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Taller: Creative activities to work the science area in primary

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Subido el 19 de enero de 2011 por EducaMadrid

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Taller "Creative activities to work the science area in primary" por D.Andrés Arévalo Cárdenas y D.Guillermo Cano Cuadrado, 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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I'm so great I can stay here. 00:00:00
Between 50 and 60 years old. 00:00:07
This park is badly finished, the 3rd follower. 00:00:15
not so low! 00:00:22
Don't do it like that. 00:00:25
How do I get out of here? 00:00:27
When everything is finished, you can make the questions that you want. 00:00:55
It would be a pleasure for me to answer the questions that you have. 00:00:59
I want to ask you a question first. 00:01:06
How many people from this audience, from here, are science teachers but in English? 00:01:09
How many people from the science teachers in English use a textbook? 00:01:18
As you already know, textbooks are very important. 00:01:26
Let me show you an example of a real textbook. 00:01:32
This is taken from a textbook from 2nd degree. 00:01:36
It is about classification of animals. 00:01:43
According to what they eat, according to how they are born, and if they have a skeleton or not. 00:01:46
The presentation that we are going to show you today is about the techniques, the activities, and many other resources for you to use in your science classroom. 00:01:57
Apart from the textbook, you will have some resources. 00:02:09
I hope these resources will be helpful for you. 00:02:12
Obviously, it is the teacher who really decides which materials are useful for the children or not. 00:02:19
This is the aim of this explanation. 00:02:25
The first activity or the first technique that we are going to show you is the vocabulary box. 00:02:30
The vocabulary box can be used every time that you want to review the contents, the vocabulary, and the definitions. 00:02:35
It can be done as a routine for everyday lessons. 00:02:44
It takes from 5 to 10 minutes to do this. 00:02:50
We are going to show you some examples of how this activity is going to work. 00:02:55
According to the previous text, they are born from their mother's womb. 00:03:01
Say your name and then you answer. 00:03:09
They are born from... 00:03:13
You say your name. Instead of raising your hand, you say your name. 00:03:15
Can you repeat the question, please? 00:03:19
They are born from their mother's womb. 00:03:21
Name. 00:03:25
Patricia. 00:03:27
Mammals. 00:03:30
Mammals. Excellent. This is for you. 00:03:31
Another one, please. 00:03:34
They eat other animals. 00:03:36
Which type of animals are these? 00:03:40
Sorry, man. Don't you know any other? 00:03:46
Try again. 00:03:49
Carnivores. 00:03:51
Be careful. 00:03:53
I'm sorry. I'm terribly sorry. 00:03:55
And the last one, please. 00:03:58
This is a very difficult one. 00:04:00
The consumers of food are... 00:04:02
Two possibilities. 00:04:07
The consumers of food are... 00:04:09
I will give you a clue. 00:04:12
Fungi and... 00:04:14
It starts with B. 00:04:16
Bacteria. 00:04:24
This is for me. 00:04:26
So this could be an example of how it is going on. 00:04:29
The next activity that we can do, that we can employ, 00:04:32
are the graphic organizers. 00:04:37
Graphic organizers are very useful 00:04:39
to organize the reality in a different way. 00:04:42
And they are very useful for students in the future 00:04:45
when they have to study longer texts. 00:04:48
And they have to use these graphic organizers. 00:04:51
There are many different types of graphic organizers. 00:04:53
But I'm going to show you some of them 00:04:56
and some examples of the topics that can be included there. 00:04:58
So the first one... 00:05:02
So the first one is the cloud diagram or circle diagram. 00:05:04
And in this case, 00:05:14
if you remember the previous text, 00:05:16
the introductory text, 00:05:19
the topic was about animals. 00:05:21
And animals, they are born and they can be oviparous or viviparous. 00:05:23
They eat and they can be, according to what they eat, 00:05:27
omnivores, carnivores and herbivores. 00:05:30
So if you employ different colors, 00:05:32
