THE ICE STUPA GLACIER PROJECT
Last year the city of Lille in France was World Capital Design 2020. You can have a look at all the iniciatives of this extraordinary exhibition here: https://www.designiscapital.com/en/project
Among them, the Ice Stupa Glacier, an ice piramid designed and set up by the engineer Sonam Wangchuck in Ladakh, north of India. It is 20 metres tall and its purpouse is to storage water in the zone.
You can watch and read the project in this BBC presentation: "Can ice stupas solve the water crisis in the Himalayan Desert?" by BBC News.
Meet the engineers who build glaciers from scratch to help isolated villages in Ladakh, the northern most province of India. Sonam Wangchuk’s team hope that when the man-made sculptures melt, they will provide water in times of need.
And then the Ice Sutpa Glacier web page: http://icestupa.org/ where you can also watch this video and enjoy English with another beautiful accent:
Sonam Wangchuk lives and works in the Ladakh region of India, high in the Himalayas. This harsh mountain area is experiencing acute water shortages due to climate change.
Sonam, who is an engineer and educator, found a simple but ingenious way to store water using artificial glaciers that will irrigate trees and crops.
THE ENVIRONMENT
by Sandra Lucas.
Click on the image to access to this cross-curricular project about the environment.
THE MEDITERRANEAN DIET
by Carolina Campos.
The story of a multicultural and multisensorial
experience of a way of living.
Cross curricular project
This project
aims to enhance the value of Mediterranean diet and give information to our
pupils so that they can consume its products.
Subjects involved; music, history, science and
physical education.
Hystory-
research about all the cultures who
lived in the Mediterranean area and their input to this diet by introducing
vegetables and fruit, spices, and the different ways of cooking , process, and
treating food.
Music-“Capricho árabe” de Fernando Tárrega
.
Physical
education- Nutritión and physical activity. The Mediterranean
diet as an ideal a perfect diet which provides the energy and nutrients necessary to practice sport and carry out a healthy life. Pupils will
calculate the calories of the 3 daily meals (
breakfast, lunch and diner) of 3 days, including Mediterranean food and
compare it with the calories they consume in a normal day and in a day with strong
physical activity.
Science-
How the sensory organs taste, sight, touch, smell… perceive the organoleptic properties ( smell
, taste, color and touch ) of
Mediterranean products. The different sensory receptors and the way they
send the information to our brain.
We can complete the activity by a Mediterranean
product tasting, combining fruits, dry fruits, cheese in order to mix
different flavors and aromas.
Sonia Bernardos shares this awsome presentation about a cross-curricular lesson plan among Biology, Technology and English. Click on the image if you want to see it.
THE RESEARCH PROJECT: GERMINATION
David Baz shares a lab experimment to carry out a reseach project. Click here to access to the whole lesson plan.
PLANT PIGMENT CHROMATOGRAPHY
Students will
isolate and identify photosynthetic pigments in spinach and red cabbage leaves.
Click on the image to continue reading the whole activity.
THE CRAYON ROCK CYCLE
By Noemí Martín:
I am sharing an interesting video in which a teacher shows us how to use crayons ("MANLEY") to recreate the rock cycle.
The sedimentary rock thus obtained could be transformed first, into a metamorphic rock by applying heat. For this purpose, we use a water bath at 60º C. If we continue to apply more heat (70ºC) until it is completely melted, then we will obtain the representation of an igneous rock.
We have done this experiment with students of 1º ESO AND, in my opinion, it is an easy but very illustrative experiment which helped students to understand this process.
Receiving
interstellar message... beep beep
By Cristian Ruiz:
"While preparing the activity I've tried to bear in mind my group of students from 1º ESO, their interests and the contents they are learning in Biology and Geology as well as in other subjects that are being taught in English, e.i., Maths, Geography & History and PE. I've asked my fellow teachers in the Bilingual Section what they were teaching and see how to combine all contents in one common project.
I've designed three cross-curricular activities - which I called "missions" - for these subjects, but more of them can be added, as the thread than runs along all of them is an imaginary interstellar voyage with different missions.
There isn't a particular activity covering the contents of PE as such, but since some of the activities will be done outdoors (either at the playground or the gym), the PE teacher could also be part of this project.
