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* Basic Plan: At $250 we will send 100,000 Emails within a month to your target audience
* Standard Plan: At $750 we will send 1Mil Emails within a month to your target audience
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Course/Level: 4º
Subject: Science
DU Title: PLANTS AND CROPS
INTRODUCTION
With this didactic students will work content about plants, starting from the close environment of the students. The subject content includes help students to know the different parts of plants, their characteristics and encourage their care and respect. The main objectives are:
● Identify and describe the main parts of a plant.
● To name and classify the plants of our school path.
● To apply Knowledge acquired in the unit to carry out a task.
● To do collaborative tasks with classmates.
● To communicate impressions about your own work and that of others.
● To respect and look after plants and environment
Activities
- Introductory activity. The vocabulary will be worked on using a presentation created with the Genially application. In addition, the main terms will be worked on with flashcards created with the Quizlet application on the digital board.- Visit the school garden of the center to see how the plants grow in their environment, as well as their different parts and care.- Creation of groups and distribution of roles. Realization of the model of one of the plants on a small scale using different resources.
- The final task will consist of making a model, where they will have to represent a plant chosen from among different options that will be provided to them, using different techniques and materials (plasticine, cutouts, recycled leaves ...) they will create a small miniature, pointing out its main parts. Finally, they will have to present the chosen plant to their classmates as well as its possible medicinal and other uses- Evaluation activity using an evaluation target where the different items to be evaluated are specified.
UNIT DESCRIPTION: Content / Communication
VOCABULARY:
Verbs: born, grow, reproduce, die
Nouns: Roots, stems and leaves, fruit, seeds trunk, branch, bush, calyx, corolla, petal, sepal, stamen, pistil, evergreen , deciduous, herbaceous, woody,medicine, food, decoration, furniture, health, vitamins, minerals.
Adjectives: raw, elaborated, sexual, asexual, germinate, mature, arid, fertile..
Structures
● Rutines: Plants are…/ which part…./ In which…..?
Can plants… move/make their ..?
Have you ever seen a
plant..?
Gramatical content: Can /can't Should/shouldn´t
Classroom management: Be prepared/ be quiet/ in silence..
Work in pairs/in big group.
Ready to start/ to learn.
Pay attention…
Make a question about…
Hands of top…
Discourse type
Exposition: using an interactive presentation with Genially.
Dialogue: between teacher and students about the presentation, and between students to make the final task.
Language Skills
Listening
Speaking
Social Interaction.
Contextual (cultural) elements
Know the plants as part of their close environment, favoring their care both in the school and in other situations. Cognitive (thinking) processes
Remember, understand, apply, read, analyze and create. Task/s
The final task will consist of making a model, where they will have to represent a plant chosen from among different options that will be provided to them, using different techniques and materials (plasticine, cutouts, recycled leaves ...) they will create a small miniature, pointing out its main parts. Finally, they will have to present the chosen plant to their classmates as well as its possible medicinal and other uses
Activities
- Introductory activity. The vocabulary will be worked on using a presentation created with the Genially application. In addition, the main terms will be worked on with flashcards created with the Quizlet application on the digital board.- Visit the school garden of the center to see how the plants grow in their environment, as well as their different parts and care.- Creation of groups and distribution of roles. Realization of the model of one of the plants on a small scale using different resources.- Evaluation activity using an evaluation target where the different items to be evaluated are specified. Methodology
Organization and class distribution / timing
The number of sessions planned for the realization of this project is four:Session 1. Introduction session and work in the classroom using different technological tools.Session 2. Visit session to a nearby environment to see some plants live, in this case the school garden. We will work on the vocabulary and different characteristics of plants.Session 3. Distribution of plants and realization of the model.Session 4. Presentation and evaluation.
Resources / Materials
Genially with presentation of the subject.- Quizlet with different flashcards that work related vocabulary.- Documents with the items to facilitate the presentation of your models.- Evaluation target so that all students can evaluate.
Key Competences
The competence in linguistic, social and civic communication, of learning to learn, digital competence, sense of initiative and entrepreneurial spirit will be worked on.In addition, we will include the work of the emotional competence referred to by LEEX.
Evaluation
The teacher will evaluate the models using a rubric for the work and another for the presentation to the students in the classroom.On the other hand, the self-evaluation of the students will be promoted using an evaluation target, appropriate to their level and activity.