then you will have a creative posture 00:05:36
and students can study the diagrams much better. 00:05:41
They can study the contents much better. 00:05:48
At the beginning is the teacher... 00:05:50
At the beginning is the teacher 00:05:55
who really starts or makes the diagrams. 00:05:57
But as students are more and more used to do this, 00:06:00
to doing this, to this technique, 00:06:04
they can do it by themselves and they can summarize. 00:06:06
The next type of diagram is the pyramid diagram. 00:06:08
Pyramid because it has the shape of a pyramid, obviously. 00:06:12
And this time the title is population. 00:06:16
We're talking about social studies. 00:06:19
Population, on one hand, it can decrease or it can decrease. 00:06:21
The factors that make population increase are 00:06:26
the births and the immigration. 00:06:30
And the factors that make them decrease are 00:06:32
deaths and immigration. 00:06:34
As you can see, this is a type of summarizing. 00:06:35
The next one is the cycle diagram. 00:06:38
And the cycle diagram is very useful for processes. 00:06:41
So, for example, here we are working the life cycle of a butterfly. 00:06:46
And as you can see, we start with eggs. 00:06:51
The larva hatches the eggs. 00:06:55
Then the larva turns into a pupa. 00:06:57
And the pupa turns into an adult who makes or who lays eggs. 00:06:59
The next one is the tree chart, which is very useful as well. 00:07:05
And in this case... 00:07:09
Okay, the start diagram. 00:07:12
And the start diagram has the shape of a star. 00:07:13
And it is a different way of organizing the reality as well. 00:07:16
So, as we can see here, we have problems in modern societies. 00:07:19
And we have different types of problems in modern societies. 00:07:24
Now, we have the chart, the tree chart, or arrow chart. 00:07:29
And in this case, we are talking about social studies as well 00:07:35
and the organization of work. 00:07:39
And the last one is the KWL chart. 00:07:42
The KWL chart is very useful for our students 00:07:46
because they perfectly know what we expect from them. 00:07:52
Sorry, they know their previous knowledge. 00:07:57
That is to say, K, what they already know. 00:08:00
W is what we want to know, what they want to know, 00:08:03
what we expect from them. 00:08:07
And L is the achievement, what they have learned. 00:08:08
So, this diagram is very useful and very interesting 00:08:13
because they know their previous knowledge, 00:08:19
that is to say, what they already know. 00:08:22
They know what we expect from them, 00:08:24
that is to say, the objectives of the unit, 00:08:27
the objectives for the lesson. 00:08:29
And finally, they can be aware of the things that they have achieved, 00:08:31
the objectives that they have achieved. 00:08:37
And this is about the diagrams or graphic organizers. 00:08:40
So, let me move on to the next aspect, 00:08:44
which is the trivial, the science trivial. 00:08:46
It can be done individually or in groups as well. 00:08:50
So, as we don't have enough time, 00:08:54
we're going to employ this written trivial, 00:08:56
which is a presentation of PowerPoint. 00:08:59
So, let's start with the first question. 00:09:04
The first question is, the history is divided into 00:09:08
three historical ages, five or four historical ages. 00:09:12
Remember name and price. 00:09:16
Who knows? Who tells me? 00:09:20
Three historical ages. 00:09:23
I don't think so. 00:09:26
Four historical, no. 00:09:28
How many? Five historical ages. Good job. 00:09:32
So, as you can see, the questions can be multiple choice, 00:09:37
or it can be true or false questions. 00:09:41
We can make different kinds of questions. 00:09:43
But the most important thing here is just to test. 00:09:46
Give them the possibility to test their knowledge. 00:09:49
So, the next one is, in the prehistory, 00:09:53
people lived in houses, flats or caves. 00:09:57
Name? Caves, excellent. 00:10:00
This is for you. 00:10:05
This is just an example. 00:10:07
You can do it at the end of the lesson, 00:10:09
at the end of the didactic unit, 00:10:11
just to test if they have achieved the objectives or not. 00:10:12
It's a different way of assessing students. 00:10:16
What did the conquest of America mean in the history? 00:10:20
The beginning of the Middle Ages, 00:10:24
the end of the modern age, 00:10:26
