Y para terminar, aquí tenéis una descripción de mi recorrido por el aprendizaje en el curso donde comparto los diferentes contenidos del portafolio que documentan dicho recorrido.
miércoles, 20 de mayo de 2015
KEEPING HEALTHY!
Hello everybody, I hope you like my work:
My AICLE unit called “Keeping
healthy” is elaborated for students in the fifth year of Primary.
The
learning outcomes are:
-To know that a balanced diet, good sleep, and regular
exercise help to keep our bodies healthy
- To be aware
of the importance of personal hygiene and taking care of our bodies
- To know the
food groups and their functions
- To know how to make a balanced meal
And the
subject contents are:
- Information
about other people´s tastes and habits and about our own tastes and habits.
-
Identification about food, drinks, and main meals in English
- Likes and dislikes relating to food.
- Information about the main rules for correct hygiene
This unit includes 8 sessions divided in two weeks.
Each lesson will have 45 minutes. At the end, the children will have to do a
final task: elaborate a healthy menu.
1st session:
Time: 45
minutes
- Presentation: What´s on your plate? Power Point of
presentation that is very useful to show how each type of food affects our
body.
https://vimeo.com/4889898?utm_source=affiliate&utm_medium=pro-eean-standard-20140801&utm_campaign=10335
- Revise or introduce the name of the meals and food
vocabulary using flashcards of food online created with the app quizlet http://quizlet.com/77723452/food-vocabulary-flash-cards/
2nd session
Time: 45 minutes
- Ask the children to talk about the food they usually
eat: What do you usually have for breakfast/lunch/
a snack/dinner?
- Record the answer on the board using a table, using
a cross to indicate how often the same food is mentioned by the children.
- Ask questions to help the children to analyze the
data from the table: How many children
have milk/tea/cereal for breakfast? How many children have pasta/cheese/salad
for lunch? What´s the favourite food for breakfast/lunch/dinner?
- They have to copy the table into their exercise
books, replacing crosses with total numbers for each food, showing the same
data in bar or pie charts(one for each meal)
3rd session:
Time: 45
minutes
- Make a poster divided into four columns
corresponding to the four main food groups: bread and cereal group; meat/fish, dairy products and eggs group; fats
and sweets group.
- Give out a card to each child and explain that, in
turn, they have to say the name of the food depicted on the card and stick it
in one of the four columns.
- Ask the children if they think some foods are good
and others bad for them. Can a food be
good or bad for you? Explain that there are no ´good´ or ´bad´ foods and say: We should eat a lot of some foods, but we should eat a little of
others.
- Give the students the following sheet :
4th session
Time: 45
minutes
- Draw an empty food pyramid on the board. Point to
the spaces and explain that they represent the amount of each type of food we
should eat. Pointing to the different sections of the pyramid, ask the children
which kind of food we should write from the bottom to the top.
- Explain the functions of the nutrients and the food
they can find them in. We organize games to help the children learn it.
5th session:
Time: 45
minutes
- Divide the class into groups of four and give a copy of the Worksheet A daily menu to each group. Explain to the children that they have to create a daily menu, including morning and afternoon snacks, taking into account the food pyramid. They also have to include both water and milk in their menu (milk is needed for strong teeth and bones).
- When they finished, we display the different menus
in the classroom
6th
session
Time: 45
minutes
- Ask
the children some questions related to their daily habits: Do you clean your teeth after a meal? Do you sleep for 8-10 hours a
night. Help the children to reply by using and adverb of frequency: I always brush my teeth after a meal.
- Presentation about healthy habits:
- With the famous game Who wants to be a millionaire? The students will answer the questions about keeping healthy.
7th
session:
Time:45
minutes
- Look
for information about milk teeth and adult teeth in science books. Ask the
children to complete the worksheet by writing the names of the teeth.
- In this crossword, children will have to find the
words related to dental care
8th
session:
Time: 45
minutes
- Help the children to create a Power Point
presentation in groups with the following captations and illustrated by photographies
or drawings to be shown to other classes, parents or be published on the school
website.
Eat a lot of vegetables!
Brush your teeth after every meal!
Wash your hands before eating!
Don´t drink too many fizzy drinks
Don´t eat too many sweets and fats!
