Seven Blind Mice (CarmenG)
One day, seven blind mice found a Rare Thing next to your Lagoon.
What is this? Surprised screamed and ran home.
On MONDAY, RED Mouse went to investigate.
It was the first out.
Is a column, he said. Nobody believed him.
TUESDAY, GREEN Mouse went to investigate.
It was the second out.
Is a snake, he said.
On Wednesday, YELLOW Mouse, went to investigate.
It was the third to leave.
It is a spear, he said.
THURSDAY, PURPLE Mouse, went to investigate.
It was the fourth to leave
It is a rock, he said.
FRIDAY, ORANGE Mouse, went to investigate.
He was the fifth to leave.
It is a fan, he said. I felt moved.
SATURDAY, BLUE Mouse, went to investigate.
He was the sixth to leave.
It's just a string.
But others disagreed.
They began to argue:
- It's a snake!
- It's a string!
- It's a fan!
- It's a rock!.
Until Sunday, the WHITE Mouse came out to investigate.
It was the seventh to leave.
He went to the lagoon.
When he found a Rare Thing,
climb up one side and down the other.
He climbed to the top
and toured the Rare Thing from beginning to the end ..
Ah .... I know.
The Rare Thing is:
Strong as a COLUMN.
Flexible as a SNAKE
It has tip as a SPEAR
Great as a ROCK
Fresh as a FAN
Strong as a STRING
But all along ... the Rare Thing is ...
AN ELEPHANT
And when the other mice climbed on one side
And they went on the other
And walked the Rare Thing
From top to bottom
And from the beginning to the end
They agreed it was an elephant.
Now they also saw him.
Moral mousetrap:
If you only know one part
Always tell nonsense;
But if you can work with others
Speak with wisdom.
CLASSROOM SESSION: Seven Blind Mice
LEVEL: 2nd PRIMARY.
ACTIVITIES.
1-Read the story and answer the following questions.
2-Write the words that tell us how to call the days of the week.
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3- Write the words that tell us the names of colors.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4- Three words that relate to shares.
…………………………………………………………………………………………………….…………………………………………………………………………………………………….
5- Write these words in alphabetical order.
lagoon snake
rock mouse
string
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6- Write a sentence with each word.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...
7- What is the main idea of this story?
8- Draw a picture representing where you do some work as a team.
Seven Blind Mice
One day, seven blind mice found a Rare Thing next to your Lagoon.
What is this? Surprised screamed and ran home.
On MONDAY, RED Mouse went to investigate.
It was the first out.
Is a column, he said. Nobody believed him.
TUESDAY, GREEN Mouse went to investigate.
It was the second out.
Is a snake, he said.
On Wednesday, YELLOW Mouse, went to investigate.
It was the third to leave.
It is a spear, he said.
THURSDAY, PURPLE Mouse, went to investigate.
It was the fourth to leave
It is a rock, he said.
FRIDAY, ORANGE Mouse, went to investigate.
He was the fifth to leave.
It is a fan, he said. I felt moved.
SATURDAY, BLUE Mouse, went to investigate.
He was the sixth to leave.
It's just a string.
But others disagreed.
They began to argue:
- It's a snake!
- It's a string!
- It's a fan!
- It's a rock!.
Until Sunday, the WHITE Mouse came out to investigate.
It was the seventh to leave.
He went to the lagoon.
When he found a Rare Thing,
climb up one side and down the other.
He climbed to the top
and toured the Rare Thing from beginning to the end ..
Ah .... I know.
The Rare Thing is:
Strong as a COLUMN.
Flexible as a SNAKE
It has tip as a SPEAR
Great as a ROCK
Fresh as a FAN
Strong as a STRING
But all along ... the Rare Thing is ...
AN ELEPHANT
And when the other mice climbed on one side
And they went on the other
And walked the Rare Thing
From top to bottom
And from the beginning to the end
They agreed it was an elephant.
Now they also saw him.