You
are a crew member of the scientific interstellar fleet of planet Roax, located
in the Burgux system of the Andromeda galaxy. Your mission during the follwing
days is to ... Click here to open the file containing this thrilling activity.
By Rubén Santamaría
Click here to see the works of art selected for each unit.
I like to
introduce the different units analyzing an artwork (diverse artistic discipline,
movements and eras) as a way to introduce the pupils the unit we are going to
explain.
Artwork can help to introduce a unit by talking
about what pupils feel when they look Wanderer
above the Sea of Fog, why people wear moss costumes in Bejar, how ancient
Greek explained the universe with Atlas, how important are Bacteria and Fungi to obtain wine
and bread for The Last Supper or the importance
of mineral like gold in King Midas at the table.
Interaction function: Sense of touch
By Rubén Santamaría
Materials:
- Large handkerchief to blindfold
- Rule
- Two pencils
Tactile
sensitivity depends on the skin area:
Couples; a
member gets blindfold and his partner place the tips of two pencils separated at:
· The
arm
· The
palm of the hand
· Back
of the hand
· The
back
By joining
the tips of the two pens gently and calmly; the blindfolded partner should
notify when he thinks the two tips of the pencils are about to touch each other.
At that
moment, your partner stops moving the pencils and measures the distance that
remains between the two pens.
Distance
|
|
The arm
|
|
The palm
of the hand
|
|
Back of
the hand
|
|
The back
|
-
Are touch receptors evenly distributed on the skin?
Why?
-
What would happen if we had no sense of touch?
-
Would we feel the cold?
-
Would we feel the heat?
-
How can this affect to our life?
-
Name the different type of receptors we can find in
our skin.
DISTRIBUTION OF THE EARTH LAYERS ACCORDING TO THEIR DENSITY
by Christian Ruiz McDavitt
"This is an experiment that I’ve carried out previously my high school lab. This time, though, I did it at home, so I could take pictures of every step experiment along the way.
I’ve done it with 1ºESO because it’s quite easy to do, they get to know some lab equipment and glassware and most importantly, it allows my pupils to have a sound grasp of the distribution of the Earth’s materials in different layers according to their density.
It’s a suitable experiment for the unit usually called “The geosphere” in the 1ºESO syllabus for Biology and Geology.
OBJECTIVE:
To get a better understanding on how solid materials end up being clearly distributed in layers across the Earth according to their density.
MATERIALS:
Petroleum jelly (petrolatum).
A cork bottle top or wood chips
Paper clips, staples, or any other small metal pieces
A glass
A spoon
Optional: a white paper sheet
2. With the help of the spoon, we take a couple of spoonfuls or three and add them to the glass.
3. Finally we add the clips.
4. Using the spoon, we mix up all the materials in the glass to make a mixture as homogeneous as possible.
8. This is what it should look like once we remove it from the water bath.
9. And this is how it looks once the petroleum jelly has solidified.
RESULTS AND CONCLUSION:
Now we can see how solid materials are arranged according to their density, if in the past, they were hot enough to become liquid, as it was the case with our planet, the Earth.
Top view Bottom view
ACID RAIN
by Christian Ruiz McDavitt
"This is an experiment that I’ve carried out previously my high school lab. This time, though, I did it at home, so I could take pictures of every step experiment along the way.
I’ve done it with 1ºESO because it’s quite easy to do, they get to know some lab equipment and glassware and most importantly, it allows my pupils to have a sound grasp of the distribution of the Earth’s materials in different layers according to their density.
It’s a suitable experiment for the unit usually called “The geosphere” in the 1ºESO syllabus for Biology and Geology.
OBJECTIVE:
To get a better understanding on how solid materials end up being clearly distributed in layers across the Earth according to their density.
MATERIALS:
Petroleum jelly (petrolatum).