Don´t stay up until late at night!
jueves, 30 de abril de 2015
Materiales de la unidad
DISEÑO
DE MATERIALES
Para
la selección de recursos y materiales que he seleccionado para
trabajar la unidad didáctica, me he apoyado principalmente en
Internet, youtube, webs donde crear recursos propios (en mi caso
flashcards) y diversos REA ya que pienso que las nuevas tecnologías
y todo lo que tenga que ver con lo visual y auditivo favorecen el
aprendizaje de la L2 y a la vez la comprensión de los contenidos que
se van a trabajar. A su vez estos recursos servirán de andamiaje
para la consecución de la tarea final. Entre ellos incluyo
presentaciones, canciones… para introducir el tema y que se
familiaricen con los contenidos, ejercicios de vocabulario,
actividades fotocopiables, juegos online…
-
ANDAMIAJE
Como
andamiaje, se proponen los siguientes materiales a utilizar en
diferentes actividades:
Para
establecer el “Andamiaje de
recepción” utilizaría
unos videos de presentación de los conceptos a trabajar.
http://www.symbaloo.com/home/mix/13ePBdj7Y4
(learn eating habits)
Presentación Where do the aliments come from? : esta presentación se realizará como apoyo para realizar la siguiente actividad https://www.youtube.com/watch?v=ATZARiXpE8M#t=13
-
“Actividad de andamiaje de
recepción”:
- Por otro
lado, también usaría como refuerzo de todo lo que se trate unos
posters para exponer los aspectos y características del tema en
cuestión y que estarán presentes durante todas las sesiones
dedicadas a este tema:
Se utilizarán
actividades donde los alumnos organicen las comidas según el grupo
al que pertenecen.
Se utilizarán
las flashcards para colocar en tablas o gráficos
Con
estos materiales se llevarían a cabo las actividades en las que los
alumnos deberán identificar, decidir, contrastar…
“Andamiaje
de producción”: Se
proponen un juego online y un concurso para fomentar la
participación y las aportaciones o producciones propias de los
alumnos.
http://www.songsforteaching.com/foodnutrition.htm
(on line game)
http://www.nourishinteractive.com/kids/healthy-games/10-bon-appetite-arcade-nutrition-fun
(Food game)
Actividades
de andamiaje
http://www.twinkl.co.uk/resources/nutrition/food-drink-and-eating/healthy-eating
(Activities)
Nutritionprintableshttp://www.nourishinteractive.com/kids/bumper?next=%2Fnutrition-education-printables&previous=http%3A%2F%2Fwww.symbaloo.com%2Fhome%2Fmix%2F13ePBdj7Y4
Vocabulary:
http://www.nourishinteractive.com/kids/healthy-games/10-bon-appetite-arcade-nutrition-fun
EJERCICIO INTERACTIVO
Flashcards creadas con quizlet:
https://quizlet.com/81022006/fla-flash-cards/
Objetivos de los recursos
My CLIL unit called “Keeping healthy” is elaborated for students in
the fifth year of Primary. To develop this unit I have used resources
that have the following aims:
- To introduce the topic: Power Point presentation. This kind of presentation is very useful to show the children the topic with images easily recognized by the children.
- To practice vocabulary and structures: Videos are resources that motivate the students and reinforce the learning of the key vocabulary. The students are acquiring vocabulary (names, adjectives, verbs…) and structures which will be used to discuss some of the activities of the unit. Visual learning is also been addressed with this kind of resource. Flashcards is also a good visual aid to show the students the vocabulary, as well as something they can play with. Flashcards can be the traditional printed ones or we can have a go at using the application of Quizlet.
- Understand the vocabulary and the content: Some activities with games help the students to discover what they know.
- Understand and analyze: The worksheets are varied. Working with different vocabulary and ideas helps the students to build up their skills using expressions, the name of the food and drinks and at the same time, to relate them to the science topic of “Keeping healthy”. Consequently, they can play dialogues in the classroom about the food they usually eat during the day and the meals they have.
- Revise the content: The listenings, the videos, the power points and the games will help us to revise the content of the unit and to know more words. We can use them whenever we want.
- Investigate: Finally, all these resources will be used to elaborate a healthy, balanced menu.
- To introduce the topic: Power Point presentation. This kind of presentation is very useful to show the children the topic with images easily recognized by the children.
