Five senses
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Subject: Science
Teacher: Montserrath
Pazmiño
Title of the Unit: Five
Senses / Relationship between human beings and their environment.
Course / Level: 4th grade
Learning outcomes:
To
identify the five senses and their main organs.
To
describe the main characteristics of each sense and compare them.
To
identify the main function of each organ.
To
explain the importance of how senses provide information about the
environment.
Subject Content:
Five senses and their main organs.
Language Content / Communication
Vocabulary:
Common Vocabulary:
Nouns:
Class
material (such as book, colors, eraser, modeling clay, paper, pencil, pencil
case, notebook).
Parts of
the body (such as mouth, eyes, ears, fingers, hand, nose, head, face, tongue).
Animals
(such as bear, bird, cow, cat, dog, lion, pig, owl,...).
Supplies
(such as cotton, bottle, box, jar, scissors, sand paper, juice, candy,
illustrations, pictures, sound, ice, rock, sand, lemon, sugar pepper, orange).
Performers
(such as student, teacher, partner, group).
Adjectives:
Positive
(such as beautiful, ugly, good, bad, little, many, delicious, cold, hot,
temperature).
Verbs:
To be
Action
verbs (such as see, touch, smell, hear, eat, taste, feel, quiet, loud, like,
want)
Technical Vocabulary:
Nouns:
Eyebrow, eyelashes, iris retina, eardrum, ear canal, taste buds,
nostrils, skin, scent, texture, noise, Braille, sight, vision, flavor, brain,
chamomile, cinnamon, odor.
Adjectives:
Sweet, sour, soft, bitter, salty, texture, soft, rough, loud.
Verbs:
Taste, hear, prepare, prefer, recognize, identify, describe, share,
compare,
pick.
Let's feel ...
What do you think?...
Let's guess the sound..
What is it?
I like... I don't like...
Structures:
·
Simple
words. (eye, skin, brain...)
·
Parts
of speech: Pronouns (I, you...), nouns (human), verbs (smell), adjective (good)
prepositions (under).
·
Phrases
(good flavor), Clauses(After you smell it) and Sentences (We use our eyes to
see.)
·
Present
tense (We use our nose to smell.) and future tense sentences. (We will listen different sounds.)
·
Common
expressions. (How is it going?)
·
Questions.
What do you see in
this picture?
What kinds of things
did you touch?
What animal sound is
this?
What sense are you
using to identify that flavor?
What kinds of things
did you smell?
How do your senses
help you find out more about the environment?
Discourse type:
Informative text, Descriptions using a wide variety of
adjectives based on the five senses. Expositions by comparing and contrasting
elements and ideas.
Language skills:
Speaking, listening, writing and reading.
Contextual (Cultural Element)
Senses make it possible for people to interact with others, get around in their daily lives and be aware of the features they like and dislike.
Cognitive (Thinking process)
Knowledge:
To identify the five senses, relate them with their organ and the sensations
that are perceived.
Comprehension:
To compare the main organs used in each of the five senses and how they provide
vital information about the environment.
Application:
To model the main organs of each of the five senses, and label its parts.
Analysis:
To explore and analyze objects and materials using the senses of sight,
hearing, smell, touch and taste as appropriate, and record observations and
measurements.
Evaluation:
Model the organs of the five senses.
Create a "Five Senses book" according to their
experiences and explain it.
Task
Model the organs of the five senses.
Create a "five senses book" with recordings of the
students observations and measurements.
Oral presentation of the "five senses book."
·
Identify and compare the characteristics of each of the five
senses.
·
Describe the appearance, flavor, texture, smell and sound of
different objects and food.
·
Recognize the information provided by the senses.
·
Complete charts about the main organs of each of the five
senses.
Activities
A. Development of Lesson Introduction
- Conversation about how senses help us perceive the world that surrounds us and brainstorm of the ideas.
- Listen and sing along "five senses song" by Dr Jean Feldman video by Mr. Harry mp4 http://www.youtube.com/watch?v=dWPJoI5lMOY&feature=related
- Vocabulary http://en.educaplay.com/en/learningresources/692901/senses_vocabulary.htm
- Watch
a video about the five senses and their main organs.
http://www.makemegenius.com/video_play.php?page=1&&id=164&type=0
http://www.makemegenius.com/video_play.php?id=165&type=0
B. Experimentation
- Optical illusions http://www.scientificpsychic.com/graphics/index.html
- Identification of objects placed in mystery boxes (smell, touch and taste).
- Sound identification (hearing).http://www.youtube.com/watch?v=oBxwFA7b6Bk
- Five senses sorting game http://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/printables/5SensesSortingGame.pdf
- Listen and repeat, listen and fill in the gaps.http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/026.pdf
C. Identification of the
main organs of the five senses.
·
Flash
cards http://quizlet.com/24493275/the-5-senses-flash-cards/
·
Drawing
pictures of each organ.
·
Ask your
partner activities. Pg 7, 11, 13 http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/026.pdf
·
Taking
care of our senses organs, read and follow advice.http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/026.pdf
D. Closure activities
·
Modeling
the sense organs
·
Gather all
the information to make de five senses book.
·
Create the
five senses book.
Methodology
Organization and class distribution /
timing
Sixty-minute sessions.
Individual work, pair
work and group work.
Resources / Materials
Board, worksheets,
markers, mystery boxes, classroom objects,
lemon juice, apple juice, grapefruit juice, food coloring, salty water, sandpaper, cotton, rubber ball, pencils, blindfolds, bowls, plastic wrap, rice, spoons, water, computer, class projector.
lemon juice, apple juice, grapefruit juice, food coloring, salty water, sandpaper, cotton, rubber ball, pencils, blindfolds, bowls, plastic wrap, rice, spoons, water, computer, class projector.
Key
Competences
Communication in a foreign language.
Group work competence.
Learning to learn.
Guided discovery.
Evaluation
(criteria and instruments)
The
student will identify the five senses and their function.
The
student will identify the main organs of the five senses.
The
student will model the main organs of the five senses.
The
student will identify the main elements of each of the main organs of the five
senses.
The
student will create a "five senses book".
Instruments
Worksheets, class
participation, portfolio, class performance, tests.
Andamiaje linguístico: Crossword del vocabulario de Five senses usando
Educaplay. http://en.educaplay.com/en/learningresources/1142712/five_senses.htm
DISEÑO DE
MATERIAL Montserrath Pazmiño (4toEB)
A
continuación los diferentes materiales diseñados para tratar la unidad de Five
Senses.
Andamiaje
linguístico: senses word cloud usando
http://www.tagxedo.com/app.html C:\Users\Monse\Documents\Monse\América
Latina\Science\tagxedo senses.jpg
Actividad
de andamiaje para el contenido: Animación sobre el Tacto y la percepción del frío
a través de la piel: usando http://www.dvolver.com/moviemaker/make.html
Selección, adaptación de textos para crear una hoja de práctica
que vaya acorde con lo que están estudiando los niños/as y su competencia
comunicativa - senses worksheet: usando www.worksheetworks.com http://www.worksheetworks.com/pdf/e12/92f00d83e7cc2/WorksheetWorks_Senses_and_their_organs_1.pdf
Selección, adaptación de textos y atención a las
distintas destrezas: Presentación Power Point,
Five senses, sobre los sentidos y sus órganos: usando Google images y un
enlace a un video en Youtube, y subiéndolo a Google Drive. https://docs.google.com/presentation/d/1195yEOlmfUa3l6HitGtUw38ttc4CGTv6ase4GNB3w2I/present#slide=id.g258097d64_1_112
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