A cork bottle top or wood chips
Paper clips, staples, or any other small metal pieces
A glass
A spoon
Optional: a white paper sheet
PROCEDURE:
1. After having chopped a cork bottle top in small pieces we put them inside the glass.
2. With the help of the spoon, we take a couple of spoonfuls or three and add them to the glass.
3. Finally we add the clips.
4. Using the spoon, we mix up all the materials in the glass to make a mixture as homogeneous as possible.
5. We place the glass inside a pot containing water and slowly heat it up.
6. After a while (usually less than 10 minutes) the vaseline becomes liquid allowing the cork to float and the clips to plunge
7. With the help of a piece of cloth or oven mitts we take the glass out of the pot to cool it down.
8. This is what it should look like once we remove it from the water bath.
9. And this is how it looks once the petroleum jelly has solidified.
RESULTS AND CONCLUSION:
Now we can see how solid materials are arranged according to their density, if in the past, they were hot enough to become liquid, as it was the case with our planet, the Earth.
ACID RAIN
By Isabel Pérez Coturruelo
LABORATORY
EXPERIMENT
This experiment consists on observing the effects of
acid rain in living things and materials. The students will be working in groups of
four.
Materials:
ü An egg
ü 2 green leaves
ü 2 paper clips
ü Indicator paper
ü 2 glass jars
ü A pen and labels
ü A bottle of distilled water and a bottle of vinegar to be shared
Procedure
1.
Use the indicator paper to check the pH of vinegar and
water. The lower the number, the more acid the substance.
2.
Put a piece of the shell of the egg, a leave and a
paper clip in one jar, add some distilled water. Label it. Repeat the process
in the other jar with the vinegar. Let them on a protected area in the lab.
3.
Look at the differences after one day and after one
week.
4.
After the experiment students have to write a report
about the cause-effect relationship between acid rain and living things and
materials.
SAFETY RULES IN THE LABORATORY
By María Carmen Santamaría González
Videos are a great tool to introduce and prepare
content language and instruction for teaching practice according to your aims: anticipation, deduction, agreement,
disagreement, possibility, probability, conclusion...
For this task, I have selected an activity that I did
with my students last month.
· First, we saw a PowerPoint and a video about
SAFETY RULES at laboratory.
· Then we talked about the video, it was very
funny and the second time the students began to sing.
· Finally, they did the worksheets. They might
write a dialogue with some advice, and so that they practiced with.
THE TRUE SCALE OF THE SOLAR SYSTEM
By Tomás Isla.
One of the most extended
misconceptions about the Solar System is the one related to its size and
structure. Most of us believe that our planetary system is quite a small group
of planets closely turning around the Sun. This experience shows the true scale
of the solar system by making a scale model of it on the playground or some
similar place.
The experience requires that
pupils find the values for the distance of the planets to the Sun and its
diameter. Then, they have to measure the width of the playground and transform
the true distances to scale, so that they can take some object representing
each planet and the Sun and put them at the calculated distance.
Taking a 50 m width for the
playground, we can find the following results:
As you can see, it would be
very difficult to find how to make a model for the Solar System in a 50 m yard.
The Sun would have a diameter of 1.55 cm, approximately the size of a marble,
while planets like Earth would be almost invisible, with a diameter of about
one tenth of a millimetre. Jupiter, the biggest planet, would have a diameter
of 1.5 mm.
Anyway, pupils can trace a
line at the calculated distances and see how far are the planets one to each
other, and how difficult can be travelling to Mars, for example. How can we
send a spaceship from such a small place as the Earth to another place even
smaller, like Mars, separated for such a huge distance, and get it? It’s almost
a miracle!
If you try to represent only
the inner Solar System, with the rocky planets, you can increase the size of
the objects to a more reasonable quantity. The Sun would be almost 31 cm wide
and the width of the earth would be close to 3 mm, but then the Earth will be
about 33 m far from the Sun. The Earth and Mars would be separated 17 m.
In this task children should
use mathematical concepts such as proportion and scale, as well as concepts
related to science.
LABORATORY: SAFETY, EQUIPMENT AND ACTIVITIES:
By Susanne Gerwig:
1. Lab safety. Proper behaviour
2. Common Laboratory equipment
3. ACTIVITIES:
- The microscope and pond water
- Mussel dissection
- Squid dissection
- Trout dissection
Title of the Unit: Plants, people and the environment.