Moral mousetrap:
If you only know one part
Always tell nonsense;
But if you can work with others
Speak with wisdom.
CLASSROOM SESSION: Seven Blind Mice
LEVEL: 2nd PRIMARY.
ACTIVITIES.
1-Read the story and answer the following questions.
2-Write the words that tell us how to call the days of the week.
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3- Write the words that tell us the names of colors.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4- Three words that relate to shares.
…………………………………………………………………………………………………….…………………………………………………………………………………………………….
5- Write these words in alphabetical order.
lagoon snake
rock mouse
string
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
6- Write a sentence with each word.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...
7- What is the main idea of this story?
8- Draw a picture representing where you do some work as a team.
viernes, 14 de mayo de 2010
THE MUSICAL ENGLISH SYSTEM
THE MUSICAL ENGLISH SYSTEM (Rafael)
The musical english and American SYSTEM is represented by an abbreviation of the name of the notes representted with letters. The musical notes receive his name across letters and as Mnemonic rule could be:
• A = LA
• B = SI
• C = DO
• D = RE
• E = MI
• F = FA
• G = SOL
An alphabetic Score “Seikilos´s epitaph”
Like a CURIOSITY
An our System uses a five-line called staff. A staff (or stave, in British English) of written music generally begins with a clef ((((Clave)))) which indicates the position of one particular note on the staff as curiosity to stand out G clef was originally a letter G.
For example, The Evolution of the G clef
Notes in English British and English American:
We are going to do the practice – “IT GUESSES THE SONGS” -
The musical English system
I am going to explain to you the musical English system because it is quite different from ours.
The Practice:
Rhythm of the music: Crotchet – Quaver “Beams Notes” and Semiquaver (((with ball pen on the table))) --- two quavers and one Crochet (“We will rock you”):
Melody with musical English System
Campanitas del lugar
/// A – A - E – E – F- F- E ////
“Bells of the place”
Chocolate
/// G – G – A – G // G – G –A – G ////
“Chocolate, Mill”
Himno a la Alegría
/// B – C – D – D – C – B – A – G – G – A – B – B – A – A ////
“The Anthem to the Apiñes”
CUMPLEAÑOS FELIZ
/// C – C – D – C – F – E ////
“Happy Birthday“
Rafael Medina Sánchez
The musical english and American SYSTEM is represented by an abbreviation of the name of the notes representted with letters. The musical notes receive his name across letters and as Mnemonic rule could be:
• A = LA
• B = SI
• C = DO
• D = RE
• E = MI
• F = FA
• G = SOL
An alphabetic Score “Seikilos´s epitaph”
Like a CURIOSITY
An our System uses a five-line called staff. A staff (or stave, in British English) of written music generally begins with a clef ((((Clave)))) which indicates the position of one particular note on the staff as curiosity to stand out G clef was originally a letter G.
For example, The Evolution of the G clef
Notes in English British and English American:
We are going to do the practice – “IT GUESSES THE SONGS” -
The musical English system
I am going to explain to you the musical English system because it is quite different from ours.
The Practice:
Rhythm of the music: Crotchet – Quaver “Beams Notes” and Semiquaver (((with ball pen on the table))) --- two quavers and one Crochet (“We will rock you”):
Melody with musical English System
Campanitas del lugar
/// A – A - E – E – F- F- E ////
“Bells of the place”
Chocolate
/// G – G – A – G // G – G –A – G ////
“Chocolate, Mill”
Himno a la Alegría
/// B – C – D – D – C – B – A – G – G – A – B – B – A – A ////
“The Anthem to the Apiñes”
CUMPLEAÑOS FELIZ
/// C – C – D – C – F – E ////
“Happy Birthday“
Rafael Medina Sánchez
WARM-UP AND COORDINATION
PHYSICAL EDUCATION CLASS: WARM-UP AND COORDINATION (Inés)
First of all we have to do a warm-up, to prepare our body for the activity and to avoid injuries. We run for 5 or 10 minutes, and later we stretch. We’re doing the following exercises:
• Rotating the ankles: clockwise and anticlockwise.
