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Taller: Discovering the world of plants and flowers

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Subido el 25 de enero de 2011 por EducaMadrid

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Taller "Discovering the world of plants and flowers" por D.Andrés Arévalo Cárdenas, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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Thank you again, and I hope the ideas that I'm going to show you are fruitful and useful 00:00:00
for you. 00:00:17
If you have any questions, please ask me at the end of the presentation. 00:00:20
It will be a pleasure for me to answer your questions. 00:00:25
Let me tell you a secret. 00:00:30
Today, when I came here one hour ago at half past eight, I came with my cardboard, with 00:00:33
my markers, with my pencils, with many materials, because we wanted to do a workshop, and from 00:00:41
my point of view, a workshop is something where people, where participants have to participate, 00:00:49
have to do something, and then they have to present their work to the rest of the audience. 00:00:56
But when I came here and I found this place, it's impossible to develop a workshop in this 00:01:03
place with this place. 00:01:11
So I had a plan B, I had a plan C, and I had a plan D, because nobody knows how it's going 00:01:15
to work. 00:01:23
So I'm going to follow the plan B, and the plan B is something very close to what I was 00:01:24
intended to do. 00:01:31
So we're going to do a journey through the beautiful and wonderful world of plants and 00:01:35
flowers, and this journey has got several stops. 00:01:41
So let me move on to the first stop. 00:01:45
Welcome to this trip. 00:01:51
Okay, the stop number one of this journey, of this trip, is showing our students the 00:01:53
text, and I have selected two texts related to plants and related to flowers. 00:01:59
The first one is this one, which is reproduction in plants. 00:02:04
And it talks about the organs in plants, the reproductive organs in plants, and the process 00:02:09
that pollination and fertilization takes. 00:02:18
The second text is about parts of the plants and functions. 00:02:22
You have here two posters. 00:02:27
The first one is about parts of the plants and functions, and the other is unknown. 00:02:29
It's a surprise. 00:02:34
So let's see why I have done this. 00:02:35
The parts of the plants and functions, there are three parts of the plants, and they develop 00:02:40
some functions. 00:02:46
So what do you think students will say about this? 00:02:47
Don't panic, students. 00:02:54
I'm going to show you different strategies, different techniques, and different activities 00:02:55
to work this text, to work the contents in science related to flowers and plants, and 00:02:59
some practical ideas to develop this. 00:03:06
Okay, let's go on with the second stop. 00:03:10
The second stop is the definition game, or magical box, which takes place at the beginning 00:03:14
of each class, as part of the routines. 00:03:21
This is very useful, because we review the vocabulary, we review what happens, we review 00:03:26
the structures, and we review the contents that we have been working during the unit. 00:03:33
Okay, so I want your participation, yes, but I think it's a question of... 00:03:38
You're testing your micro, I think they're lowering the tone. 00:03:49
Maybe you can do it without it. 00:03:57
Things usually happen. 00:04:00
Can you hear me? 00:04:02
Yeah, I think it's better. 00:04:04
Excellent. 00:04:06
So, to develop this activity, I need your participation, okay? 00:04:07
And you will have a prize. 00:04:13
So, definition number one. 00:04:19
So let's see the definition first, of course. 00:04:22
We have different definitions. 00:04:25
Related to the text, we have seen before. 00:04:27
Fertilization, what a fruit is, what insects are, what insects do, leaves, carbon dioxide, 00:04:30
oxygen, sand, etc. 00:04:37
Okay, definition number one. 00:04:40
Are you ready? 00:04:43
It usually contains the seeds inside. 00:04:45
Some of them, like the strawberries, have the seeds outside. 00:04:48
Raise your hand, please. 00:04:54
Or, after, you say your name, and I repeat your name, and you answer, instead of raising 00:04:58
the hand. 00:05:04
Okay, who knows this? 00:05:05
William? 00:05:07
Fruit? 00:05:08
Excellent, that's for you. 00:05:09
Another one. 00:05:11
It is a liquid that leaves things, and plants, obviously, need to live. 00:05:14
Paloma? 00:05:19
Yeah. 00:05:20
What is it? 00:05:21
Water. 00:05:22
Water, excellent. 00:05:23
This is for you. 00:05:24
Okay, and the third one, and we finish. 00:05:25
This is a part, or these are some parts of the plant. 00:05:28
They fix the plant to the ground, and they absorb water and minerals. 00:05:32
Fruit. 00:05:38
You have something very good. 00:05:42
Your name was? 00:05:45
Biggie. 00:05:47
Biggie. 00:05:48
So, thank you very much, Biggie. 00:05:49
Okay, this could be done at the beginning of the class, at the beginning of the lesson, 00:05:51