Resources
Presentation Canva: https://www.canva.com/design/DAEQgKGCux0/4Cv-kjJzjC_u5BUtNueT3g/view?utm_content=DAEQgKGCux0&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Diagram:https://www.canva.com/design/DAEQgJqMIKk/K8dAclm0BkGlwZrn8J7ddQ/view?utm_content=DAEQgJqMIKk&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Quizlethttps://quizlet.com/_97iqrx?x=1jqt&i=1egygz
https://drive.google.com/file/d/1SWx-0V8eCDzxjMRpOfAozl0_5balD8Fq/view?usp=sharing
IMAGEN:
MARÍA TERESA HIDALGO HIDALGO
This is a Didactic Unit designed for 1st grade children, so we have to take into account that speaking, listening and repeating are the best ways of learning in those years.
We will try to aim different objectives in this DU:
1. To know and to difference the main parts of the human body.
2. To recognise some simple differences between babies, children, adults and elderly people.
3. To compare and contrast themselves now from when they were babies e.g. growing up, teeth, abilities.
4. To identify the human body senses and relate them with the corresponding organ.
5. To classify foods according to their origin i.e. animal, plants and minerals.
In order to achieve those objectives, we will follow the following timing:
Session one
In this session I will introduce the parts of the body using flashcards and a song. Then, they will repeat the and we will play a game where students have to touch the part of the body that I say. At the end, they will colour and trace their own flashcards.
https://www.youtube.com/watch?v=QkHQ0CYwjaI
Session two
We will start the sesion with the song we learnt the other day and we will review the vocabulary using the flash cards.
Then, there will be a brainstorm to find the relation between some parts of the body and some actions, and with this, we will link the mouth with food, so we will start to speak about food using the flashcards.
We will listen to the song and we will introduce the food vocabulary.
https://www.youtube.com/watch?v=ykTR0uFGwE0
Session three
Today, we will work with the relation between food and healthy habits, introducing the Foodstuff Pyramid.
We will speak about a healthy diet and I will introduce the final project.
Session four
Today we will review the parts of the body and we will explain the five senses. The students will work with different worksheets to review everything.
Session five and six.
The last two sessions will be used for the final project. There will be three groups, one of them will make a body parts poster, other will make a foodstuff pyramid and the third one will make a poster with healthy eating habits, then, they will speak briefly about it. .
EVALUATION
Instead of a written exam, there will be a continue evaluation having into account that the student is able to:
Identify and tell the parts of the body and the food.
Know the relation between a healthy diet and wellbeing.
Identify emotions.
Tell short sentences about feelings, likes and dislikes or using have got structures.
This is a Didactic Unit designed for 1st grade children, so we have to take into account that speaking, listening and repeating are the best ways of learning in those years.
We will try to aim different objectives in this DU:
1. To know and to difference the main parts of the human body.
2. To recognise some simple differences between babies, children, adults and elderly people.
3. To compare and contrast themselves now from when they were babies e.g. growing up, teeth, abilities.
4. To identify the human body senses and relate them with the corresponding organ.
5. To classify foods according to their origin i.e. animal, plants and minerals.
In order to achieve those objectives, we will follow the following timing:
Session one
In this session I will introduce the parts of the body using flashcards and a song. Then, they will repeat the and we will play a game where students have to touch the part of the body that I say. At the end, they will colour and trace their own flashcards.
https://www.youtube.com/watch?v=QkHQ0CYwjaI
Session two
We will start the sesion with the song we learnt the other day and we will review the vocabulary using the flash cards.
Then, there will be a brainstorm to find the relation between some parts of the body and some actions, and with this, we will link the mouth with food, so we will start to speak about food using the flashcards.
We will listen to the song and we will introduce the food vocabulary.
https://www.youtube.com/watch?v=ykTR0uFGwE0
Session three
Today, we will work with the relation between food and healthy habits, introducing the Foodstuff Pyramid.
We will speak about a healthy diet and I will introduce the final project.
Session four
Today we will review the parts of the body and we will explain the five senses. The students will work with different worksheets to review everything.
Session five and six.