• Stretching calves.
• Rotating knees: always together.
• Stretching thigh: the anterior, posterior and the inner thigh.
• Rotating the hips
• Rotating the trunk.
• Stretching the back.
• Rotating shoulders.
• Stretching arms.
• Rotating and stretching the neck.
We’re working today coordination, so you have to know what it’s this. Anybody knows the definition? Ok, it’s the ability to synchronize the muscular action, in the correct order, with adequate speed and intensity, to get effective movements.
Now we try to move the right arm in circles in our stomach and the left up-down over the head. We have to separate the movement of each arm, that it’s different. We change the arm.
Ok, we change the movement, now the right hand has a hammer and the left has a saw, you have to get the correct movement with each hand. And later we change the object to the other hand.
More difficult maybe, now your arm makes circles in one direction, and your leg in the opposite. Try not to confuse the movement, and not to do it in the same direction. Try with your right and with your left side.
We’re trying to aisle the movement of only one part of our face: try to move only your eyebrows, your nose, your ears…
And finally, we have to coordinate the movement of our fingers. This is an exercise for children, to get control and coordination. You have to move your thumbs to each finger, first of all in the same direction in each hand, try to do it quickly. Ok, and now much more difficult, in a different direction in each hand, you start in the opposite side, and finish in the opposite too, very quickly and not changing direction.
Ok, that’s all for today, thank you very much and see you on Wednesday. Bye!!
Inés Parra Martín
PALE B1, Talavera de la Reina
3/Mayo/2010
First of all we have to do a warm-up, to prepare our body for the activity and to avoid injuries. We run for 5 or 10 minutes, and later we stretch. We’re doing the following exercises:
• Rotating the ankles: clockwise and anticlockwise.
• Stretching calves.
• Rotating knees: always together.
• Stretching thigh: the anterior, posterior and the inner thigh.
• Rotating the hips
• Rotating the trunk.
• Stretching the back.
• Rotating shoulders.
• Stretching arms.
• Rotating and stretching the neck.
We’re working today coordination, so you have to know what it’s this. Anybody knows the definition? Ok, it’s the ability to synchronize the muscular action, in the correct order, with adequate speed and intensity, to get effective movements.
Now we try to move the right arm in circles in our stomach and the left up-down over the head. We have to separate the movement of each arm, that it’s different. We change the arm.
Ok, we change the movement, now the right hand has a hammer and the left has a saw, you have to get the correct movement with each hand. And later we change the object to the other hand.
More difficult maybe, now your arm makes circles in one direction, and your leg in the opposite. Try not to confuse the movement, and not to do it in the same direction. Try with your right and with your left side.
We’re trying to aisle the movement of only one part of our face: try to move only your eyebrows, your nose, your ears…
And finally, we have to coordinate the movement of our fingers. This is an exercise for children, to get control and coordination. You have to move your thumbs to each finger, first of all in the same direction in each hand, try to do it quickly. Ok, and now much more difficult, in a different direction in each hand, you start in the opposite side, and finish in the opposite too, very quickly and not changing direction.
Ok, that’s all for today, thank you very much and see you on Wednesday. Bye!!
Inés Parra Martín
PALE B1, Talavera de la Reina
3/Mayo/2010
LIGHT & COLOUR
The light and the color ( Pablo)
The light and the rainbow
One of the most attractive phenomenons of the nature is the rainbow. It is when the beams of the light of the Sun across the drops of rain.
The water drops it divides in seven lights of colors. The decomposition of the light in colors is a phenomenon that we know as refraction.
Slide nº1
The colors of the rainbow are seen always in the same order: red - violet, red, orange, yellow, green, blue and blue - violet. These colors constitute the called spectrum of the colors.
Slide nº2
How do we see the colors?
When the light illuminates an object, his surface absorbs everything or part of this light; this property is called absorption.
