Aquí os dejo mi proyecto final. Espero que os guste.
https://prezi.com/ykm1wrtmdpcv/mi-portafolio-aicle/
miércoles, 13 de mayo de 2015
sábado, 9 de mayo de 2015
Me and my senses.
Hello! This is my AICLE unit: “Me and
my senses”. This Science unit is for level 4th of primary.
The aims are:
- To identify the five senses and
their main organs
- To describe the main characteristics
of each sense.
- To explain the importance of how
senses provide information.
To identify the main function of
each organ.
The contents are:
- Parts of the body, sense organs and their
functions (eyes: sight, nose: smell, skin: touch, ear: hearing, tongue: taste);
- a /an;
- Instruments (review)
- Adjectives to describe food and object
properties(ugly beautiful, good, bad, little, many, cold, hot)
- Action verbs: smell, hear, eat, eat, feel,
loud, like, want.
- It
smells/tastes/looks/sounds/feels like…;it is…
- I can/can´t; There is/are; I
think…;Yes it is/they are; No, it isn’t/they aren’t; We use…to…
- Questions: What do you see? What
kind of things did you touch? What instrument sound in this? - What sense are you
using? What kind of thing is you smell?
This unit includes ten sessions,
each session will have 45´.
The development of lessons:
LESSON 1:
Development of
lesson introduction:
*Speak about how senses help us perceive the
world.
* Vocabulary: https://www.youtube.com/watch?v=4oNOA3HnGG4
This videos explain the main senses and their
main organs
LESSON 2:
Experimentations
- Sense detectives: in this activity, children have to identify
foods by using only one of the five senses.
- Hearing: Involve the children in making a sound bingo
by recording different sounds in the school area and preparing several bingo
cards with pictures of the sound sources. It can be house sounds, animals,
instruments….
LESSON 3
Ask the children to identify instrument sound
and explore how to play them to make sounds. All in L2. (bang, pluck, rattle, hit, scrape)
- Sight: The children watch the pictures
of the following webside and they will explain what is the problem.
LESSON 4
Identification
- Taste: the children write in the pictures what flavour
is? sweet, sour, salty, bitter…
LESSON 5
- Smell : How does it smell? The children to identify
pleasant or unpleasant smells of a picture.
LESSON 6
Take care of our sense (page 25) http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/026.pdf
LESSON 7 and 8.
Assessment
- All together: the children will write a nonsense poem in groups,
matching word from the three columns showed ( this columns include subject,
verbs, objects and senses). The task will be presented in a poster.
LESSON 9
Review all contents in this unit.
LESSON 10
- Quiz:
All pupils will make a test in the pc.
jueves, 30 de abril de 2015
Planificación U. aicle
Esta es la planificación de la unidad aicle que he
diseñado. Va dirigida a niños de 4º de EP. Todas las actividades van enfocadas a la adquisición de los objetivos que planteo en ella como son la identificación de los cinco sentidos y sus características asi como los verbos y expresiones para describir sensaciones y las principales funciones de cada órgano. Todo ello en una L2.
Aquí os la dejo.
Aquí os la dejo.
Template to design a
CLIL didactic unit
Subject:Science Teacher:IMS
Title of the Unit: Me and my senses Course
/ Level:4º EP
|
1. Learningoutcomes
/ Evaluationcriteria
|
- To identify the five senses and
their main organs
- To describe the main characteristics
of each sense.
- To explain the importance of how
senses provide information.
- To identify the main function of
each organ
|
|
2. Subject Content
|
Thedifferentssenses
|
|
|
3. Language Content / Communication
|
|
Vocabulary
|
-Parts of the body, sense organs and their
functions (eyes:sight,nose:smell,skin:touch, ear:hearing, tongue:taste);
- a /an;
- Instruments (review)
- Adjectives to describe food and object
properties(ugly beautiful, good, bad, little, many, cold, hot)
- Action verbs: smell, hear,eat, eat,feel,
loud, like, want)
|
|
Structures
|
- It smells/tastes/looks/sounds/feels
like…;it is…
- I can/can´t; There is/are; I think…;Yes it
is/they are; No, it isn’t/they aren’t; We use…to…
Questions: What do you see? What kind of
things did you touch? What instrument sound in this? What sense are you
using? What kind of thing is you smell?
|
|
Discoursetype
Languageskills
|
Reading, listening, speaking and writing.
|
|
4. Contextual (cultural) element
|
How to discover the world through the senses.
|
|
5. Cognitive (thinking) processes
|
Knowledge, comprehension, application,
analysis and evaluation
|
|
6. (a) Task(s)
|
The final task will consist of a set of
activities to make in groups; make a nonsense poem and a five senses quiz.
|
|
6. (b) Activities
|
- Development of lesson introduction:
*Speak about how senses help us perceive the
world.
* Vocabulary: https://www.youtube.com/watch?v=4oNOA3HnGG4
This videos explain the main senses and their
main organs
-Experimentations
- Sense detectives (in this activity, children have
to identify foods by using only one of the five senses.)
- Hearing(Involve the children in making a sound bingo
by recording different sounds in the school area and preparing several bingo
cards with pictures of the sound sources. Ask the children to identify
instrument sound and explore how to play them to make sounds (bang, pluck,
rattle, hit, scrape)
- Identification
- Taste( the children write in the pictures what
flavouris?sweet, sour, salty, bitter…
- Smell (How does it smell?The children to identify
pleasant or unpleasant smells of a picture)
Take care of our sense (page 25) http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/026.pdf
- Assessment
- All together (the children write a nonsense poem in groups,
matching word from the three columns showed ( this columns include subject,
verbs, objects and senses)
|
|
7. Methodology Organization and classdistribution / timing
|
10sesions of 45 minutes.
Individual, pairs or group depend on the
activity.
|
|
Resources / Materials
|
CDs, pc, musical instruments, food ítems, material
for games and photocopies, board, markers and mystery boxes.
|
|
Key Competences
|
Competencia
lingüística, conocimiento e interacción con el medio, aprender a aprender,
social.
|
|
8. Evaluation (criteria and instruments)
|
The children will:
- Identify the five senses and their
function.
- Identify the main organs of five
senses,
- Model the main elements of each of
the main organs.
- Identify the main organs of senses.
- Create the nonsense poem.
Activities for assessment.
- Informal observations on children’s
comprehension and performance in class.
- self-assessment (with a test)
|
A first sample of this template has
been published at:
Pérez
Torres, I. 2009. "Apuntes sobre los principios y características de la
metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas
para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de
Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
It is mainly based on the hands-on
experience at designing units and on conversations with experts and peers. The
theory of the 4Cs by Do Coyle has also been taken into account. This theory has
been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D.,
2010. Content and Language Integrated Learning. Cambridge University Press.
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