and it could take part of the routines. 00:05:56
So, as you can see, this is very easy to do here. 00:05:58
Thank you, Biggie. 00:06:02
So, this is the first. 00:06:04
This is the first step. 00:06:07
This game can be yoga, as you can see, or it can be written. 00:06:10
Can you hear me? 00:06:18
Can you? 00:06:20
Oh. 00:06:21
I'm sorry. 00:06:24
Next stage, next stop. 00:06:27
The written questions can be done as a quiz. 00:06:29
So, I need your participation. 00:06:33
Related to plants, which is our topic. 00:06:36
Plants make this substance, which is the fruit of the plant. 00:06:43
Name and answer. 00:06:49
Let's see. 00:06:56
Excellent. 00:06:57
When I gave you the present. 00:06:58
Next one. 00:07:01
They carry the pollen from one plant to the pistil of another. 00:07:04
Name and answer. 00:07:10
They are animals, I give you. 00:07:13
Animals that carry the pollen from one plant to another. 00:07:15
This. 00:07:21
And the third definition. 00:07:23
Okay, insects, insects, insects. 00:07:25
Not too bad, not too bad. 00:07:28
And the last one. 00:07:30
The roots absorb water from the soil. 00:07:32
Name? 00:07:38
Minerals? 00:07:41
I'm going to take this before giving you the present. 00:07:42
It was minerals, sorry. 00:07:50
It was my mistake. 00:07:52
So you have your present. 00:07:54
Good job, excellent. 00:07:56
So as you can see, we are working the routines in a written way. 00:07:58
So they are working the reading comprehension. 00:08:02
And they are working the contents without any pause. 00:08:06
So let me move on to the next topic. 00:08:11
And the next topic. 00:08:13
Well done, by the way. 00:08:17
The next topic is the pastures. 00:08:19
The pastures. 00:08:22
Look at this, I have an example here of the pastures. 00:08:23
They can be done by the teacher or they can be made by the students. 00:08:27
If you decide that students make the pastures, 00:08:32
this is a very important and very easy and very interesting activity 00:08:36
because they work in groups, which is very helpful in the future 00:08:41
because they have to collaborate when they get tough, for example. 00:08:45
And they have to know how to collaborate with the others. 00:08:48
They can be creative this way, 00:08:53
because they have to draw, they have to paint, 00:08:55
they have to organize everything. 00:08:57
They are able to understand the processes better. 00:09:00
If you look at this poster, which is part of the plans and functions 00:09:03
related to the text that we usually see. 00:09:07
So you can see the processes. 00:09:10
We are going to see this much better in the presentation. 00:09:16
And finally, students can learn in a different way, 00:09:20
not only with their ears. 00:09:23
They can learn in a visual way, 00:09:26
look at this, 00:09:29
and they can learn in a kinetic way, 00:09:30
because they have to move and they have to use their hands 00:09:33
and learn the activity. 00:09:38
So, I'm going to show you two examples. 00:09:42
But first, I'm going to give you a challenge. 00:09:46
Look at this text. 00:09:50
This text is taken from the previous one, 00:09:51
from the first one. 00:09:54
In the reproduction function of the plans, 00:09:56
there are different things. 00:09:58
Pollination, 00:10:00
deformation of the soil, 00:10:02
and the dispersal of the stones. 00:10:04
And the challenge is the following. 00:10:08
Think about this. 00:10:13
Which graphic organizer have you used to make the poster? 00:10:16
To make the hidden poster? 00:10:21
Thank you very much. 00:10:29
Let's see the different graphic organizers that we have. 00:10:30
This is the circle graphic. 00:10:35
So if you write the names of it here, 00:10:39
then you can write different ideas, 00:10:42
and therefore, you can have different ideas. 00:10:44
You can use the pyramid graphic, 00:10:47
or the pyramid prototype, 00:10:50
which has the shape of a pyramid. 00:10:53
That's because we call it a pyramid diagram. 00:10:56
We have the circle diagram. 00:11:01
We have the star diagram. 00:11:06
It's very useful as well, 00:11:08
because you write a topic here, 00:11:10
and you write different ideas 00:11:13
in these triangles. 00:11:16
I have two more. 00:11:18
We have the arrow diagrams. 00:11:21
On this idea, we have two more, 00:11:24
and on this idea, we have two or three or four more. 00:11:26
On this idea, we have more ideas, and so on. 00:11:29
And finally, we have the KWL chart. 00:11:33
It's very useful to know what we already know, 00:11:38
what the students already know, 00:11:42
the aims of the evening, 00:11:44
the aims of the lesson, 00:11:46
and finally, 00:11:48
what the students have achieved. 00:11:50
If you have any questions about this, 00:11:52
or about another thing, 00:11:54
you can ask me. 00:11:56
So we have seen six graphic organizers. 00:11:59
So tell me, 00:12:02
the posture that I have here, 00:12:04
which graphic organizer 00:12:06
has higher performance? 00:12:08
Raise your hand 00:12:11
if you think, 00:12:14
remember that the topic is 00:12:16