Course / Level 1ºESO (all levels can participate)
by Eva Fuente Fernández
10. Resources and materials
|
Seeds, trays, towel paper, soil, garden trowels, tetrapacks, water etc…
Graphic design material (camera, computer etc.)
|
C for Culture
|
The ‘Tree Day’ is usually celebrated in Spain on The International Day of Forests (21st of March).
To celebrate this day, our pupils are going to work in a project to encourage awareness in the protection of our forests and the importance of individuals as agents of change.
The project is called ‘Foster a Tree’/’Acoge un Árbol’. It was first implemented last year, being this 2018-2019 course the first time to be implemented in a Bilingual Section.
It is designed for 1ºESO, although students from upper levels have also participated in some tasks.
Link to video that resumes the project: https://www.youtube.com/watch?v=2chzrmRUyJo&feature=youtu.be
Some pictures have been pasted at the end of this sheet.
|
Activities
|
Studying the parts of a seed and the process of germination in situ.
Studying the impact of abiotic components on the ecosystems. Our students will have to elucidate which are these abiotic components whilst taking care of the germination process and plantation of seeds.
Studying the disruption of ecosystems (e.g forest fires) and different ways of preventing this disruption. Our students will have to investigate on it in groups and create and infographic.
|
Tasks
|
Germination of seeds.
In November, several trays containing seeds of the tree Quercus ilex will be placed in our class. Our students will help them to germinate using the ‘paper towel method’. They will be responsible for the whole process, ensuring the seeds have always proper temperature, moisture, oxygen, and darkness.
Plantation of seeds.
In December, students will plant sprouted seeds in recycled tetrapacks that they had been storing for such a purpose during previous weeks.
Growing process of trees.
From January to March our students will have to take care of the growing process of the plants, watering them regularly and ensuring that light and humidity conditions are optimal.
21sth March.
Our students will organize and event where our little trees will be offered to the rest of the education community to be foster cared during one year. After this year, trees should be brought back to the school and a joint plantation event will be organized to reforest a needed area.
|
Cross-curricular tasks
|
We will work together with the Art Department in the logo design of our campaign and the final presentation of tetrapacks.
|
,by Laura Calleja. ESO
Click here or in the image above to access to plan.
A balanced diet + P.E. for 1st year ESO. By Laurá Sánchez
The Earth and the Universe
1st Year ESO
Files:
Learning
outcomes
Objectives
|
By the end
of the unit, students should be able to:
|
C for Content
|
1.
The
Universe.
2. Main
theories about the origin of the Universe.
3. The
Solar System: characteristics and components.
4. The
Sun.
5. Planets,
satellites, comets and asteroids.
|
Activities
|
1. Introductory
video: “Introduction to our Solar System”
2. Questions
to check their previous knowledge. Eg.: What
is the Universe? What is the theory that explains its origin? What
technological advances have allowed astronomers to study the Universe?...
3. Fluency
activity: Dictogloss
a. Teacher
read out a text about the origin of the Universe.
b. Students
listen and take notes.
c. By
pairs reconstruct the text and report back to the class.
4. Explanations:
PowerPoint, video, graphic organizer…
5. Game
activity: Solar System Cards.
|
Tasks
|
1. Finish
the sentence: teacher write the word as the start of a sentence 10 times on
the board, students write a different ending for each sentence (teacher gives
them 2 complete examples).
2. Word
wall: group master list of 10 unfamiliar words.
3. Graffiti:
learners read texts, answer questions on posters and give short
presentations.
|
Resources
and materials
|
|
C for Communication
|
Vocabulary
|
Words cloud to activate prior knowledge and to brainstorm words
that students think are relevant to a topic they are being introduced to.
Specific vocabulary (table)
|
Structures
|
Language
focus: Comparatives & Superlatives
|
|
Language skills Discourse type
|
Writing and
Speaking: organize ideas using linking words for ordering and describing. Þ Aliens activity
|
Activities
|
1. Post it, pile it: in this
cooperative learning activity each student is given a number of sticky notes
(post-its) upon which they record desired information (e.g., knowledge,
attitudes or skills). The sticky notes
are then read out to a small group. Any sticky notes that contain similar
information are piled one on top of the other.