- To practice vocabulary and structures: Videos are resources that motivate the students and reinforce the learning of the key vocabulary. The students are acquiring vocabulary (names, adjectives, verbs…) and structures which will be used to discuss some of the activities of the unit. Visual learning is also been addressed with this kind of resource. Flashcards is also a good visual aid to show the students the vocabulary, as well as something they can play with. Flashcards can be the traditional printed ones or we can have a go at using the application of Quizlet.
- Understand the vocabulary and the content: Some activities with games help the students to discover what they know.
- Understand and analyze: The worksheets are varied. Working with different vocabulary and ideas helps the students to build up their skills using expressions, the name of the food and drinks and at the same time, to relate them to the science topic of “Keeping healthy”. Consequently, they can play dialogues in the classroom about the food they usually eat during the day and the meals they have.
- Revise the content: The listenings, the videos, the power points and the games will help us to revise the content of the unit and to know more words. We can use them whenever we want.
- Investigate: Finally, all these resources will be used to elaborate a healthy, balanced menu.
CLIL Unit
Template to design a
CLIL didactic unit
Subject: Science Teacher: Mª
Ángeles Sánchez Vacas
Title of the Unit: KEEPING HEALHTY Course
/ Level:5º E.P.
|
1. Learning
outcomes
/ Evaluation criteria
|
-To Know that a balanced diet, good sleep,
and regular exercise help to keep our bodies healthy
- To be aware of the importance of personal
hygiene and taking care of our bodies
- To know the food groups and their functions
- To know how to make a balanced meal
|
|
2. Subject Content
|
- Information about other people´s tastes and
habits and about our own tastes and habits.
- Identification about food, drinks, and main
meals in English
- Likes and dislikes relating to food.
- Information about the main rules for correct
hygiene
|
|
|
3. Language Content / Communication
|
|
Vocabulary
|
- Nouns: meals (breakfast, snack, lunch, dinner); food
(cereals, fruit, vegetables, milk, meat, raw, cooked); nutrients
(carbohydrates, proteins, minerals, fibre, vitamins, fats)
- Adverbs of
frequency
(never, sometimes, often, always)
- Dental care (incisor, canine, molar, dentist, toothpaste,
toothbrush)
|
|
Structures
|
- Routine:
What
are your healthy habits?
How
often do you eat fruit and vegetables?
How
often do you practice sports?
Do
you eat fast food? How often?
- Contents:
Present simple: affirmative and negative
questions and answers
(What do you have for…? I usually have…; How
often do you…?
How do…? I like/ I don´t like…).
- Classroom
managements:
How do you say in English…?
Can
you repeat, please?
I
don´t understand it
I
don´t Know
I
think
|
|
Discourse type
|
Narration, exposition, dialogue, description
|
|
Language skills
|
Reading, listening and speaking
|
|
4. Contextual (cultural) element
|
The main cultural element is to connect the
unit with their habits of eating
|
|
5. Cognitive (thinking) processes
|
- Extract information from different sources such as
videos,
worksheets, games, etc.
- Analyze their habits of eating and elaborate a
healthy diet.
- Create a
daily menu.
|
|
6. (a) Task(s)
|
- Creating a daily menu.
- Discussion about healthy and unhealthy food.
|
|
6. (b) Activities
|
- Warm out activities.
- Listening/Reading task.
- Worksheets.
- Online activities.
- Games.
- Final task.
|
|
|
7. Methodology
|
|
Organization and class distribution /
timing
|
- Eight lessons in two weeks (four lessons each
one).
- Each session is organised:
• Warm up (10min.)
• Explanation (5 min)
• Activities (20 min)
• Review game (10 min)
|
|
Resources / Materials
|
- Flashcards:
- Games
- Videos
- Song
|
|
Key Competences
|
- Competence in linguistic communication
(Communicate
thoughts, emotions, life experience, opinions,
ideas,...)
- Competence in knowledge of and interaction with
the
physical world (apply autonomous healthy habits
related to
self care, demonstrate critical thinking in the
observation of
reality, the adoption of responsible consumer habits
in daily
life, demonstrate responsible behaviour and respect
towards self and others,...)
- Processing information and digital competence
(organise,
relate and analyse information,...)