how plants grow and reproduce. 00:12:18
This is the title of this poster. 00:12:20
So raise your hand if you think 00:12:24
that I have followed the circle diagram. 00:12:28
Nobody. One person. 00:12:33
Raise your hand if you think 00:12:35
I have followed the diagonal diagram. 00:12:37
Nobody. 00:12:41
Raise your hand if you think 00:12:43
I have followed the circle diagram. 00:12:45
Raise your hand if you think 00:12:52
that I have followed the star diagram. 00:12:54
Raise your hand 00:12:58
if you think that I have 00:13:00
used 00:13:02
the arrow diagram. 00:13:04
One person, two people. 00:13:06
And finally, 00:13:08
everybody else out. 00:13:11
Nobody. One person. 00:13:13
Remember the names of the people 00:13:15
that have chosen 00:13:17
the circle diagram. 00:13:23
We are describing 00:13:29
different processes 00:13:31
from the flower 00:13:33
to the flower, which is the beginning. 00:13:35
So it's a cycle diagram. 00:13:37
It never ends. 00:13:40
So you can have a look afterwards 00:13:44
to look at the two posters 00:13:46
or you can have a look 00:13:48
at the screen 00:13:50
because I have the posters 00:13:52
in a different way. 00:13:54
I have interactive posters. 00:13:56
Who says circle diagram? 00:13:58
Willy? Who else? 00:14:00
Who else? 00:14:02
Anna? 00:14:04
Leanna? 00:14:06
Who else? 00:14:08
You? 00:14:10
I was with a baseball 00:14:12
several years ago. Who else? 00:14:14
Finally? 00:14:16
OK. 00:14:22
So these are the interactive 00:14:24
posters. 00:14:26
Look at this. 00:14:28
This is the same poster 00:14:30
as here. 00:14:32
But it has some changes. 00:14:34
I have numbered each process. 00:14:37
Why? 00:14:39
Because of this. 00:14:41
Look at this. 00:14:43
Number one. 00:14:45
Do you want to see the explanation of number one? 00:14:47
But I'm not going to be 00:14:49
the explainer. 00:14:51
Some other people are going to explain this. 00:14:53
Have a look at this. 00:14:55
Number one. 00:14:57
Remember. 00:14:59
OK. 00:15:02
In this interactive poster 00:15:06
most flowers have 00:15:08
male and female flowers. 00:15:10
That's it. 00:15:12
OK? 00:15:14
OK. Number two. 00:15:16
Let's see number two. 00:15:18
What is number two? 00:15:20
Circle, for example. 00:15:22
Let's see the circle. 00:15:24
So this is a good technique 00:15:26
to implore with your children. 00:15:28
For example. 00:15:31
For example. 00:15:41
This one. 00:15:43
This is for 00:15:45
plants. 00:15:47
Plants are free 00:15:49
and they don't die 00:15:51
because the plant 00:15:53
is a disease. 00:15:55
Root, stem, leaf, 00:15:57
OK? 00:16:00
So this is an example. 00:16:02
It takes time. 00:16:04
It takes a long time to do it. 00:16:06
But on one hand 00:16:08
children love it 00:16:10
because they can participate. 00:16:12
You have a different resource 00:16:14
to show the children. 00:16:16
You can review the contents 00:16:18
this way. 00:16:20
And if you have a conference 00:16:22
you can show this. 00:16:24
OK. I have another poster 00:16:26
This one. 00:16:29
For example, 00:16:31
parts of the plants and functions 00:16:33
which is 00:16:35
let me show you here. 00:16:37
Parts of the plants and functions 00:16:39
which can be what? 00:16:41
Three, for example. 00:16:43
Well, let's listen to one 00:16:45
and then let's listen to 00:16:47
number one. 00:16:49
Number one. 00:16:51
The presentation. 00:16:55
The title of this poster is 00:16:59
Parts of the plant 00:17:01
and functions. 00:17:03
The plant has three parts. 00:17:07
The roots, the stem 00:17:09
and the leaves. 00:17:11
Now we are going to describe 00:17:13
the parts of the plant. 00:17:15
That's the plant. 00:17:17
As we live close to Alcalá 00:17:19
it is very normal. 00:17:21
It is very normal. 00:17:23
OK. So let's listen to 00:17:25
number three. 00:17:27
Now I am going to describe 00:17:31
the stem. 00:17:33
It supports the branches 00:17:35
and the leaves. 00:17:37
The water and minerals 00:17:39
rise up the plant. 00:17:41
OK. That's it. 00:17:43
Finally, you let me show this. 00:17:47
This is the last one. 00:17:49
I am going to show you, for example, 00:17:51
photosynthesis. 00:17:53
OK. 00:17:56
In this poster. 00:17:58
In the leaves photosynthesis 00:18:00
takes place. 00:18:02
They need water and minerals 00:18:04
carbon dioxide 00:18:06
and they need 00:18:08
the energy of the sun 00:18:10
to make sun. 00:18:12
OK. So this is another example. 00:18:18
And this is a good way of assessing students 00:18:22
and being aware of this. 00:18:25
So let me go on 00:18:29
with the presentation 00:18:31
which is here. 00:18:33
And the next part 00:18:35
is rubber. 00:18:37
Rubbers are good 00:18:39
for this activity 00:18:41
of this whole body. 00:18:43
OK. 00:18:45
I think that children 00:18:47
can explain this better. 00:18:49
Do you want to see the children in action? 00:18:51
OK. 00:18:54
So the rubber is this activity. 00:18:58
I am not going to say anything. 00:19:00
Let's see if you can understand. 00:19:02
And it is... 00:19:04
Stop. 00:19:18
OK. 00:19:24
Sorry? 00:19:42