The part of light that is not absorbed by the surface of an object is rejected and changes his direction, and with it, his sensation of color. This property of the surfaces of rejecting part of the light is called reflection.
The light does not suffer any chromatic alteration when it crosses a transparent surface; this happens, for example, when we look for the crystal of a window. If the surface of the crystal is colored, some colors of the white light remain retained in the surface, and this one stops to spend only the lights that coincide with those of the color of the crystal. In this case, all the colors that we see across him are transformed. When the surfaces are translucent, as the screen of a lamp, the beams of light they multiply his directions blurring the color
To see the color of everything what surrounds us is necessary that it is by day or that the objects are illuminated. All the objects they transmit a sensation of color. It is because to the capacity that his surfaces have, on the one side of absorbing everything, or divides of the white light that illuminates them and for other one, of reflecting the light of color that we see.
Mixture of colors
Synthesis additive: primary colors
Slide nº3
Lights of colors
The lights of colors can be obtained separating into its elements the white light (making it happen for a prism or water drop) or to use filters of colors (putting a transparent screen of color in a lantern).
If instead of illuminating the objects with white light, we do it with lights of colors, these change his aspect because the lights of colors are mixed by the colors of the objects.
If the white light can decompose in the colors of the rainbow, the white light is obtained mixing all the lights of colors, but it is not necessary to use all light of rainbow to obtain it, since we will see later.
• Lights primary
They exist three primary lights, with all the lights of colors are obtained. They are the originals and cannot be obtaining from mixtures. These lights are: blue, red and green.
The white light also can be obtained mixing three primary lights: red + blue + green = white color.
• Lights secondary
They are known as secondary lights the lights that are obtaining when two primary lights are mixed: blue light + green light = cyan light; blue light + red light = light magenta; and red light + green light = yellow light.
The primary lights and the secondary constitute the lights of colors basic.
Synthesis subtractive: primary colors
Slide nº4
Pigments of colors
All the paintings that we know are composed by powders of colors mixed with a cementing agent. The cementing agent is a substance that joins the particles of color, turning this way the powders of colors into matters colorings. According to the class of cementing agent that is used we obtain different types of paintings: water-colors, waxes, pencils and felt-tip pens of colors, pastry, etc.
These powders of colors are named also pigments. The pigments have the characteristic of absorbing and reflecting part of the white light.
The black color is obtained on having mixed many different pigments, but it is not necessary to use all the colors to obtain it.
It is enough to mix three primary pigments
• Primary Pigments
As in the lights of colors, three primary pigments exist and they are: the cyan, the yellow and the magenta. They call this way because they cannot be obtained by mixtures, and because from them there are obtained all the colors that we know.
The primary and secondary pigments are known as basic pigments.
• Secondary Pigments
When we mix two primary pigments we obtain a secondary pigment. The cyan pigment + yellow pigment = green pigment, cyan pigment + pigment magenta = blue pigment and the pigment magenta + yellow pigment = red pigment.
The qualities of the color
The most correct way of defining a color is to describe it depending on his qualities. The qualities of the color are the tone, the value and the saturation. These terms indicate us the possibilities and variations that a color can have.
The tone
Slide nº5
The tone is the name with the one that is named every color, and is described by the colors that compose his mixture. When a tone is yellow and green simultaneously, we must define it as a yellow greenish or green yellowish tone, as approach more the yellow one or the green one respectively. To the tone it is possible to be call him also dye.
The value
Slide nº6
The value is the quality that is in use for describing the degree of brightness or darkness that has a tone, that is to say, the quantity of white color or of black color that has a tone in his composition. Tone magenta can be a very clear magenta, if in addition it contains whiter. The yellow tone is clearer than the cyan tone because it has more own value without adding white. To the value it is possible to be calling him also sheen or luminosity.
The saturation
Slide nº7
A very saturated tone is a very pure color, his mixture contains very few colors. The purest tones and the most saturated, they are the primary ones (yellow, cyan and magenta) because they are composed by an alone color. The secondary ones (green, red and blue) are something less saturated because they are composed by two primary colors. To the saturation it is possible to be calling him also intensity.