- Social competence and citizenship (be aware of
social
values, demonstrate respect to different people and
different habits,...)
- Cultural competence
- Competence in learning how to learn (develop the
habit of
asking questions, learn from others and with
others,...)
- Autonomy
and personal initiative
|
|
8. Evaluation (criteria and instruments)
|
- To
know different kind of healthy and unhealthy food
- To
create a daily menu
- To
know how to make a balanced diet
INSTRUMENTS
4. Final task
|
jueves, 26 de marzo de 2015
Aspectos metodológicos aicle
La unidad que he escogido para comentar es la llamada" the solar system" En ella se utilizan diferentes recursos relacionado con las tic. Algunos de los aspectos metodológicos más significativos de los principios Aicle es que la lengua se usa para aprender contenidos y a la vez que se aprende la L2.
La materia es la que determina el tipo de lengua que se usa y la fluidez es más importante que la precisión gramatical general y en mi opinión, el grupo de alumnos al que va dirigido y sus características también influye en ello.
Y si utilizamos recursos educativos que llamen la atención, como imágenes, juegos... que hagan más atractivo ese aprendizaje, crearemo el entorno educativo perfecto para cumplir los objetivos propuesto.
La materia es la que determina el tipo de lengua que se usa y la fluidez es más importante que la precisión gramatical general y en mi opinión, el grupo de alumnos al que va dirigido y sus características también influye en ello.
Y si utilizamos recursos educativos que llamen la atención, como imágenes, juegos... que hagan más atractivo ese aprendizaje, crearemo el entorno educativo perfecto para cumplir los objetivos propuesto.
domingo, 22 de marzo de 2015
My Webmix
Es la primera vez que utilizo Symbaloo y me ha parecido un recurso de lo más útil para trabajar en clase. Aquí os dejo el enlace de mi webmix donde he recogido los recursos que me han parecido más significativos en la unidad que he escogido.
Entre estos recursos podéis ver canciones, juegos para aumentar el vocabulario, flashcards, actividades para conocer estilos de vida saludable, vídeos...
En todos ellos he intentado que tanto los conocimientos que se adquieran como el aprendizaje de la L2 vayan en consonancia y se adapten al curso al que se dirige la unidad.
Espero que os gusten y os sirvan de tanta utilidad como a mi.
Saludos.
http://www.symbaloo.com/mix/keepinghealthy1
Entre estos recursos podéis ver canciones, juegos para aumentar el vocabulario, flashcards, actividades para conocer estilos de vida saludable, vídeos...
En todos ellos he intentado que tanto los conocimientos que se adquieran como el aprendizaje de la L2 vayan en consonancia y se adapten al curso al que se dirige la unidad.
Espero que os gusten y os sirvan de tanta utilidad como a mi.
Saludos.
http://www.symbaloo.com/mix/keepinghealthy1
miércoles, 18 de marzo de 2015
Primera impresión de AICLE
Mi principal expectativa con este curso de AICLE es que me ayude a motivar más a mis alumnos utilizando recursos que ellos mismos conocen. Desde mi punto de vista, las nuevas tecnologías nos proporcionan herramientas amenas y diferentes que hacen las clases más atractivas para todos.
Hasta ahora no he tenido la oportunidad de utilizar mucho las tecnologías en clase porque carecíamos del material apropiado y confío en que a partir de ahora, gracias a AICLE, pueda utilizarlas más.
A diferencia de este curso online, asistí el año pasado a uno presencial donde se nos ofrecieron numerosos recursos relacionados con las TICs y algunos también fabricados por nosotros mismos.
De una manera u otra todo lo que sea innovar hace que las clases sean más interesantes tanto para los alumnos como para los profesores.
Os dejo mi presentación.
Hasta ahora no he tenido la oportunidad de utilizar mucho las tecnologías en clase porque carecíamos del material apropiado y confío en que a partir de ahora, gracias a AICLE, pueda utilizarlas más.
A diferencia de este curso online, asistí el año pasado a uno presencial donde se nos ofrecieron numerosos recursos relacionados con las TICs y algunos también fabricados por nosotros mismos.
De una manera u otra todo lo que sea innovar hace que las clases sean más interesantes tanto para los alumnos como para los profesores.
Os dejo mi presentación.
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