or the beginning of the modern age? 00:10:28
Who knows? 00:10:30
Chelsea always studies the diagrams. 00:10:33
Name? Marta. 00:10:40
Excellent. 00:10:44
And the last question is, 00:10:47
which invention improved the navigation in the modern age? 00:10:49
This is more difficult. 00:10:52
Which invention? I'm going to give you a clue. 00:10:55
I'm going to give you a clue. 00:10:58
It is made of a needle, 00:11:00
which always points to the north. 00:11:02
So, which invention? 00:11:05
Name? 00:11:08
The compass. 00:11:11
Excellent. 00:11:14
Here we got all the kinds of activities, 00:11:15
which are open questions. 00:11:17
After dealing with this aspect, 00:11:21
we're going to go on the presentation with the posters. 00:11:24
The posters are very useful. 00:11:29
This is an example of a poster, 00:11:32
which is reproduction in animals. 00:11:34
The poster is another way of organizing the reality as well. 00:11:36
And this way children are learning in a different way. 00:11:40
They are employing creativity. 00:11:44
We are developing as well the group work, 00:11:47
and they have to collaborate, 00:11:50
which is very important, 00:11:51
because in the future they will have to collaborate 00:11:52
when they get a job. 00:11:57
So, I think this is an important and an interesting resource. 00:12:00
We have the reproduction in animals. 00:12:03
This is about our town, 00:12:07
and we have distributed the posters 00:12:09
according to the history, census, buildings. 00:12:13
They had to look for information. 00:12:16
They had to search for photographs, for pictures. 00:12:19
This is another poster related to history, 00:12:25
and it is the prehistory, as you can see. 00:12:28
We have organized this in this way. 00:12:31
This is about the ancient age, 00:12:35
and this is about the middle ages, 00:12:37
and finally we have the contemporary age. 00:12:49
The modern age is not here, 00:12:55
because we had an accident, 00:12:58
and the modern age unfortunately died. 00:13:00
These are posters made by the students in groups. 00:13:05
The first one is the water cycle, 00:13:09
which is as well very interesting to understand the processes. 00:13:12
We have here some processes, 00:13:17
like evaporation, condensation, and so on. 00:13:19
This is about the five senses, 00:13:22
and they are being creative. 00:13:24
First of all, there are words, 00:13:26
and then sentences. 00:13:28
The beginning of every poster is words, 00:13:30
and then sentences. 00:13:32
We have to add one sentence per word. 00:13:33
As I said before, 00:13:38
we are talking about here processes. 00:13:39
We are learning processes, 00:13:41
how the leaves take the carbon dioxide, 00:13:42
and they expel the oxygen, 00:13:46
or the water and minerals circulate 00:13:48
from the roots to the leaves, and so on. 00:13:50
This is about the weather, 00:13:55
the types of climates that we have in Spain, 00:13:57
and finally the senses in our town, 00:14:00
which is Camarmo. 00:14:02
Okay, coming up. 00:14:03
Coming up, exactly. 00:14:08
And the interactive posters. 00:14:12
What does it mean, an interactive poster? 00:14:14
It's a poster we have in public, 00:14:16
and it's a poster we have in private. 00:14:19
It's a poster we have employed, 00:14:22
made by ourselves, made by the teachers, 00:14:25
or made by the students. 00:14:28
In this case, I'm going to employ this part 00:14:29
of the plant and functions. 00:14:32
I made this poster at the beginning 00:14:34
of this didactic unit about the plants, 00:14:36
and as you can see, 00:14:39
I have numbered every process. 00:14:40
I have chosen a number. 00:14:44
Let's start with number one, 00:14:48
which is part of the plant and the function, 00:14:50
which is the presentation, actually. 00:14:52
With the mouse, definitely. 00:15:08
Okay, this is what I was looking for. 00:15:12
Interactive poster. 00:15:17
Remember number one. 00:15:18
So let's listen to number one. 00:15:19
Okay, excellent. 00:15:28
The sound, what happens to the sound? 00:15:30
Maybe you're going to click on it here. 00:15:32
No. 00:15:34
Well, there's no sound. 00:15:38
She's explaining it. 00:15:39
Okay, she's explaining the process. 00:15:42
It's a shame you cannot listen to the process, okay? 00:15:44
If you remember number two. 00:15:49
Number two or number three, for example, 00:15:58