The chromatic circle
Slide nº8
To understand and to study the color, the basic colors are placed: magenta, cyan, yellow, red, blue and green in a wheel known by the name of chromatic circle. The chromatic circle is a way of arranging the basic colors depending on his changes of tone. It observes the placement of the colors in the chromatic circle:
- The colors numbered with the number 1
They are primary: magenta, yellow and cyan.
- The colors numbered with the number 2
They are secondary: green, blue and red.
- The colors numbered with the number 3
They are tertiary and are obtained mixing one
Primary with the secondary near one: yellow
+ Green = green yellowish. Cyan + Green = green cyan, yellow +Red = red yellowish, magenta +Red = red magenta (blunt), cyan + blue =
Cyan blue, magenta + blue = blue Magenta.
Finally, I want that you look at this color during a few minutes and later on having removed the image we will see the complementary color.
Slide nº9 >> Slide nº10
Slide nº11 >> Slide nº12
Slide nº13 >> Slide nº14
The light and the rainbow
One of the most attractive phenomenons of the nature is the rainbow. It is when the beams of the light of the Sun across the drops of rain.
The water drops it divides in seven lights of colors. The decomposition of the light in colors is a phenomenon that we know as refraction.
Slide nº1
The colors of the rainbow are seen always in the same order: red - violet, red, orange, yellow, green, blue and blue - violet. These colors constitute the called spectrum of the colors.
Slide nº2
How do we see the colors?
When the light illuminates an object, his surface absorbs everything or part of this light; this property is called absorption.
The part of light that is not absorbed by the surface of an object is rejected and changes his direction, and with it, his sensation of color. This property of the surfaces of rejecting part of the light is called reflection.
The light does not suffer any chromatic alteration when it crosses a transparent surface; this happens, for example, when we look for the crystal of a window. If the surface of the crystal is colored, some colors of the white light remain retained in the surface, and this one stops to spend only the lights that coincide with those of the color of the crystal. In this case, all the colors that we see across him are transformed. When the surfaces are translucent, as the screen of a lamp, the beams of light they multiply his directions blurring the color
To see the color of everything what surrounds us is necessary that it is by day or that the objects are illuminated. All the objects they transmit a sensation of color. It is because to the capacity that his surfaces have, on the one side of absorbing everything, or divides of the white light that illuminates them and for other one, of reflecting the light of color that we see.
Mixture of colors
Synthesis additive: primary colors
Slide nº3
Lights of colors
The lights of colors can be obtained separating into its elements the white light (making it happen for a prism or water drop) or to use filters of colors (putting a transparent screen of color in a lantern).
If instead of illuminating the objects with white light, we do it with lights of colors, these change his aspect because the lights of colors are mixed by the colors of the objects.
If the white light can decompose in the colors of the rainbow, the white light is obtained mixing all the lights of colors, but it is not necessary to use all light of rainbow to obtain it, since we will see later.
• Lights primary
They exist three primary lights, with all the lights of colors are obtained. They are the originals and cannot be obtaining from mixtures. These lights are: blue, red and green.
The white light also can be obtained mixing three primary lights: red + blue + green = white color.
• Lights secondary
They are known as secondary lights the lights that are obtaining when two primary lights are mixed: blue light + green light = cyan light; blue light + red light = light magenta; and red light + green light = yellow light.
The primary lights and the secondary constitute the lights of colors basic.
Synthesis subtractive: primary colors
Slide nº4
Pigments of colors
All the paintings that we know are composed by powders of colors mixed with a cementing agent. The cementing agent is a substance that joins the particles of color, turning this way the powders of colors into matters colorings. According to the class of cementing agent that is used we obtain different types of paintings: water-colors, waxes, pencils and felt-tip pens of colors, pastry, etc.
These powders of colors are named also pigments. The pigments have the characteristic of absorbing and reflecting part of the white light.
