comprender como funciona un relé y su uso en automatización.

- Identificar sus parámetros principales desde la hoja de características de un fabricante.

- Relacionar su uso con la ubicación en el esquema eléctrico.

- Conectar este componente en un circuito.

 

Tarea final:

 

Realizar un pequeño montaje de un circuito eléctrico de automatización.

Sesiones:

 

Se trabajará en 10 sesiones de 50 minutos cada una.

 

Sesiones 1 - 2: 

Comenzamos con una pequeña contextualización del proceso de automatización,  revisando además el glosario con las palabras más significativas que trataremos en la unidad.

Sesiones 3 - 4:

Veremos el vídeo https://www.youtube.com/watch?v=kt-4jJvYvzI para conocer el funcionamiento de un relé y debatiremos su uso dentro de un circuito eléctrico.

Sesiones 5 -6: 

Veremos el vídeo https://www.youtube.com/watch?v=tMIg24cHqwE  para conocer el funcionamiento de un contactor y debatiremos su uso dentro de un circuito eléctrico.

Sesiones 7 - 8:

Buscaremos información técnica de este tipo de componentes en hojas de características de fabricantes y extraeremos sus parámetros principales de funcionamiento. (https://www.schneider-electric.com/en/product/download-pdf/LRD14)

Sesiones 9 -10 

Tarea final de proyecto de montaje de los componentes vistos en la unidad dentro de un circuito eléctrico.

Ubicación de la Unidad completa y los materiales utilizados:

https://drive.google.com/open?id=1LSrs9O-JQD0J4z2_C4J_d1UdtyFdAT59

https://drive.google.com/file/d/1J5NKJikK9eEhqZxICQh0DXlQ9lRg5T9s/view?usp=sharing

Francisco José Rosa Encinas

Consejería de Educación y Empleo

Junta de Extremadura

PLANTS GROWTH AND NUTRITION

LEVEL:5º
TITLE:PLANTS GROWTH AND NUTRITION

UNIT OUTLINE

This unit builds upon previous student knowledge of plants and living things. It explains how plants obtain the nutrients that enable them to carry out the processes of respiration and photosynthesis.

Plant growth and nutrition

Know how to Identify what plants need to grow

Describe the main processes of plant nutrition

The needs of plants

Plant nutrition

Photosynthesis

Plant respiration

Cognitive Processes.

Activities.

1st sesion.

*Ask Students for examples of living things. Ask: Why are they living things? What characteristic makes plants unique in comparison to other living things?

*Students read and listen to the texts about the amount of light and water plants need. Pause the

recording and ask: Why is light so important to plants? What is the opposite of sunny? Do all plants need the same amount of water to survive? What plants grow near rivers?

2 nd sesion.

*Work with the picture Students Look at the picture and compare the needs of the plants: Do you think the plants here need lots of sun? What plants like sunny areas? What plants need to be close to the water? Ss write sentences in pairs.

*Students read and listen to the texts. Pause occasionally to check comprehension: What are three main gases in the air we breathe? What do plants use carbon dioxide for? How do plants take in mineral salts?

2 nd sesion.

*Read the text to the class. Then, use pictures to discuss how habitats affect the needs of the plants that live there: Which of these trees prefers high temperatures? Which prefers low temperatures? What are their leaves like? Do you think the shape of their leaves is related to the temperatures of their habitats?

*Students brainstorm about what plants need. Ask: How many of these needs are related to nutrition?

Ask: Where is raw sap made? How do plants absorb water and minerals? What gas do stomata take in? What is the difference between raw sap and elaborated sap? How is sunlight trapped?

*Ss look at the picture. They listen and say whether the sentences are true or false.

In pairs, Ss make a glossary by completing their lists of key vocabulary with the words suggested by their partners.

Ask: What do living things need to breathe? Do plants need the same things? How are they similar/ different?

3rd Sesion.

*Students read and listen to the texts. • Ask questions to check comprehension: When do plants carry out photosynthesis? What gas do they take in/release? When do plants carry out respiration? What gas do they take in/release? Which gas do plants produce most of? Work with the picture • Ss read

and answer each question in pairs. • They swap partners and compare their answers. • Draw a plant nutrition diagram on the board, and elicit answers from the class to complete it.

*They copy the plant diagram from the board in their notebooks. Students use different colours to draw arrows that show how raw and elaborated sap flow through a plant. They add labels to their diagrams and compare in small groups.

*The teacher write key vocabulary about plant nutrition on the board with scrambled letters: atosmat (stomata). Volunteers come to the board and spell each word correctly. Then, they explain its function in the process of nutrition.