have different explanations made by different children, okay? 00:16:00
So he's explaining how the water and minerals 00:16:08
circulate from the roots to the leaves, okay? 00:16:13
I'm sorry, you cannot listen to this. 00:16:16
So every part, different child, okay? 00:16:18
That's why they introduce, you know, the way they work. 00:16:21
The next one is a game, which is I have, who has, 00:16:29
and I have practiced this at school, 00:16:33
and we're going to give you a piece of paper. 00:16:37
While Guillermo is giving you the piece of paper, 00:16:41
you're going to see how this works. 00:16:44
Look at this. 00:16:48
Imagine that we are talking about parts of the relief, 00:16:49
like mountain and the definition, 00:16:53
valley, island, archipelago, cliff, ocean, 00:16:55
cape, river, gulf, et cetera. 00:16:59
So how can we work these definitions? 00:17:02
How can we work? 00:17:05
Look at this. 00:17:06
We have a game, which is I have, who has. 00:17:07
I need player number one, just with words. 00:17:12
I need a volunteer. 00:17:16
Is there any volunteer that has player one, just the words? 00:17:18
You, could you stand up, please? 00:17:26
Number two, player two. 00:17:32
Who has player two? 00:17:34
Come on, don't be shy. 00:17:38
What is our plan? 00:17:42
Player three. 00:17:44
Who has player three? 00:17:46
Please, come on, help us. 00:17:48
Come on. 00:17:50
Yes. 00:17:53
Come on. 00:17:55
That's not difficult. 00:17:56
And player number four. 00:17:58
I start? 00:18:05
Yeah. 00:18:06
I have. 00:18:07
No, these are the definition. 00:18:11
No, this is not. 00:18:14
She's player one. 00:18:17
Player four, number four. 00:18:19
Number three, number two. 00:18:22
Number two. 00:18:26
There is no player two? 00:18:29
There are no players two. 00:18:31
Come on, please. 00:18:34
Okay, I start the game. 00:18:38
Look at this. 00:18:40
I have mountain, who has valley, and you have to say. 00:18:43
Sorry, I have landscape, who has mountain, and you say. 00:18:48
I have elevation of the land 00:18:52
that has usually snow on top of it. 00:18:54
That is the mountain. 00:18:57
Don't say the definition, just say the name, okay? 00:18:59
Shall we start again? 00:19:03
I start again. 00:19:05
I have. 00:19:07
I have a mountain. 00:19:08
Who has. 00:19:09
Who has a valley. 00:19:10
So you say, I have valley. 00:19:14
I have valley. 00:19:16
Who has. 00:19:17
Flat land. 00:19:18
Piece of land surrounded by. 00:19:22
Just say the word, please. 00:19:26
Who has. 00:19:29
But this? 00:19:30
Yeah. 00:19:31
But this one. 00:19:32
This one. 00:19:33
You've got that one, which is valley, 00:19:34
and you are looking for the person in the background. 00:19:36
I don't understand the game, sorry. 00:19:38
Who has piece of land. 00:19:40
Shall we start again? 00:19:41
I have. 00:19:42
I have land. 00:19:45
Just the definition, okay? 00:19:48
Okay, let's start the game. 00:19:52
I have landscape. 00:19:55
Who has mountain? 00:19:56
I have mountain. 00:19:58
Who has a flat land between two mountains? 00:20:00
Valley. 00:20:03
Valley. 00:20:04
Skip it out. 00:20:06
We know human beings. 00:20:11
Well, did you copy? 00:20:22
One minute. 00:20:26
Okay. 00:20:33
I'm sorry. 00:20:35
The next activity is the PowerPoints. 00:20:37
PowerPoints are very useful as well 00:20:42
to review the contents that we have been working 00:20:45
during the unit, and at the beginning, 00:20:48
they can be made by the teacher, 00:20:51
but once the students are used to making it, 00:20:53
they are used to how it works, 00:20:56
then they can do it. 00:20:59
They can write the PowerPoint, 00:21:01
and it is an interesting writing activity. 00:21:03
So let me show you two PowerPoints, 00:21:06
just two PowerPoints. 00:21:09
One made by the teacher. 00:21:11
One made by the teacher. 00:21:29
Okay, that's right. 00:21:34
Here it is. 00:21:41
So this is about, for example, the solar system. 00:21:43
Look at this. 00:21:49
It was made by myself at the beginning 00:21:50
of the didactic unit. 00:21:52
Okay. 00:21:58
Our solar system, so you can see, 00:21:59
has eight planets and a dwarf planet. 00:22:02
You have to change this. 00:22:05
Don't forget. 00:22:06
We don't have nine planets now. 00:22:07
Okay? 00:22:10
So this is very important to review the contents, 00:22:11
as I said before. 00:22:15
Or you can use it to introduce the lesson as well. 00:22:17
