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Mª Rosario León Fernández
ELABORACIÓN DE ELABORACIÓN DE MATERIALESMATERIALES
CÓMO EMPEZARCÓMO EMPEZAR
SMELLWe can smell with our nose
TASTEWe use our tongue to taste food
HEARINGWe can hear with our ears many different sounds
TOUCHWe use our skin to touch and feel
SIGHTcan help us in everything we do.
What do we see?
Colours
Shapes
We like/don’t like to smell some things
How do things feel?
What do we taste?Flavours
Sizes and shapes
Texture
What do we hear?
Types of sounds
Sizes
Things smell nice or nasty
THE FIVE SENSESOur senses help us to know the World around us
Temperature
Elección de contenidosElección de contenidos
Unidad didácticaUnidad didáctica
Consensuar el modelo de Consensuar el modelo de programaciónprogramación
Unit of work: “WE HAVE FIVE SENSES” TOPIC The five senses Level/Age 3º level of Primary (7/ 8 years old) Content objectives
To revise body parts names. To introduce the five senses. To think about the importance of senses in our relations to the environment. To collect data and represent them in a graph. To classify sensations according to their characteristics.
Linguistic objectives
Skills:
- Listening and reading for gist. - Speaking, reading and writing using new vocabulary
Functions and structures: - Identify vocabulary related to body parts and senses. - I can …(verb) with my….(body part). - S/ he’s + verb-ing: he’s listening. - I like/ don’t like…
Vocabulary: The five senses: sight, hearing, taste, smell, touch. Body parts related to the senses: eye, mouth, tongue, ear, skin , nose… Actions related to the senses: see, taste, touch, hear, smell, listen, look… Adjectives: nice, nasty, high, soft, hard….
Materials
Posters, sense organs flashcards, feelings flashcards, handouts with tasks, food to taste, recorded sound, objects to touch and smell, links to the web.
Procedures -Finding information from different resources ( visual/linguistic/verbal)-Discussing the importance of the senses in the environment we live. (metacognitive/linguistic/verbal)-Labelling and matching pictures (Linguistic/Logical)-Recognising different characteristics of things around us through our senses (metacognitive/intrapersonal)-Completing graphs after making questions -(Interpersonal/locial/mathematical/visual)-Cooperating in groups to collect and classify information (interpersonal)-Physical Responding to music (Musical)
Assessment All the activities in the lessons give opportunities for observation and evaluation of understanding, participation, cooperation, language use and content acquisition.
Evaluation Self – assessment: children will complete a shelf evaluation sheet for them to become aware of their own progress.
Elaboración de Elaboración de materialesmateriales
• Tomados de Internet.• Tomados de Internet y modificados.• Elaboración propia.• Utilizar material visual y manipulativo.• Incluir diferentes destrezas:
- Clasificar, relacionar, completar cuadros, predecir, leer, comparar, contrastar, preguntar, contestar...
• Producto final: Exposición de carteles, murales, libros, manualidades, pinturas, canciones, representaciones,...
Recursos sacados de Internet o Recursos sacados de Internet o adaptadosadaptados
Elaboración propiaElaboración propia
Clasificar, completar cuadros...
THE SENSE OF SIGHT
Complete the table using: big, small, square, triangle, rectangle and the colours (red, yellow, green,blue, orange, black, white, pink, purple, brown, grey).
OBJECTS SIZE SHAPE COLOUR
Preguntas - respuestaPreguntas - respuesta
Técnicas en Educación Técnicas en Educación Plástica.Plástica.
PRODUCTO FINALPRODUCTO FINAL
Producto final:
Organizar el material en
Libros, folletos,
murales...
Para luego hacer una
exposición.
“MY
FIVE SENSES
BOOK”
Exposición de pinturasExposición de pinturas
ExposiciónExposición muralesmurales de de
NATURE IN DANGERNATURE IN DANGER
PRODUCTO FINALPRODUCTO FINAL