4th sesion.

*The teacher divides the class into two groups. Using vocabulary cards, hand out ten key words from the unit to each group. In pairs, each group writes two definitions for each word: one true and one false. They read out the word and both definitions; the other group guesses the correct definition.

Some activities to reinformenct and extencsio can be:

- Label a diagram of how plants take in substances.

- Complete a table about photosynthesis and respiration.

- Complete a chart ( concepts map) about photosynthesis.

- To watch videos.

- To do interactive activities on PDI.

Last sesion.

Pupils will present their classmates the final task ( It is explained above)

Final task.

The final task will consist of creating a project where the nutrition process of a plant is explained. To do this, the class will be divided into small groups of 2 or 3 students, they will be provided with a large poster and will be given full freedom to use the materials they deem appropriate for the representation of the project. In it the different steps of the nutrition process (photosynthesis) should be clear. They also need to illustrate with drawings the entire process. In the end they will have to present it to the rest of the class. Among them, they should distribute the steps they will have to say to learn them. Finally, both the teacher and the rest of the classmates can ask questions they deem appropriate to the group that is presenting at that time. 

Resources.

The teacher will give students out worksheet for the writen activities

- Watch videos on:

http://aulavirtual.santillana.es/avonline/library

AV Online - Santillana aulavirtual.santillana.es CONDICIONES DE USO Y PROTECCIÓN DE DATOS La aplicación Aula Virtual (en adelante, la Aplicación) es una aplicación propiedad de Santillana Educación, S.L. (en adelante, Santillana), con domicilio social en la Avenida de los Artesanos, 6 (28760 Tres Cantos) y CIF B-28119261.

- Presentations

http://aulavirtual.santillana.es/avonline/library

AV Online - Santillana aulavirtual.santillana.es CONDICIONES DE USO Y PROTECCIÓN DE DATOS La aplicación Aula Virtual (en adelante, la Aplicación) es una aplicación propiedad de Santillana Educación, S.L. (en adelante, Santillana), con domicilio social en la Avenida de los Artesanos, 6 (28760 Tres Cantos) y CIF B-28119261.

- Interactive activities.

http://aulavirtual.santillana.es/avonline/library

AV Online - Santillana aulavirtual.santillana.es CONDICIONES DE USO Y PROTECCIÓN DE DATOS La aplicación Aula Virtual (en adelante, la Aplicación) es una aplicación propiedad de Santillana Educación, S.L. (en adelante, Santillana), con domicilio social en la Avenida de los Artesanos, 6 (28760 Tres Cantos) y CIF B-28119261.

https://wonderville.org/asset/photosynthesis

http://herbarium.desu.edu/pfk/page25/page26/page27/page27.html

Plant leaf experiment - Delaware State University herbarium.desu.edu Photosynthesis Plants use Photosynthesis to create food from sunlight and carbon dioxide. This reaction occurs because of the chlorophyll within plants, and is what gives them their green color.

https://learnenglishkids.britishcouncil.org/en/word-games/plants

Plants | LearnEnglish Kids | British Council learnenglishkids.britishcouncil.org Play a word game to learn and practise plants vocabulary.

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

Photosynthesis - How Plants make Food- 2-Video for Kids by makemegenius.com www.youtube.com Visit http://www.makemegenius.com for more videos on Children education for free

Plantilla alojada en Google Drive.

https://drive.google.com/drive/my-drive

Meet Google Drive – One place for all your files drive.google.com Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage – free.

Alonso Retamosa Labrador

Our body

UNIDAD DIDÁCTICA : The Cell

rociolarmar@gmail.com ha compartido un enlace al siguiente documento:

UNIDAD DIDÁCTICA : The Cell

Abrir en Docs

Documentos de Google: crea y modifica documentos online. Google LLC, 1600 Amphitheatre Parkway, Mountain View, CA 94043, USA Has recibido este correo electrónico porque alguien ha compartido un documento de Documentos de Google contigo.

The Earth in the Universe

PROYECTO FINAL

UNIDAD AICLE: THE EARTH IN THE UNIVERSE

1º ESO ( BIOLOGIA/ GEOLOGÍA)

INTRODUCTION

During this resource we will work on the knowledge of the Solar System and the Universe, the formation of both and the differentiation between the different movements and states of the planets; for example, rotation, translation, etc. the planets, the Sun, the Moon and the position of the Earth in relation to both will be studied.
It will work in a collaborative and participatory way, this means that the source of knowledge will emerge from the interaction between peers through the realization of different proposed activities. In order for the work to be optimal, the guidelines and guidelines indicated in each one will be followed, through the consultation of web resources and links provided as sources of information. This project is framed for 1st ESO students in the area of Biology / Geology.