Do you understand the process? 00:19:46
So we have 00:19:48
3, 4, 5 00:19:50
So this is a bookie. 00:19:53
And they have to draw this bookie 00:19:55
which is a wrapped paper. 00:19:57
They have to draw the definition. 00:19:59
They have to say the definition 00:20:01
and the person who really knows 00:20:03
the definition 00:20:05
is there. 00:20:07
OK. 00:20:09
So I need 5 people 00:20:11
to help me. 00:20:13
I need your help. 00:20:15
It is very easy. 00:20:17
Do you have a plan? 00:20:19
Anyone else? 00:20:22
5 people. 00:20:36
Thank you very much. 00:20:38
OK. Thank you. 00:20:44
Thank you. 00:20:46
Well, I understand. 00:20:50
It is a pleasure to come here. 00:20:52
But look at this. 00:20:54
I have to... 00:20:56
At the beginning 00:20:58
I have to put this. 00:21:00
And I look like 00:21:02
as a young boy. 00:21:04
So... 00:21:06
OK. 00:21:08
So make a circle. 00:21:10
You can 00:21:12
walk around the stage. 00:21:15
OK. 00:21:17
Let's start. 00:21:19
When I say stop 00:21:21
you have to throw the ball. 00:21:23
Stop. 00:21:25
So open the ball. 00:21:27
And let's see the first definition. 00:21:29
You just say the definition. 00:21:33
It supports the branches 00:21:36
of the family. 00:21:38
Stem. 00:21:40
Stem. 00:21:42
Excellent. 00:21:44
Just start it again. 00:21:46
Stop. 00:21:53
It's your turn. 00:21:55
In these parts of the plant 00:22:06
photosynthesis takes place. 00:22:08
Leaves. 00:22:12
Yes, we have some leaves. 00:22:14
Can we have it one more time? 00:22:16
Stop. 00:22:22
OK. Let's go. 00:22:26
Stop. 00:22:28
They fix the plant 00:22:36
to the ground. 00:22:38
They absorb water and minerals. 00:22:40
The answer is? 00:22:42
Roots. 00:22:44
Roots. Excellent. 00:22:46
So please, a big applause for them. 00:22:48
Be careful. 00:22:56
Thank you. 00:22:58
You're welcome. 00:23:00
My pleasure. 00:23:02
You can play music 00:23:05
with this activity all the time. 00:23:07
And once the music is stopped 00:23:09
the children 00:23:11
or the child 00:23:13
with the ball of paper 00:23:15
is the responsible 00:23:17
and say the definition. 00:23:19
OK? 00:23:21
So this leads us 00:23:23
to the next stop 00:23:25
which is 00:23:27
the experiment. 00:23:29
If we are talking about 00:23:31
science, if we are talking about plants 00:23:34
experiments are essential 00:23:36
from my point of view 00:23:38
and for everyone. 00:23:40
Why experiments? 00:23:42
Why do we have to experiment in the class? 00:23:44
Because children can observe 00:23:46
their reality 00:23:48
with their own eyes. 00:23:50
They observe as well 00:23:52
the processes. 00:23:54
You can come. 00:23:56
They can observe 00:23:58
the processes 00:24:00
and this is how reality works. 00:24:03
And I have shown you an example 00:24:05
which is 00:24:07
plants. 00:24:09
So we have four types of plants. 00:24:11
The chickpeas, the lentils, 00:24:13
the beans and the wheat. 00:24:15
We plant 00:24:17
these four types of plants 00:24:19
and then we follow the evolution 00:24:21
with number one, number two, 00:24:23
number three and with number four, 00:24:25
five or whatever. 00:24:27
So we need to measure the plants. 00:24:29
As you can see, the chickpeas, 00:24:32
number one has got half a centimeter. 00:24:34
This one 00:24:36
has got one centimeter. 00:24:38
The second one has doubled 00:24:40
in size and so on. 00:24:42
So this is a good way 00:24:44
of observing the evolution 00:24:46
of observing how the reality 00:24:48
works. 00:24:50
But this is not enough. 00:24:52
This is not enough. 00:24:54
Children, especially at the 00:24:56
highest 00:24:58
cycles, 00:25:00
have to know how reality works 00:25:02
in a different way. 00:25:04
They have to follow a scientific chart. 00:25:06
They have to know 00:25:08
how to 00:25:10
say the hypothesis, 00:25:12
how to make it, 00:25:14
how to see the results of the experiment, 00:25:16
how to 00:25:18
pick up the information. 00:25:20
So this is the reason 00:25:22
why I am going to show you 00:25:24
a scientific method chart. 00:25:26
This scientific method chart is here. 00:25:29
I have divided 00:25:33
this chart into five parts. 00:25:35
Number one, stated question. 00:25:37
And the question 00:25:39
as we are talking about plants and flowers is 00:25:41
why do plants grow? 00:25:43
This is a question that I have. 00:25:45
I can give this question to the children. 00:25:47
Why do plants grow? 00:25:49
Because they eat too much? 00:25:51
Because they eat 00:25:53
a lot of fruits? 00:25:55
Because they eat a lot of 00:25:57
meat? No. 00:25:59
That's it. Maybe this is the question. 00:26:01
Maybe not. 00:26:03
The second step is formulating 00:26:05
a hypothesis. 00:26:07
Or several 00:26:09
hypotheses. 00:26:11
So the hypothesis that I have 00:26:13
are that plants 00:26:15
need water and minerals. 00:26:17
Maybe it's right. Maybe it's not. 00:26:19
That some plants grow faster 00:26:21
because we water 00:26:23
them more than others. 00:26:25
Would it be right or not? 00:26:31
And plants do not need sunlight. 00:26:33
This is another hypothesis. 00:26:35