Okay? 00:22:21
Okay, time's up, so we gotta go fast to the next step, 00:22:23
which is... 00:22:26
So this is an example of presentation of PowerPoints, 00:22:27
so we're going to go on. 00:22:31
Okay. 00:22:36
Okay, so Will is going to explain now 00:22:41
the relationship between the Cambridge examinations 00:22:44
and the area of science. 00:22:47
Pretty quickly. 00:22:49
The only way that we can help children, 00:22:50
if we are using CLIL, just to pass Cambridge exams, 00:22:52
is having the same kind of exercises in science. 00:22:55
So here I've got some... 00:22:59
I wanted to show you another way, 00:23:01
but I've got here some books. 00:23:03
I'm not doing publicity of Cambridge, 00:23:05
but Cambridge is the goal. 00:23:07
And here, for example, we've got activities 00:23:08
related to English, okay? 00:23:10
The only thing that we gotta do 00:23:13
is just to transform them, okay? 00:23:14
So for example, if here I've got clothes and CDs 00:23:16
and a bicycle, I can transform them, 00:23:19
depending on the unit, into animals, plants, or whatever. 00:23:22
So this is an idea that we gotta take into consideration 00:23:26
if we want children just to pass the exam. 00:23:29
Because one thing is what they know, 00:23:31
and the other thing is if they are able 00:23:33
to do the exercise, okay? 00:23:35
Just to avoid committing errors 00:23:37
in the way the exercise is, 00:23:39
we gotta prepare them. 00:23:41
And this is the idea, okay? 00:23:43
If you want, you can pass them, okay? 00:23:45
And that's all. 00:23:46
Thank you. 00:23:47
Thank you. 00:23:48
Thank you very much. 00:23:49
Thank you. 00:23:50
And it is an interesting writing activity 00:21:05
So let me show you 00:21:07
Two PowerPoints 00:21:09
Just two PowerPoints 00:21:11
One made 00:21:13
No, one made by the 00:21:15
By the teacher 00:21:17
Okay, sorry 00:21:20
Well 00:21:28
One made by the teacher 00:21:30
And the other one 00:21:31
Okay, the mouse 00:21:33
Okay, that's 00:21:35
Here it is 00:21:41
So this is about 00:21:43
For example, the solar system 00:21:47
Look at this 00:21:49
It was made by myself 00:21:51
At the beginning of the 00:21:53
Of the didactic unit 00:21:55
Okay 00:21:58
Our solar system 00:22:00
So you can see 00:22:02
As a planet 00:22:04
You have to change this 00:22:06
Don't forget 00:22:08
We don't have nine planets now 00:22:10
Okay 00:22:12
So this is very 00:22:14
Important to review the contents 00:22:16
As I said before 00:22:18
Or you can 00:22:20
Use it to introduce the lesson as well 00:22:22
Okay 00:22:24
Okay, time is up 00:22:26
Please 00:22:27
So this is an example of the 00:22:29
Of presentation of PowerPoint 00:22:31
So we're going to go on 00:22:33
Okay 00:22:35
Okay, so we're going 00:22:42
Will is going to explain now 00:22:44
The relationship between the 00:22:46
Cambridge examinations 00:22:48
And the area of science 00:22:50
Pretty quickly 00:22:52
The only way that we can help 00:22:54
Cambridge exams 00:22:55
Is having the same kind 00:22:57
Of exercises in science 00:22:59
So here I've got some 00:23:01
I wanted to show you 00:23:03
Another way 00:23:05
But I've got here some books 00:23:07
I'm not doing publicity of Cambridge 00:23:09
But Cambridge is the goal 00:23:11
And here for example 00:23:13
We've got activities 00:23:15
Related to English 00:23:17
Okay, the only thing that we've got to do 00:23:19
Is just to transform them 00:23:21
Okay, so for example 00:23:23
We've got to do it 00:23:25
With plants or whatever 00:23:27
So this is an idea 00:23:29
That we've got to take into consideration 00:23:31
If we want children just to pass the exam 00:23:33
Because one thing 00:23:35
Is what they know 00:23:37
And the other thing 00:23:39
Is if they are able to do the exercise 00:23:41
Okay, just to avoid committing errors 00:23:43
In the way the exercise is 00:23:45
We've got to prepare them 00:23:47
And this is the idea 00:23:49
Okay, if you want you can pass them 00:23:51
Okay, and that's all 00:23:53
Thank you 00:23:55
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
D.Andrés Arévalo Cárdenas y D.Guillermo Cano Cuadrado
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
1364
Fecha:
19 de enero de 2011 - 14:08
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.
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