PROYECTO FINAL
| Profesor/a: Fernando Díaz-Pinés Mansilla | Curso/Nivel: 3º de Primaria |
| Área/Asignatura: Ciencias Sociales | Título de la UD: The place I live |
The Didactic Unit that I present corresponds to the curriculum of the Social Sciences area for the third year of primary school.
We want students to approach the basic concepts of social groups and their characteristics and to be able to value coexistence and cohesion as indispensable elements to be good citizens.
We start from the closest surroundings that are the school and the families where the socialization and the learning of the rules begin.
Then we will differentiate and classify the localities as towns and cities.
We continue analyzing the place where we live, its characteristics, it is rural or urban, the lime government and its functions...
The people with whom we live and their role in society is the common theme that will guide us to the concepts of production sectors and services provided to the community.
SESION 1: Unit introduction
-Diagnostic activity
Who does it right? Who goes it not right?.
This activity tries to observe a picture where different citizens who are on the street doing things right or wrong, describe the actions.
SESION 2-6: Content
-Rules in Society (https://www.youtube.com/watch?v=ddvTFgzkS5M)
We will see this video where the Minions explain, in a very funny way, the class rules. We commented it.
-My Locality (https://tuprofer.blogspot.com.es/2018/05/rural-or-urban-landscape.html and https://es.educaplay.com/es/recursoseducativos/3701391/rules_of_a_school.htm)
There are two interactive activities carried out with Educaplay.
In the first one, it is about uniting with arrows the photographs with their description, trying to remember the characteristic elements of a rural landscape and an urban landscape.
In the second we insist on the rules that must be respected in a school, answering "yes" or "no" if the sentences are correct or not.
-Parts of a municipality (https://www.youtube.com/watch?v=8IjlS4tZ3PE)
We will see explained by a teacher who shares his work that the town is the place where people live, and that is formed by buildings, services and groups of citizens.
-Types of jobs sectors (https://www.youtube.com/watch?v=E33uuURqIzc)
Another educational video, created with Powtoon, to understand the differentiation of jobs in sectors.
- Review
SESION 7-8: Final Task
-Vote for school rules.
After having learned about the importance of rules for a good coexistence, we conducted a teacher-led debate on the rules that guide us in school. Finally we will propose the ones that seem most important to us, those that we would remove and those that we would add. We vote the funamnetales and we make a poster to have them always present.
-Write a letter to the mayor.
We will write a letter to the mayor of the town thanking the services that the city council provides to its citizens and we will suggest some improvements that we have been able to observe.
| 1. Learning outcomes/ Evaluation Criteria | 1. Recognise the family and school as places for socialization. 2. Understand the attitudes of good citizens. 3. Expand pupils' knowledge of road safety rules. 4. Learn the characteristics which distinguish neighbourhoods, towns and cities. 5. Learn about the services town and city councils provide for the community and their characteristics. 6. Appreciate the work of people in the community as producers of products and services. 7. Take on an active role in group work and approach tasks with a sense of collective responsibility. 8. Develop self-assessment and self-critical skills with regard to the tasks carried out in this unit. 9. Use the specific terminology from the unit accurately. 10. Use new technologies to carry out activities. 11. Develop a feeling of belonging to a place by learning about local historic buildings. | |
| 2. Subject Content | Conflict resolution strategies, using codes of conduct and appreciating the importance of peaceful and tolerant coexistence. Using information and communications technology to search for and select information. Present conclusions. The family. Family structures. The education community. Rules in society and observing rules responsibly. Types of locality: towns and cities. Neighbourhoods and types of neighbourhoods. Municipalities. How localities are organised: town/city councils and municipal services. Local expressions of culture. Road safety education. Production-related activities: natural resources and raw materials, manufactured products (handicrafts and industry), forms of production and the service industry. | |
| 3. Language Content/ Communication | |
| Vocabulary | Duty. Rigth. Responsability. Family. Relationships. Classmates. Physical locations. Individual rights and responsibilities. Living together. Our city. Our town. Means of transport. Road safety education. Citizens. Neighbourhoods. Taxes. City councils. Peaceful and tolerant coexistence. Rules responsibly. Municipalities. Forms of production and the service industry. Raw materials. | |
| Structures | Rutinas: Is your locality a town or a city?, What is a lanscape?, What things can change landscapes?,What school rules do you know?, How many people are there in your localitity?, What does a town hall do? Contenido gramatical: verbo To be, comparativos, preposiciones (in-on-at), presente simple (like, hate, enjoy...), presente contínuo (I'm going to the church.) etc. Classroom management (lenguaje de aula): What does ….. mean in Spanish?, Can you explain it again?, Can you repeat that please?, How do you spell …...?, What do we have to do?, How is this word pronounced?, Can you help me, please?, I don't understand, How do you say …. in English?, What page are we on?, What's the homework?, Do we have to write this down? | |
| Discourse type | Exposition Narration Description | |
| Language skills | Writing, reading, speaking, listening and social interaction. | |
| 4. Context | Barbaño is a small village near to Badajoz. |
| 5. Cognitive (thinking) processes | - To explore the body parts. - To recognise the family and school as places for socialization. - To understand the attitudes of good citizens. - To learn the characteristics which distinguish neighbourhoods, towns and cities. - To appreciate the work of people in the community as producers of products and services. |
| 6a. Tasks | - Games. - Flashcards. - Interactive games (online). - Use ICT as a tool for learning and self-assessment. - Explain rules at home and at school. |
| 6b. Activities | Warm up activities: -In pairs decide what of the school rules are not needed. -In pairs decide whose duty these are: clean the school, meet with teachers, take care of school, take you to school. Listening activities: - Listen and say if the behaviours is right o worn. -Listen and decide which sector each speaker works in. Reading activities: To Read the rules of our school, the rules of the library… To Read the process of obtaining a product. Writing activities: Write some sentences about to be a good citizen. Make a list of the municipal services you use in your locality. Final Task: Vote a list of rules to follow in your school. |
| 7. Methodology |
| Organization and class distribution / timing. | 2 weeks |
| Resources/Materials | -Murals -Flashcards -Computers -Interactive Board -Trivial Game: Paper, colors, pencils… to make it. -School materials. |
| Key Competences | Social and civic competence Sense of initiative and entrepreneurial spirit Competence in learning to learn Linguistic communication Digital competence Cultural awareness and cultural expressions |
| 8. Evaluation criteria and instruments | 1. Develop a positive attitude towards cooperation and teamwork. 2. Appreciate the importance of peaceful and tolerant coexistence. 3. Recognize the characteristics and typical features of different social groups, respecting and appreciating their differences. 4. Identify and name the elements that make up a locality. 5. Describe a municipality and learning about municipal services. 6. Observe the rules as pedestrians and transport users. 7. Explain the differences between raw materials and manufactured products. Instruments * Direct and systematic observation * Daily record of incidents * Dialogues with children * Assessment of the activities and work carried out throughout the unit * Quarterly information bulletin |
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DOCUMENT IN GOOGLE DRIVE:
https://drive.google.com/open?id=17ZBApg-LXgP64pDjEZ9yNBCSd3SsGO16
FERNANDO DÍAZ-PINÉS MANSILLA
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Fernando Díaz-Pinés
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