2. Solar System planets song
|
Tasks
|
1. Aliens: 10 sticky
labels (post-its) per learner & 5-10 A3 posters. Students draw an Alien
in the poster. They should write short sentences to explain to Aliens one
topic, e.g. How Solar System is. They also learn how to organize information
into paragraphs. One each label they write one piece of information about the
topic. When all learners have 5 points, they work in groups of 4 to organize
their 20 pieces of information into a maximum of 5 categories. It’s essential
remind learners that their description is for an alien and therefore needs to
be very clear and complete. When each group has finished, they read aloud to
other groups, who are the “aliens”.
|
Resources and materials
|
4.
Power Point created by the teacher
5.
Aliens activity Þ Sticky labels (post-its), A3 posters.
|
C for Cognitive
Thinking processes
|
- HOTS:
o Analyze how gravitational condensation
of solar nebular gas and dust can lead to the accretion of planetesimals and
protoplanets.
o Explore the
historical and current hypotheses
for the origin of the Moon, including the collision of Earth with a
Mars-sized planetesimal.
o Analyze the changes of Earth's
atmosphere that could have occurred through time from the original
hydrogen-helium atmosphere, the carbon dioxide-water vapor-methane
atmosphere, and the current nitrogen-oxygen atmosphere.
o Evaluate the role of
volcanic outgassing and impact of water-bearing comets in developing Earth's
atmosphere and hydrosphere.
- LOTS:
o Understand the basic
time lineup of our Solar System.
|
Activities
|
Lab
practice: Evolution of Our Solar
System: Time Lineup
In this
activity from the Universities Space Research Association (USRA) Lunar and
Planetary Institute, learners work in groups to determine the order of events
that formed our solar system.
|
Tasks
|
-
Instructional Strategies: Inquiry, Challenge or
problem-solving.
-
By working in groups to place the Event Cards (attached) in a timeline of events
that have occurred throughout the history of the Earth and Moon.
|
Resources and materials
|
The full practice can be fond on this link: https://www.lpi.usra.edu/education/timeline/activity/
Attached files: Event cards & Answer
sheet for events.
|
C for Culture
|
I’ll try to
combine the different units of measurement used around the world with the
errors that can lead us.
- Discovering
the international system of measurement.
- Learning
the names of culturally diverse measurement
units – own language, language of classroom, language under study.
|
Activities
|
Even “rocket scientists” make mistakes: The Crash of the Mars Climate
Orbiter.
Designed to
orbit Mars as the first interplanetary weather satellite, the Mars Orbiter
was lost in 1999 because the Nasa team used metric units while a contractor
used imperial. The $125m probe came too close to Mars as it tried to manoeuvre
into orbit, and is thought to have been destroyed by the planet's atmosphere.
|
Tasks
|
-
Brainstorming: Why do we have units of measurement? How
many different ways to measure distance do you know?
-
Reading about the crash of the Mars Climate Orbiter:
Tragedies in Science: The Crash of the
Mars Climate Orbiter. (Attached)
-
Watch a video: When
NASA lost a spacecraft because it didn't use metric. (Link below)
-
Students will design
a cartoon about this mistake (one example is attached).
|
Assessment:
criteria and instruments
|
I’ve
attached the rubric to assess “Aliens
activity” that I have proposed in Task 2, which is for group
presentation. This rubric can be used and modified for any other oral
presentation.
|
CLASS RESOURCES to WORK with the LANGUAGE ASSISTANT
If you are a Science Teacher you can't miss this wonderful document created by Pablo
Acosta Robles. It will guide you and your Language Assistant throughout the school year.
Everything is planned ahead and you can improve and add whatever you think suitable.
Cognition is difficult concept to grasp and develeop when planning a lesson. Quite often there is wide gap between the students' cognition and their linguistic abilities.
The students can be confronted by complex concepts which they are able to grasp cognitively but they might lack the linguistic means to express their understanding. To overcome such a mismatch, teachers have to carefully plan what language they need to introduce in order to make learning and thinking possible for the learners without turning the CLIL lesson into a language lesson.
The relationship between language and cognition (thinking and understanding) is complex.
However what we do know is that effective learning involves cognitive challenge and feedback (assessment for learning).