Maybe it is right. Maybe it is not. 00:26:37
So the third step is gathering information. 00:26:41
And to gather information 00:26:43
I have 00:26:49
used four boxes. 00:26:51
In box number one 00:26:53
I have put 00:26:55
a plant of lentils, 00:26:57
a plant of chickpeas, 00:26:59
a plant of beans, 00:27:01
and a plant of beans. 00:27:03
And a plant of beans. 00:27:05
We water 00:27:09
these plants 00:27:11
on the day 00:27:13
but they don't have sunlight. 00:27:15
The second box is 00:27:17
a plant of lentils, 00:27:19
a plant of chickpeas, 00:27:21
and beans as well. 00:27:23
We do not have water. 00:27:25
We don't water them. 00:27:27
But they have sunlight. 00:27:29
The third box is two plants of lentils 00:27:33
and two plants of beans. 00:27:35
These two ones 00:27:37
are watered once a day. 00:27:39
And these two ones are watered 00:27:41
three times a day. 00:27:43
In box number four 00:27:47
we have four plants 00:27:49
and each plant is watered 00:27:51
once a day. 00:27:53
And they have sunlight as well. 00:27:55
So this is 00:27:59
how we gather the information. 00:28:01
The next step is 00:28:05
the experiment. 00:28:07
The results are the following. 00:28:09
In box number one 00:28:11
none of the seeds grew. 00:28:13
Here, none of the seeds grew. 00:28:15
In box number two 00:28:17
with no water and sunlight 00:28:19
none of the seeds grew. 00:28:21
In box number three 00:28:25
the seeds which were watered 00:28:27
once a day grew. 00:28:29
But the seeds which were watered 00:28:31
three times a day did not grow. 00:28:33
And now in box number four 00:28:35
all the seeds 00:28:37
grew 00:28:39
but with different rhythms. 00:28:41
the last 00:28:45
step 00:28:47
the last step is 00:28:51
to draw the conclusions. 00:28:55
And the conclusions are 00:28:57
plants need sunlight to live. 00:28:59
We were wrong. 00:29:01
We were wrong at the beginning. 00:29:03
We said they didn't need 00:29:05
sunlight to live. 00:29:07
Plants need water to live. 00:29:09
Too much water 00:29:12
is not good for plants. 00:29:14
This is another conclusion. 00:29:16
And finally some plants grow faster 00:29:18
than others. 00:29:20
So the quantity of water 00:29:22
doesn't have to do with 00:29:26
the plants' growth. 00:29:28
So this is another 00:29:30
way of 00:29:32
describing the reality 00:29:36
and organizing the reality. 00:29:38
So this gives us 00:29:40
the next step. 00:29:42
And the next step is 00:29:44
another activity which is 00:29:46
Alba who has 00:29:48
second tense. 00:29:50
If you want to ask me a question 00:29:52
about second tense, ask me afterwards. 00:29:54
So I'm going to show you 00:30:00
this piece of paper. 00:30:02
So some of you 00:30:04
are going to be players. 00:30:06
Some of you 00:30:08
are going to be 00:30:10
player number 2. 00:30:12
Some of them are player number 3. 00:30:14
Some of them are player number 3. 00:30:16
And some of them are 00:30:18
player number 00:30:20
Tell me why I have one. 00:30:30
So take one and pass them on. 00:30:34
So look at this. 00:30:38
The game or the activities 00:30:40
as follows. 00:30:42
Player number 1 has 00:30:44
this card. I have a word 00:30:46
related to this. 00:30:48
Postures related to the topic we are talking about. 00:30:50
And next 00:30:52
to the word 00:30:54
he or she has another word. 00:30:56
So for example, player number 1 00:30:58
has to say 00:31:00
I have found your sink. 00:31:02
Who has water? 00:31:04
And the player with 00:31:06
water has to say 00:31:08
I have water. Who has 00:31:10
stem? And the player 00:31:12
with stem has to say 00:31:14
I have stem. Who has 00:31:16
Are you ready to play? 00:31:18
let's try again. 00:31:24
I have 00:31:30
So I have 00:31:32
I have strawberry. 00:31:34
Who has autism? 00:31:36
Which number doesn't matter? 00:31:46
Which 00:31:48
player number 1? 00:31:50
I have water. Who has stem? 00:31:56
I have stem. Who has 00:31:58
insects? 00:32:00
Who has branches? 00:32:02
Stems. 00:32:08
Who has leaves? 00:32:18
Leaves. 00:32:22
I have leaves. 00:32:24
Who has leaves? 00:32:26
I have leaves. 00:32:28
Who has stem? 00:32:30
Who has stem? 00:32:32
I have stem. Who has 00:32:38
branches? 00:32:40
I have branches. Who has water? 00:32:42
I have water. 00:32:44
Who has stem? 00:32:46
And that's all. 00:32:50
So if you want to include this activity 00:32:52
make sure that you have a list of 00:32:54
all the words that you want to include. 00:32:56
Ok, second sentence. 00:32:58
Big applause for you. 00:33:00
You have done an excellent work. 00:33:02
Come on. 00:33:04
Thank you very much. 00:33:08
Ok. 00:33:10
So this can be done 00:33:14
with all the topics. 00:33:16
And this is to make sure 00:33:18
that all the students are paying attention. 00:33:20
If one of the players 00:33:22
was not 00:33:24
paying attention 00:33:26
he or she wasn't able to 00:33:28
follow the activity. 00:33:30
So I'm going to 00:33:32
bring some water if you don't mind. 00:33:34
And I have to move on 00:33:42
to the next activity. 00:33:44
The next activity is 00:33:46
arts on the ground. 00:33:50