The black color is obtained on having mixed many different pigments, but it is not necessary to use all the colors to obtain it.
It is enough to mix three primary pigments
• Primary Pigments
As in the lights of colors, three primary pigments exist and they are: the cyan, the yellow and the magenta. They call this way because they cannot be obtained by mixtures, and because from them there are obtained all the colors that we know.
The primary and secondary pigments are known as basic pigments.
• Secondary Pigments
When we mix two primary pigments we obtain a secondary pigment. The cyan pigment + yellow pigment = green pigment, cyan pigment + pigment magenta = blue pigment and the pigment magenta + yellow pigment = red pigment.
The qualities of the color
The most correct way of defining a color is to describe it depending on his qualities. The qualities of the color are the tone, the value and the saturation. These terms indicate us the possibilities and variations that a color can have.
The tone
Slide nº5
The tone is the name with the one that is named every color, and is described by the colors that compose his mixture. When a tone is yellow and green simultaneously, we must define it as a yellow greenish or green yellowish tone, as approach more the yellow one or the green one respectively. To the tone it is possible to be call him also dye.
The value
Slide nº6
The value is the quality that is in use for describing the degree of brightness or darkness that has a tone, that is to say, the quantity of white color or of black color that has a tone in his composition. Tone magenta can be a very clear magenta, if in addition it contains whiter. The yellow tone is clearer than the cyan tone because it has more own value without adding white. To the value it is possible to be calling him also sheen or luminosity.
The saturation
Slide nº7
A very saturated tone is a very pure color, his mixture contains very few colors. The purest tones and the most saturated, they are the primary ones (yellow, cyan and magenta) because they are composed by an alone color. The secondary ones (green, red and blue) are something less saturated because they are composed by two primary colors. To the saturation it is possible to be calling him also intensity.
The chromatic circle
Slide nº8
To understand and to study the color, the basic colors are placed: magenta, cyan, yellow, red, blue and green in a wheel known by the name of chromatic circle. The chromatic circle is a way of arranging the basic colors depending on his changes of tone. It observes the placement of the colors in the chromatic circle:
- The colors numbered with the number 1
They are primary: magenta, yellow and cyan.
- The colors numbered with the number 2
They are secondary: green, blue and red.
- The colors numbered with the number 3
They are tertiary and are obtained mixing one
Primary with the secondary near one: yellow
+ Green = green yellowish. Cyan + Green = green cyan, yellow +Red = red yellowish, magenta +Red = red magenta (blunt), cyan + blue =
Cyan blue, magenta + blue = blue Magenta.
Finally, I want that you look at this color during a few minutes and later on having removed the image we will see the complementary color.
Slide nº9 >> Slide nº10
Slide nº11 >> Slide nº12
Slide nº13 >> Slide nº14
lunes, 10 de mayo de 2010
HUMAN BODY SYSTEMS
UNIT HUMAN BODY SYSTEMS (Angustias)
LESS0N The circulatory, digestive, nervous and respiratory systems
AIMS
1. To develop healthy habits to do with nutrition, the sense organs, hygiene and care of the body, highlighting the importance of sport for personal and social wellbeing.
2. To relate the circulatory, digestive, nervous and respiratory in humans to the function they perform, showing an attitude of acceptance of their own body and respecting different types of disability.
CONTRIBUTION TO COMPETENCES
Methodological Skills: Pupils will be able to...
1. To use different reference sources (encyclopaedias, magazines, ICTs) to build knowledge on health (1 Linguistic communication competence, 3 Knowledge and interaction with the physical environment, 4 Processing of information and digital competence).
2. To take part in different kinds of activity to do with the area, showing active willingness to co-operate, to solve conflicts and to help fellow pupils. ( 3 Knowledge and interaction with the physical environment, 5 Social and citizen competence, 7 Learning to learn).