In CLIL settings it is essential to ensure that the language does not get in the way of understanding whilst at the same time it can itself be cognitively demanding. Cummins developed a matrix for exploring the relationship between cognition and language. This has been adapted for CLIL settings. The matrix is a useful tool to audit teaching materials.
The greatest challenge for CLIL teachers is to develop materials and tasks which are linguistically accessible whilst being cognitively demanding.
1st ESO
C for Cognitive
Thinking processes
|
Analysis and synthesis
Students are going to think about how are eukaryotic cells using the microscope.
Students will develop a critical analysis about cell components that they have studied in the class.
At the end of the unit students create a diagram with the vocabulary of the practice: parts of the microscope, materiales… this activity gives the opportunity of clarify their ideas and to synthesise the information
|
Activities
|
-laboratory practice report
-video: how to use the optical microscope https://www.youtube.com/watch?v=CgvDrRK2ybg&feature=youtu.be
-exit ticket: materials in the biology laboratory
-mind map: parts of the microscope
-work in groups: elaborate the laboratory report with their activities
|
Tasks
|
-mind map: parts of the microscope
-lab materials exit ticket
-laboratory report
|
Resources and materials
|
Lab report: https://www.mindomo.com/es/mindmap/microscope-lab-report-edfa5f1f4ba1433896672d9705e4ef4c
Attached document for students
Video: how to use the microscope: https://www.youtube.com/watch?v=CgvDrRK2ybg&feature=youtu.be
|
Title of the Unit: OPTICAL MICROSCOPE AND ONION CELLS (laboratory practice) Course / Level: 1º ESO
Files:
by María de Arriba Alonso
1. Lab experiment: Observation of plants and animals cells for 1st of ESO, by Alicia Salazar
2. Onion cells and human cheek cells, by Laura Sánchez
Experiment: Crystallization of copper sulfate, by Laura Calleja. Click here to access.
Laboratory experience on Plant nutrition. Plant Kingdom. 1st ESO, by Nuria Salgado
A model to explain the origin of the Universe for 1st year of ESO proposed by Ángela López.
A MODEL TO EXPLAIN THE ORIGIN OF THE UNIVERSE:
We are going to make a model to visualise the expansion of the universe. You’ll need:
§ A balloon.
§ Different sized buttons.
§ Glue.
Inflate the balloon a little. Tie the end of the balloon to prevent the air getting out and stick the buttons on the surface of the balloon. The buttons represent galaxies and the surface is space.
1. Now inflate the balloon a bit more. What happens to the ‘button galaxies’?
a) They inflate like the balloon.
b) They increase in size.
c) They separate from each other.
d) Some separate and some go closer together.
2. Go back in time and deflate the balloon bit by bit. Were the galaxies closer together or further away from each other in the past?
3. With the help of a telescope, the oldest object and the one most furthest away has been detected: a galaxy 13100 million light years away from the Earth. Does the picture show what the galaxy looks like now?
 |
| Hubble confirms 13 billion galaxy |
The blue mass of stars is called EGS-zs8-1 and it shows the galaxy furthest away from Earth (13100 million light years away) discovered to date
4. Analyse the following statement: “To obverse the starry sky is to see the past”.
5. Look up information on the Internet about the origin of the universe. What is the Big Bang?
Click on "Topic" to access to the activity:
Cross-curricular(ism): English
and History
Teacher: Dante Redondo
/about/definition-173880873-58cbd32c3df78c3c4f28dd73.jpg)
Scrambled eggs: the three postulates of the cellular theory. Click on the picture
Genetics and Song of the rocks, by Inmaculada González
Click on the picture
Title of the Unit: Matter and Energy
Course / Level: 2º ESO Physics and Chemistry
By María de Arriba Alonso
Download the files for this unit:
Changes of state
Energy sources
Lab density
The rocks and the cells, by Estefanía Sastre.
Click on the picture to see her files.
Scrambled eggs: the three postulates of the cellular theory. Click on the picture
Genetics and Song of the rocks, by Inmaculada González
 |
| Song of the Rocks |
| The Universe. Walk the line. Onion rings. |
 |
| Running dictation: Theories about the Universe |
Definitions by Estefanía Sastre
 |
| Scrambled eggs activity: Definitions.