LEARNING OUTCOMES:

-  Interpret and produce with ownership, autonomy and creativity messages that use artistic, scientific and   technical codes

 - Understand the basic principles that govern the functioning of the physical and natural environment,    assess the repercussions that human activities have on it and actively contribute to the defense ,   conservation and improvement of it as a determinant of quality of life.

To know how the Universe was formed.

-   To Explain the meaning of astronomical unit (AU) and light year.
  - To Know the relative position of the different bodies that make up the solar system and, especially, the Earth-  Moon system.

_ To distinguish among galaxies, constellations, comets, asteroids and meteoroids.
  -  To Describe the cause of the sequence of the seasons.
  - To Describe the cause by which the lunar phases can be observed.
  - To Know why the seasons and the solstices and equinoxes occur in both terrestrial hemispheres.
  - To Understand the mechanism of formation of eclipse

TASKS:

Brainstorm activity, texts to read, videos to listen, dyagrams and charts, speaking activity, search on the internet, collaborative work in pairs and groups, listening and writing in games and interactive activities, elaboration of flashcards, podcasts, images with contents and resolution of questions, build a Solar System project, visit Planetarium and Monfragüe astronomical observatory

TIMING:

7 sessions of 1 hour each one.

METHODOLOGY IN CLASS WILL BE: 

 

- Active methodology focused on the student and by discovery
- Meaningful and functional learning
- Individualized methodology and attention to diversity
- Importance of using didactically the previous ideas of the students
- Development of basic and specific competences

- Globalizing methodology in content selection and interdisciplinary
- Inquiring attitude of reality.
- Starting from close and daily realities
- Revaluation of creativity and autonomy in the construction of knowledge
- Motivation and self-esteem
- Education in values
- Contribute to the establishment of a climate of mutual acceptance and cooperation
- Need to promote reading and communicative processes in the classroom.
- Evaluation of the process itself

ACTIVITIES:

   En este caso estudiaremos El universo (1º ESO)

  *) Partimos del conocimiento previo de los alumnos tanto de la asignatura como del tema en concreto que nos ocupa.

Lo primero que se hará será una lluvia de ideas con preguntas generales para revisar el vocabulario que conocen y ampliar el necesario para trabajar. Esta actividad ya forma parte del scafolding,revisando además la pronunciación.

Session 1: Video Universe Presentation. Know the formation of the Universe. Reading "Another Giant Leap for Mankind" and reflection activities / find words, questions, discussion of opinions.

Video presentación- Youtube ( para conectar con vocabulario, libro ,tema,etc)

 

https://www.youtube.com/watch?v=Qd6nLM2QlWw

Exploring Our Solar System: Planets and Space for Kids - FreeSchool www.youtube.com Here is an in-depth introduction to the Solar System and the planets that are in it. From the sun to why poor Pluto is no longer considered a planet, come along for a ...

*) Lectura "Another Giant Leap for Mankind".

      Texto adaptado al nivel de alumnos utilizando diversos fragmentos de periódicos , revistas, textos diferentes acerca del título de dicha lectura,     siendo uno de ellos:

   www. nasa.gov/press

NAS A Telescope Reveals Largest Batch of Earth-size, Habitable-Zone Planets Around Single Star.

NAS A & TRAPPIST-1 : A Treasure Trove or Planets Found.

  A con tinuación, los alumnos se disponen a realizar diversas tareas de recepción y producción comentando el contenido del video y el texto        con ayuda de apoyo de muletas lingüísticas.

       Una muestra de dichas actividades serían:

 

1. Read the text again and try to define the highlighted words. Find a synonym if possible.
2. Answer the following questions on the text. Use your own words to explain the solution to your classmates.

1. Which is the topic of the article?
2. Which is the name of the system found?
3. How many planets did scientist find?

  What way is the TRAPPIST-1 different from the sun?

    3)Prepare  a speech to explain to your classmates why this discovery is so important

Session 2: Understand what the Solar System is, planets and their characteristics, explanatory videos, concept maps, reinforcement and extension exercises, task assignments, collaborative work in pairs, interaction of the whole class contributing opinions.

*) Imágenes con planetas y textos explicativos con características explicativas de cada una de ellas. ( Imágenes Google).

 

Tras leer y escuchar el texto por parte de un alumno que lee en alto o el profesor, alumnos completarán información y elaborarán preguntas y  actividades.