3. To be autonomous and employ healthy habits in looking after themselves (food, physical exercise, rest, etc.), in their relationships with other people and in their interaction with the medium they live in. ( 3 Knowledge and interaction with the physical environment, 5 Social and citizen competence, 7 Learning to learn, 8 Autonomy and personal initiative)
LEARNING OUTCOMES
What learners will be able to do, to know or be aware of at the end of the lesson: COGNITION
English: Receptiveness to Language:
• Express and communicate reactions to what they have read.
• Write for a particular audience in mind.
• Competence and Confidence in using language
• Write about a specific topic for a sustained length of time.
• Compile a doctor's manual.
• Take part in co-operative writing activitie: project.
• Develop skills in the use of Information Technology.
Developing Cognitive Abilities through Language:
• Discuss different possible solutions to problems
• Discuss what they know of a particular topic or process as a base for encountering new concepts.
• Listen to a presentation by other groups and give their opinions.
• Use comprehension skills such as analysing, confirming, evaluating, synthesizing and problem solving.
• Support arguments and opinions with evidence from the text.
• Develop skills such as skimming, scanning, note-taking and summarising
Social, personal and health education (SPHE): Myself and my body:
• Learn more about myself and my body.
• Recognise and learn about the various types of bodily diseases.
• Build self- confidence and the ability to speak as a group before an audience.
Develop the ability to work as part of a team.
Food and Nutrition:
• Concept of balanced diet.
• Food value of different groups
Art: Design and make:
• Be able to design and create a papier maché model of a particular body organ.
• Draw various diagrams to aid in their presentation.
Science: Living Things- Human Life:
• Compare and contrast animal life forms, to become aware of a range of similarities and differences between themselves.
• Understand the functions of some major body systems.
• Research body systems using the links provided.
• Make use of scientific skills: (observing, asking questions, predicting, hypothesizing investigating, interpreting results and recording and communicating results).
Maths:
• Recording and interpreting data. Matching
Comparing
Classifying
Hypothesising / Imagining
Summarizing
Applying evaluation criteria.
Secuencing.
Skimming.
Scanning
CULTURE
Pupils will be able to…
Realise that different Countries have different habits related to health.
Know the importance of having a good the health system in our society.
LEARNING OPPORTUNITIES
Children will have the opportunity to work co-operatively and collaboratively within a team.
Locate necessary information on the internet to complete their mission.
Take on responsibilities and be actively involved at all times.
Have opportunities to enrich their knowledge of their own bodies and other animal forms.
Take on roles so that all areas of the project is given equal attention and is completed.
Present information confidently in a logical manner.
A chance to express their own feelings and opinions in relation to the work they have completed.
Use their creativity in designing and completing models and diagrams.
Carry out simple investigations and record their findings.
CONTENTS
The circulatory system. Organs and functions.
The digestive system. Organs and functions.
The nervous system. Organs and functions.
The respiratory system: Organs and functions.
Good health and illness.
Healthy habits.
Prevention and detection of health risks.
Classification of foods depending on whether they are from an animal, vegetable or mineral source.
Classification of foods according to the kind of nutrients.
Classification of foods using their own criteria.
Being autonomous and assuming small responsibilities concerning food and eating.
Location of the organs belonging to the digestive, respiratory, circulatory and nervous systems in prints, drawings, or three-dimensional materials.
Practising healthy habits which increase breathing capacity (the need for physical exercise)
Differentiation between inspiration and expiration movements.
Interest for learning the importance of having a healthy and balanced diet.
Progressive development of autonomy in undertaking small tasks related to food.
Appreciation of the importance of a complete, varied and balanced diet and the effect this has on their state of health.
Appreciation of healthy habits as regards respiration.
Appreciation of the need for physical exercise and sleep.
Acceptance of their own body.