The science on the ground. 00:33:52
How can 00:33:54
we do the sunflowers? 00:33:56
It's another question. 00:33:58
So to make the sunflowers 00:34:00
I need 00:34:02
some of you may know this 00:34:04
activity. Some of you may 00:34:06
not. 00:34:08
So here it is. 00:34:10
To make the sunflowers 00:34:12
this is taken from 00:34:14
insidelearning.com 00:34:16
To make the flowers we need 00:34:18
a paper plate. 00:34:20
We need 00:34:22
Ok, that's good. 00:34:24
We need 00:34:26
Oh, the mouse. 00:34:32
So we need paper 00:34:36
plate. We need 00:34:38
colored 00:34:40
paper. 00:34:42
We need colored paper. 00:34:44
We need our hands 00:34:46
we trace. 00:34:48
We trace the hands 00:34:50
on colored paper. 00:34:52
And then we stick 00:34:54
as you can see the different hands 00:34:56
on the paper plate. 00:34:58
You understand? 00:35:00
And finally we can do or staple 00:35:06
the hands on the paper plate. 00:35:10
And the result is this. 00:35:12
The result of this activity is this. 00:35:16
The result is this. 00:35:20
The result is this. 00:35:24
So it is 00:35:28
very useful to decorate the class 00:35:30
to decorate the 00:35:32
carpet of my school. 00:35:34
And this can be done 00:35:36
in groups. So each group 00:35:38
has to do the sunflowers. 00:35:40
It can be done from the very beginning. 00:35:42
This 00:35:44
was made by 00:35:46
for the grade class. 00:35:48
We are done. 00:35:54
That's enough. 00:35:56
The next 00:35:58
topic, the PowerPoints. 00:36:00
I'm going to show you some PowerPoints 00:36:02
made by the students. 00:36:04
Ok? 00:36:06
PowerPoints are very useful 00:36:08
to introduce a topic, 00:36:10
to review the topic, 00:36:12
to assess the contents of the topic 00:36:14
in a different way. 00:36:16
Because showing the PowerPoints 00:36:18
we can see how children have acquired 00:36:20
or have achieved the activities 00:36:22
that we previously 00:36:24
set. 00:36:26
Gentlemen, I'm going to show you some 00:36:28
examples of PowerPoints 00:36:30
related to plants and flowers. 00:36:32
The first one. 00:36:34
This was made by 00:36:40
two children in third grade. 00:36:42
Ok? 00:36:44
Ok, ok, I'm sorry. 00:36:46
I'm sorry. 00:36:48
No. 00:36:50
Much better this way. 00:36:52
They have some mistakes. 00:37:02
I don't want you to see the original version. 00:37:04
After this I have to correct it 00:37:08
obviously. But I want you to see 00:37:10
the original version 00:37:12
of the PowerPoints. 00:37:14
This way they can practice the right thing. 00:37:16
Ok? 00:37:20
They did this 00:37:38
in the class. 00:37:40
They did it in the science class. 00:37:42
We have to teach 00:37:44
them how to do the PowerPoints, 00:37:46
how to develop the PowerPoints 00:37:48
and they are able 00:37:50
to do millions and millions 00:37:52
of them. 00:37:54
They did the 00:37:58
picture. They drew 00:38:00
the picture and they wrote 00:38:02
the words as well. 00:38:04
Ok. 00:38:06
I'm going to show you another 00:38:10
example. 00:38:12
But this is 00:38:14
for the fourth grade. 00:38:16
For the fourth grade child. 00:38:18
I think it's 00:38:27
this one. 00:38:29
Ok. 00:38:36
Yes? 00:38:48
Twenty five. 00:38:56
Ok. 00:38:58
I have another one. 00:39:00
Technologies 00:39:06
are really 00:39:08
useful 00:39:10
or not. 00:39:12
Ok. 00:39:16
That's one. 00:39:20
And this is the last one. 00:39:22
This one. 00:39:26
This one. 00:39:28
This was made by 00:39:36
fourth graders. 00:39:38
Fourth graders. 00:39:40
Let's see this. 00:39:42
The female. 00:39:58
As you can see 00:40:04
the text is directly taken 00:40:06
from the pictures that we have 00:40:08
from the poster that we made before 00:40:10
and from the text that we 00:40:12
saw at the beginning of this 00:40:14
presentation. 00:40:16
So pollination takes place 00:40:20
and they have some pictures of the pollination. 00:40:22
This is very useful as well 00:40:24
to see the 00:40:26
processes as well. 00:40:28
How the reality works. 00:40:30
And as I said before 00:40:32
they are practicing the right 00:40:34
system. 00:40:36
So this is 00:40:40
plain fertilization. 00:40:42
Ok. 00:40:46
So it becomes bigger and bigger. 00:40:50
It has changed 00:40:52
the colors. 00:40:54
And of course the pollination 00:41:00
takes place. 00:41:02
So more flowers 00:41:04
grow to the plant. 00:41:06
Did you see it? 00:41:08
Ok. 00:41:14
So let's go on with the stops 00:41:16
of this wonderful journey. 00:41:18
Ok. 00:41:22
The next one. The games. 00:41:30
Games are 00:41:32
very interesting and they have to be 00:41:34
used 00:41:36
in the English class and in the science class. 00:41:38
I'm not going to show you games 00:41:40
and games. Written games 00:41:42
I mean. But there are many 00:41:44
millions of them. I'm going to 00:41:46
show you especially one 00:41:48
of them which is the battleships. 00:41:50
Do you know the meaning of battleships? 00:41:52
instead of using A, B, 00:42:00
C, D, 4, 1, 2, 00:42:02
3, 4, 00:42:04
we're going to use this. 00:42:06
On the one hand 00:42:10
staying distant 00:42:12