Para facilitar la comprensión se facilita  herramientas de andamiaje (Scafolding) :

Glosario :

http://ducksters.com/science//physics/astronomy_glossary_and _terms.php

Juego interactivo en línea para repasar vocabulario:

http:// eslgamesplus.com/space-and-solar-system-esl-vocabulary

Videos repaso Youtube:

    http://youtube.com/watch?v=1Eh5BpSnBBw

Mind Blowing! ...Earth Compared To The Rest Of The Universe - Amazing Graphic Presentation youtube.com Check out more awesome BuzzFeedBlue videos! http://bit.ly/YTbuzzfeedblue1 "There are more stars in our Universe than there are grains of sand on all the beac...

https://www.youtube.com/watch?v=01whcJq-pBs

CARACTERÍSTICAS DE LOS PLANETAS DEL SISTEMA SOLAR www.youtube.com De los numerosos objetos que giran alrededor de la estrella, gran parte de la masa restante se concentra en ocho planetas cuyas órbitas son prácticamente circulares ...

 

Presentación PowerPoint en inglés:

 

  https://es.slideshare.net/krik99/los-planetas-en-ingls

Los planetas en inglés - es.slideshare.net es.slideshare.net He puesto unas pocas lineas de informacion de cada planeta. Gracias jito que me as ayudado en el argumento!!

Crucigramas:

 http://www.teacherspayteachers.com/Product/our-solar-System-Crossword

Teaching Resources & Lesson Plans | Teachers Pay Teachers www.teacherspayteachers.com A community of millions of educators who come together to share their work, their insights, and their inspiration with one another.

o Images Google ( crossword solar system)

 

 mapas conceptuales:

 

https://www.google.es/search?tbm=isch&sa=1&ei=aBL4WoqiEsz7UIWHsPAM&q=conceptual+maps+universe&oq=conceptual+maps+universe&gs_l=img.3...17405.25310.0.26061.60.35.0.1.1.0.240.4244.1j28j2.31.0....0...1c.1.64.img..35.16.2442...0j0i67k1j0i30k1j0i24k1.0.tRVU_Of7c6s#imgrc=zmOGRLEjgjx6OM

 

Session 3: Deepen the most influential elements of the planet Earth, the Sun, the Moon, the Earth, tasks, videos, internet search, images and fill in gaps, group discussions, join words, with their definitions through Internet search ( collaborative, scaffolding), podcasts and vocabulary.

Ejercicios que refuerzan vocabulario y contenido:

. identificación de conceptos a través de imágenes con un grupo mezclado de palabras. Se trabaja en parejas y se discute en grupos y compara las respuestas con el resto de la clase.

     

                                                                 

. Unir conceptos y definiciones con flechas.

( para ello, reforzamos el vocabulario con glosario, utilización de herramientas TIC  y muletas lingúísticas si las precisan).

Ejemplo:

Planet	a.	Rocky bodies which are smaller than planets, irregular in shape, which orbit around the Sun.
Asteroids	b.	A celestial body orbiting the Sun on a very long trajectory.
Star	c.	A group of stars (ten or hundreds or thousands) eg. The Milky Way.
Galaxy	d.	Approximately the mean distance between the Earth and the Sun.
Satellite	e.	The distance covered by light in a year, (= 10 billion km).
U.A.	f.	Celestial body which continuously radiates energy into the space around it (eg. the Sun).
Comet	d.	A celestial body orbiting a star (egg. the Earth).
Light-year	e.	A natural body that revolves around a planet (eg. the Moon).

 

I can see.....

I think that....

 

Session 4: Reading of contents, interactive games and activities, elaboration of flascards (quizlet), production task, speaking the information in groups,

*) Lectura de textos y elección de respuestas Verdadero o Falso, imágenes con textos explicativos, con sus correspondientes preguntas y actividades, tareas de recepción y prducción, y comparación de resultados con los compañeros de más conceptos a estudiar ( Asteroides, cometas, cinturón de asteroides, rotación, estaciones, traslación, luna, satélite,.....), ayudados de los recursos de Google Imágenes, libros de textos, muletas lingüísticas,etc.

 

Ejemplo:

 

-In my opinion........                                                                

-different seasons are due to......

-I think that something is moving, i think is....

-I cannot believe that the sun does not move because.....

-Everybody tells me that seasons are due to.....

-I agree because......

 

In my opinion this is True/False because in the text....................

I disagree…….

 But look where it says………… In fact, it depends on....................................