The last two sessions will be used for the final project. There will be three groups, one of them will make a body parts poster, other will make a foodstuff pyramid and the third one will make a poster with healthy eating habits, then, they will speak briefly about it. .
EVALUATION
Instead of a written exam, there will be a continue evaluation having into account that the student is able to:
Identify and tell the parts of the body and the food.
Know the relation between a healthy diet and wellbeing.
Identify emotions.
Tell short sentences about feelings, likes and dislikes or using have got structures.
The study of prehistory lays the foundations for the later understanding of all human culture. In the case of the students for whom this unit is planned, they have in their immediate surroundings important and abundant examples of schematic rock art in the Villuercas region, which they will be able to approach with full knowledge of the historical context in which they were painted. They will better understand their world, both immediate and global, once they assimilate the contents of this unit.
Teacher: Juan Antonio Durán Romero
Course/Level: 1.º ESO
Subject: Geography and History
DU Title: Prehistory
1. Learning outcomes / Evaluation criteria
• To learn about Prehistory
• Find out about early human beings
• Distinguish how people lived in the Palaeolithic, Neolithic and Metal Ages
2. Subject Content
• What is Prehistory
• The life of our first ancestors
• Hunters, the first modern humans
• Agriculture, a crucial step toward civilization
• Metal to conquer the world
3. Language Content / Communication Vocabulary
Nouns: history, prehistory, archaeologist, oral traditions, geography, The Stone Age, nomad, fertile, domesticate, hunter-gatherer, irrigation, surplus, artisan, civilization, social class.
Verbs: to farm, to rule, trade, to irrigate, to conquer, to defeat, to invade, to worship.
Structures
Routines: What is Prehistory?, What were early humans beings like?, How did people live in the Palaeolithic Age?, How did people live in the Neolithic Age?, How did people live in the Metal Ages?.
Grammar contents: verbo To be, Past simple, comparatives, adjectives.
Classroom management: Open your book at page…, Answer the questions, Write the answers, Listen and repeat ... again..., Read the text, Write a composition about..., The homework is ...exercise, Have you finished?
Discourse type
Exposition (definitions of different ideas), narration (to tell a story) and description (of the life and daily activities of human beings in the Prehistory)
Language skills
Reading, listening and speaking
4. Contextual (cultural) element
The study of prehistory lays the foundations for the later understanding of all human culture. In the case of the students for whom this unit is planned, they have in their immediate surroundings important and abundant examples of schematic rock art in the Villuercas region, which they will be able to approach with full knowledge of the historical context in which they were painted. They will better understand their world, both immediate and global, once they assimilate the contents of this unit.
5. Cognitive (thinking) processes
- Identify works of art according to Paleolithic or Neolithic characteristics
- Interpret historical maps
- Reflect on the crisis as an opportunity
6. (a) Task(s)
- Map that will analyze the most important prehistoric sites of the Prehistory
- Images of Palaeolithic art that students have to describe orally
6. (b) Activities
- Tables-summary to be completed on the periods of Prehistory and the types of hominids from reading a text
- Original texts on the creation of man (Bible) and evolutionary theory (Darwin)
- Exercises on the art of the Paleolithic of the true and false type
7. Methodology
Organization and class distribution / timing
Most activities will be individual, but sometimes students will work in groups, in couples and will need to do expositions and narrations in front of their classmates.
Five sessions:
- Session 1: Initial motivational activity, Brain Storming and presentation of the vocabulary and unit. What is Prehistory?
- Session 2: The origin of man
- Session 3: Hominization
- Session 4 What was Prehistoric art like?
- Session 5: Final activities
Resources / Materials
https://drive.google.com/file/d/1vxoFdcxdm39W8JgX9NnGuGUnXwtJdRRN/view?usp=sharing
Key Competences
Linguistic communication, Information processing and digital competence, competence to learn to learn, social and civic competence, autonomy and personal initiative.
8. Evaluation (criteria and instruments)
Criteria:
- Locate places or spaces on a map and get information about the space depicted from the legend.
- Use the conventions and chronological units and the notions of evolution and change by applying them to the facts and processes of prehistory.
- Perform a comprehensive reading of sources of written content information geographical or historical and communicate the information obtained correctly by written.
Instruments
- Listening comprehension activities
- Reading comprehension activities
- Oral presentations
- Written texts
- Final written test