for all assembled members 00:42:14
and on the other hand 00:42:16
different words 00:42:18
roots, stem, flower, 00:42:20
etc. 00:42:22
So imagine that I have 00:42:24
a ship here. 00:42:26
Imagine that you have 00:42:32
a ship here. So you have to say 00:42:34
battle stem. 00:42:36
Circle stem. 00:42:38
Corolla stem. 00:42:40
Ok? 00:42:42
So this is 00:42:44
about the games. 00:42:46
So today is not like yesterday. 00:43:04
Yesterday was a little bit 00:43:06
horrible because I just had 00:43:08
20 minutes to explain everything. 00:43:10
I don't know what happened but 00:43:12
don't worry, don't cry. 00:43:14
Ok? 00:43:18
No. 00:43:20
So let's see 00:43:24
the presentation again. 00:43:26
As you see, 00:43:44
I'm sorry. 00:43:46
That's all. 00:43:52
So we were free. 00:43:58
Ok, the last 00:44:00
stage is the conclusion. 00:44:02
The last stage is the conclusion. 00:44:04
The conclusion 00:44:06
is the justification 00:44:08
of this 00:44:10
of this presentation 00:44:13
of this conference. 00:44:15
Why? 00:44:17
Why do we have to use science 00:44:19
as a subject 00:44:21
which has to be taught in English? 00:44:23
Why? So let's see the justification. 00:44:25
We have to use science 00:44:29
because 00:44:31
it is a modulating activity 00:44:35
or it is a modulating 00:44:37
subject. It is a modulating 00:44:39
area. Why? Because 00:44:41
children have to observe the reality. 00:44:43
They have to 00:44:45
use their hands to produce things 00:44:47
interesting things. They have to 00:44:49
experiment. They have to 00:44:51
talk. 00:44:53
It requires 00:44:55
hands-on and direct 00:44:57
observation. As you can see 00:44:59
for the experiments they have to 00:45:01
observe the reality. 00:45:03
To make the posters 00:45:05
they have to observe the reality. 00:45:07
They have to use their hands 00:45:09
use their creativity. 00:45:11
It is very important 00:45:15
it is very important because 00:45:17
they need to integrate the four linguistic 00:45:19
skills. 00:45:21
If you use music, for example 00:45:23
in music you don't normally have to 00:45:25
read or write 00:45:27
texts. 00:45:29
But in science you have to listen 00:45:31
to the teacher. You have to 00:45:33
speak to the others. 00:45:35
You have to 00:45:37
read and you have to 00:45:39
write texts. 00:45:41
In posters 00:45:43
in your notebook 00:45:45
in the activity book 00:45:47
in powerpoint, for example. 00:45:49
And to follow the overall 00:45:53
learning is very easy 00:45:55
in science. Why? Because you are connecting 00:45:57
the knowledge of 00:45:59
of the art 00:46:01
for example when you do this 00:46:03
activity or when you do 00:46:05
the sunflowers 00:46:07
you connect this knowledge with the knowledge of science 00:46:09
and you connect the knowledge of science 00:46:11
with the one of English. 00:46:13
So your learning 00:46:15
takes place without any problems. 00:46:17
But I wanted 00:46:21
to include more things 00:46:23
from you. 00:46:25
I've shown you some creative activities 00:46:27
some creative techniques 00:46:29
to deal with the science lesson. 00:46:31
But we mustn't 00:46:33
we mustn't forget 00:46:35
that children in science 00:46:37
in all the families 00:46:39
have to study. 00:46:41
So it's very important 00:46:43
to ask the lesson everyday 00:46:45
we have to ask the lesson 00:46:47
not all the science classes 00:46:49
flowers and posters 00:46:51
and group work and everything 00:46:53
no, we have to 00:46:55
study as well. 00:46:57
It's an skill that we will need in the future 00:46:59
that we have to study 00:47:01
the commentaries. 00:47:03
So that's the reason why we use 00:47:05
diagrams at the very beginning. 00:47:09
So if you use these diagrams 00:47:15
to organise the reality 00:47:17
to organise the texts 00:47:19
they're going to 00:47:21
children are going to understand the reality 00:47:23
better, they're going to memorise 00:47:25
this better and they're going to 00:47:27
know how to summarise 00:47:29
things and this skill 00:47:31
is very important in the future 00:47:33
when they are 00:47:35
in high school or in university 00:47:37
so we teach them 00:47:39
how to summarise, how to organise 00:47:41
the reality from the very beginning 00:47:43
success 00:47:45
maybe success 00:47:49
can be brought 00:47:51
here 00:47:53
and let me 00:47:55
compute 00:47:57
the presentation 00:47:59
with some 00:48:09
remember 00:48:11
we have to remember that 00:48:13
one will 00:48:15
one language 00:48:17
can get you places 00:48:19
to use Spanish 00:48:21
well, some places 00:48:23
other South American countries 00:48:25
for example and many other parts 00:48:27
of the world apart from our 00:48:29
country 00:48:31
but two wheels 00:48:33
that is to say two languages can get you 00:48:35
more things, more places 00:48:37
they can get you further 00:48:39
but 00:48:41
if this wheel which is 00:48:43
the Spanish is much 00:48:45
bigger than this one 00:48:47
then you will have some problems 00:48:49
but 00:48:51
but if you have two 00:48:59
balanced wheels, that is to say 00:49:01