 

 

      

 

 

*) Ejercicios on line refuerzo y/o ampliación de contenido, vocabulario, evaluación de aprendizaje

 

Podcasts Universe:

 

 https://www.brainson.org/shows/2018/01/02/mysteries-of-the-universe-expansion-and-gravity-encore

Mysteries of the universe: Expansion and gravity | Brains ... www.brainson.org In this episode we ponder some big questions from Brains On listeners about the vastness of space.

Actividades interactivas ( juegos, videos, misterio, glosario, vocabulario,....)

 

 http://spaceplace.nasa.gov/sp

NASA Space Place :: Home :: NASA Space Place spaceplace.nasa.gov NASA's award-winning Space Place website engages upper-elementary-aged children in space and Earth science through interactive games, hands-on activities, fun articles and short videos. With material in both English and Spanish and numerous resources for kids, parents and teachers, Space Place has something for everyone.

https://www.brainpop.com/science/natureoftheuniverse/

Science Unit: Nature of the Universe - BrainPOP www.brainpop.com Explore the laws of the cosmos. Search in brainpop. Toggle navigation

 

https://www.google.es/intl/es_es/sky/

Google Sky www.google.es Enlazar con esta página Imprimir: Cargando mapas de Sky...

 

https://www.eslgamesplus.com/space-and-solar-system-esl-vocabulary-game-moonshot-game/

Space and Solar System ESL Vocabulary Game www.eslgamesplus.com In this game, you will practice vocabulary related to space, our solar system, planets and more. Also learn to use comparatives and superlatives when talking about planets.

 

 http://www.bbc.com/future/bespoke/20140304-how-big-is-space-interactive/

How Big Is Space – Interactive version - BBC www.bbc.com Buckle up and ride a rocket through our interactive view of the Solar System to explore our cosmic neighbourhood

 

*) Elaboración de flashcards para recordar conceptos  y características sobre los planetas, en grupos, utilizando las herramientas TIC, buscando información, creando las flashcards, e interaccionando con los compañeros mostrándoles la carta y explicándoles la información, se facilitan muletas lingüísticas como andamiaje).

 

 http://quizlet.com/148714165/astronomy-today-chapter-1-iasd-flash-cards

Astronomy today chapter 1 IASD Flashcards | Quizlet quizlet.com Start studying Astronomy today chapter 1 IASD. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

 

 

Session 5: observation of the universe through the sky and knowing its visible components from the Earth in a virtual but very practical and simple way (Google sky). Images with contents and resolution of questions derived from them with linguistic crutches, glossary, crossword (scaffolding) ).

Resources used previously cited.

Session 6: Visit to Planetario or Astronomical Observatory of Monfragüe. Elaboration of models at home for later exhibition at the end of the information course of information learned with everyday materials (paper, cardboard, bricks, balls, balls, ropes, buttons ...).

Session 7: test / self-assessment

This activity aims to evaluate the knowledge acquired throughout the UD, placing the students in a scenario as an expert of the Universe and the Solar System.
Performing a self-assessment of knowledge acquired throughout the unit through ICT tools.

In this case as tools, the ones described above, images, videos, presentations, online activities, etc. have been used. , preparing texts and activities (other materials), from other sources, simplifying and adapting it to the linguistic competence of the students, which help to learn the vocabulary and content, but always 1 point above to offer the challenge of the difficulty .

 

RESULT: Practice, in general, of the 4 skills and attention to content and language.

 

RESOURCES USED: Dictionaries, digital whiteboard, computers, notebook, books, ...

AICLE RESOURCES USED:

www. isabelperez.com/clil/clil_m_5.htm

www.juntadeandalucia/educacion/webportal/web/aicle/secuencias-aicle

And all those previously proposed in each of the sections proposed in each previous item.

LINKS MATERIALS:

https://drive.google.com/file/d/1qteKPfYlw2r2ZhtIC5JMG11iZ7XsiYnp/view?usp=sharing

DISEÑO DE MATERIALES AICLE ( Mi Ud The Earth in the Univerese).docx drive.google.com

ENLACE PLANTILLA :

https://drive.google.com/open?id=1ceNjZ_ROdB7zHTL76KWEYdq42JRPXgOq

MI UD ( The Earth in the Univerese) Plantilla 3.1.docx drive.google.com

UD:

https://drive.google.com/file/d/1nh6BlTFBKK8HwywapKMGdyKdPu2WbBEk/view?usp=sharing

Unidad AICLE.docx drive.google.com

VIRGINIA PEREZ COLLADO