Quiz to review Protists and Fungi kingdoms, by Víctor Castro
|
Click on the picture |
| Scrambled eggs to review. Biology and Geology. Click on the picture |
"Vocabulary bag" and "Back to the board" combined by Eva Mª Romero.
Click here for description
Click here for description
Heart and Brain, and the Solar system, by Laura Calleja. 1st Year ESO
1º y 2º ESO
1. Rocks and states of matter, by Eva Mª Romero
Click on the picture to see her files.
Title of the Unit: Matter and Energy
Course / Level: 2º ESO Physics and Chemistry
By María de Arriba Alonso
C for Content
|
-changes of state
|
Activities
|
-textbook
-quizlet flashcards: matter and properties
-laboratory practice: density (document attached: lab density)
-exit ticket: changes of states
-heat transfer: mind map
-work in groups: document “energy sources work”
|
Tasks
|
-quizlet flashcards
-mind map: heat transfer
-changes of state exit ticket
|
Resources and materials
|
Chemistry book or J.Fidalgo and F. Rañal book: http://www.enciga.org/files/2014/Physics_an_Chemistry_3rd_ESO_Fidalgo_Ranal.pdf
PPTs from Internet or created by the teacher
Song “water boy”
Quizlet flashcards matter and its properties:
Mind map:
|
Download the files for this unit:
Changes of state
Energy sources
Lab density
C for Content
|
The Solar System
|
Activities
|
Here there is a presentation with the planets. The students have to guess the planet and then locate it in a diagram in the blackboard.
Planets presentation: https://drive.google.com/open?id=1MJUB1XKqWfuY8FT9bDDb0HgMwAMxTBsw
|
Tasks
|
Create a project about the Solar System. In groups of 4 they have to elaborate a creative project. Each group decide how they are going to present the information. The Project can be a song, a 3D model, a game, a poster… what they want, always an if they talk about the following items:
 |
10. Resources and materials
|
The text book, websites, scientific books, magazines, newspaper… what they consider necesary to obtain all the information they need to complete the proyect.
|
Title of the Unit: The Earth and the universe
Course / Level: 1º ESO
by Esther Morchón Pérez
Title of the Unit:ECOSYSTEMS AND BIODIVERSITY
Course / Level: 1ºESO
By Eva Fuente Fernández
C for Content
|
Ecosystems. Abiotic and biotic components.
Relationships in the ecosystem
Ecosystem regulation
The importance of biodiversity
|
Activities
|
1. Creating a poster with the abiotic and biotic components of the ecosystem. Students will work in small groups.
2. Exercise about trophic levels, using the visual thinking strategy. We will give a worksheet to our pupils with different species of producers, consumers and decomposers. They will have to cut them out and stick them on their notebooks, creating a food chain diagram and labelling the corresponding levels. Pupils can work in pairs during this exercise.
3. Watching the video titled “Los lobos del sur” (waiting for an English version of it J ).
https://www.youtube.com/watch?v=LbL767LR82o
We will hand over a worksheet with a few fill-in-the-blank questions about the video. We´ll read it before the video to get familiarised with the ideas they need to pay attention to.
4. Reading latest news. We will read the following article from The Guardian: ‘Humanity has wiped out 60% of animal populations since 1970, report finds’
We will adapt the article to the level of our students, making it shorter and eliminating those paragraphs or structures of difficult understanding.
Prior to the reading, we will use scaffolding strategies to support learning, e.g explaining key vocabulary terms, exploiting the images of the text etc.
|
Tasks
|
1. Creating a poster about the ecosystem components.
2. Creating a food chain diagram.
3. Completing a video quiz.
4. Debate about the biodiversity loss.
|
Resources and materials
|
1. Cardboards, coloured pencils, markers...
2. Worksheets, scissors, glue sticks, markers.
3. Computer and projector. Worksheet with video quiz.
Video source: facebook webpage of ‘Life Lobo Andalucia’ environmental organization. Also in youtube: https://www.youtube.com/watch?v=LbL767LR82o
4. Photocopies of the reading text article.
Source: The Guardian
We will use the blackboard to support our explanations in all activities.
|
Ecosystems and biodiversity for 1st ESO, by Alicia Salazar
No comments:
Post a Comment