Spanish and English 00:49:03
wheels are the same 00:49:05
and they take you 00:49:07
further 00:49:09
so this is the reason why 00:49:11
bilingual schools introduced 00:49:13
several subjects of the truth 00:49:15
in English 00:49:17
but let me finish 00:49:19
by saying that 00:49:21
we have to make children 00:49:25
do more activities outside the classroom 00:49:27
because children outside the classroom 00:49:29
do not usually have the opportunity 00:49:31
to practice the language 00:49:33
so we have to give them extra 00:49:35
support, for example 00:49:37
extra curricular 00:49:39
classes 00:49:41
extra school life 00:49:43
in English 00:49:45
for example 00:49:47
or we can record some CDs 00:49:49
with the functions 00:49:51
and the language we normally use in class 00:49:53
and we can record the CDs 00:49:55
and we can give each student 00:49:57
a CD so they can 00:49:59
listen to it at home 00:50:01
and parents who normally tell us 00:50:03
well I can't speak English 00:50:05
I can't help him, I can't help her 00:50:07
so this way they can help 00:50:09
the children with the CD 00:50:11
and finally 00:50:14
parents in general 00:50:16
have to make children 00:50:18
listen to the 00:50:20
English speaking people 00:50:22
if you don't have real people 00:50:24
then you have a television 00:50:26
instead of 00:50:28
instead of watching 00:50:30
the film or watching the cartoons 00:50:32
ducked out 00:50:34
into its package 00:50:36
you can listen to the original person 00:50:38
so this is the 00:50:40
extra support that we have to 00:50:42
follow 00:50:44
or to go on with the 00:50:46
language that we normally use 00:50:48
at school 00:50:50
and this is the end 00:50:52
of my presentation 00:50:54
so thank you very much 00:50:56
thank you very much 00:51:06
if you have any questions about 00:51:08
whatever you want 00:51:10
right there 00:51:12
ok thank you very much 00:51:14
I think we still have 5 minutes 00:51:16
ahead for questions 00:51:18
if you have any questions 00:51:20
each topic 00:51:24
or each topic in particular 00:51:26
well I'm going to 00:51:28
talk about the general 00:51:30
which is your request 00:51:32
so if you follow 00:51:34
if you follow a textbook 00:51:36
unfortunately 00:51:38
if you follow a textbook 00:51:40
you have to stick to the unit 00:51:42
that the textbook has 00:51:44
so how many people from this audience 00:51:46
follow a textbook? 00:51:48
almost everyone 00:51:52
so you know that textbooks 00:51:54
have from 12 to 15 00:51:56
unit 00:51:58
so it takes more or less 00:52:00
2 weeks 00:52:02
2 weeks for polishing 00:52:04
but this unit 00:52:06
specifically 00:52:08
lasted to the 4 weeks 00:52:10
4 weeks because the 00:52:12
contents are too wide 00:52:14
they are too wide and they need 00:52:16
more weeks to 00:52:18
no sorry 00:52:20
6 weeks 00:52:22
because we have more activities to do this 00:52:24
we have the powerpoint 00:52:26
we have the 00:52:28
presentations with the camera 00:52:30
we have many 00:52:32
activities 00:52:34
to put into practice 00:52:36
apart from the 00:52:38
everyday study 00:52:40
from the everyday explanation 00:52:42
from the activity book 00:52:44
from the notebook 00:52:46
so there are many other activities 00:52:48
which are not shown here 00:52:50
but we cannot forget as I said before 00:52:52
at the end of this presentation 00:52:54
another question? 00:52:56
yes 00:52:58
yes please 00:53:00
how do I 00:53:02
assess my children? 00:53:04
there are different types of 00:53:08
assessing 00:53:10
you can assess 00:53:12
the everyday work 00:53:14
if they 00:53:16
do the 00:53:18
homework for example 00:53:20
it's very important 00:53:22
not everything is like this 00:53:24
we have to work as well 00:53:26
and they have to work at home 00:53:28
if they do the 00:53:30
homework 00:53:32
if they study the lesson 00:53:34
I tell them to study everyday the lesson 00:53:36
and I 00:53:38
tell them to go to the 00:53:40
stage and sell the lesson 00:53:42
to the audience 00:53:44
they want 00:53:46
or they don't 00:53:48
and of course 00:53:50
the tests at the end of each unit 00:53:52
the tests 00:53:54
are very important 00:53:56
and they are 00:53:58
the fourth wheel 00:54:00
and they don't have to 00:54:02
complete a word for example 00:54:04
complete a word for a definition 00:54:06
or choose an option 00:54:08
in a box 00:54:10
they have to study all the definitions 00:54:12
word by word 00:54:14
and they have to study the processes 00:54:16
and they have to study the diagram 00:54:18
because I work 00:54:20
with diagrams a lot 00:54:22
as I showed you before 00:54:24
there are many ways of assessing 00:54:26
ok? 00:54:28
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
D.Andrés Arévalo Cárdenas
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
540
Fecha:
25 de enero de 2011 - 10:41
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
Duración:
54′ 36″
Relación de aspecto:
1.31:1
Resolución:
480x366 píxeles
Tamaño:
339.72 MBytes

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