COMMUNICATION
VOCABULARY AND STRUCTURES
Photograph / picture / photo, Daddy, Mummy, brother, moustache, tummy, pyramid, inside, intelligent, senses, life processes: nutrition, sensitivity, reproduction substances, changes, blood, bones, male, female, body systems: digestive, respiratory, circulatory, nervous, locomotor, reproductive, organs: lungs, heart, kidneys, stomach, brain, head, trunk, limbs, height, weight, teens, elderly, differences, slowly, strong, experiences, stages: childhood, adolescence, youth, adulthood, old age, project, average, height, measure, results, centimetre (cm)
Carry out functions, communicate, mime, look like, reason, take air, release gases, breathe, react
Language for Learning
Imperative: affirmative; Gerund; Present simple: Be; stop + gerund, learn to + inf; Can / can’t; Will,
• Describing processes.
• Describing abilities.
• Expressing facts.
ASSESSMENT CRITERIA
1. To analyse the most representative elements, general texts and texts specifically dealing with the contents of the area (social, technical, historical, narrative and artistic texts)and to summarise them in a clear and orderly way.
2. To orally express contents relating to the area in a clear and orderly manner, which show the comprehension of oral and written texts of a general nature.
3. To differentiate between the concepts of food and nutrient and feeding and nutrition, giving examples of each one.
4. To name the systems that are involved in the human being’s nutrition function and explaining the function they perform.
5. To locate the organs belonging to the circulatory, digestive, respiratory, and nervous systems on prints, drawings, or three-dimensional materials.
6. To practise suitable feeding, hygiene, physical exercise and sleep habits for their age, identifying some bodily manifestations as possible symptoms of illness.
ASSESSMENT PROCEDURES AND INSTRUMENTS
If assessment is a flexible process, the procedures employed will have to be varied. In order to collect data we will have to employ different assessment procedures:
* Observation of behaviour
* Interviews
* Tests configured as a synthesis of the most significant contents worked on in the teaching-learning process.
* Oral and written questionnaires.
The registry instruments available to the teacher or team may include assessment scales (for contents of an attitudinal or procedural nature) and control lists (for outcomes and contents linked to the command or mastery of concepts) and rubrics.
What is a Rubric?
Heidi Goodrich, a rubrics expert, defines a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.'" So a rubric for a multimedia project will list the things the student must have included to receive a certain score or rating. Rubrics help the student figure out how their project will be evaluated. Goodrich quotes a student who said he didn't much care for rubrics because "if you get something wrong, your teacher can prove you knew what you were supposed to do."
Generally rubrics specify the level of performance expected for several levels of quality. These levels of quality may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) which are then added up to form a total score which then is associated with a grade (e.g., A, B, C, etc).
Many rubrics also specify the level of assistance (e.g., Independently, With Minimal Adult Help; With Extensive Adult Help) for each quality rating.
Rubrics can help students and teachers define "quality". Rubrics can also help students judge and revise their own work before handing in their assignments.
WEBSITES
http://clil.wordpress.com/2009/04/25/enlaces-muy-interesantes-con-clil-para-primaria/
http://EnchantedLearning.com
http://www.primaryresources.co.uk/
http://www.sparklebox.co.uk/
http://www.mes-english.com/
http://cambridgeenglishonline.com/Flashcard_maker/
http://educanet2.ch/pechttp://www.richmondelt.com/spain/english/catalogue/content-based-primary/essential_science.htmhttp://irunenglish.blogspot.com/2009/04/clil-units.html
http://phobos.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=45&Itemid=73
http://www.mariajordano.com/itc_tpd/cep_puertollano_2007_nov_4.html
http://www.mariajordano.com/itc_tpd/europa_2006.htm
http://www.scribd.com/doc/4415460/CLIL-Science-Worksheet-for-Primary-Nina-Lauder-August-2008?from_related_d
http://blocs.xtec.cat/clilpractiques1/category/others/
Pre-school http://clil.wordpress.com/infantil-ing/
http://www.xtec.cat/cirel/pla_le/nile/angels_mata/lesson_plans.pdf
http://www.xtec.cat/cirel/pla_le/nottingham/roser_gassio/living_moving_world/lesson_plans/at_home.pdf
http://storynory.com/
http://www.smprimaria.profes.net/
http://www.teachnet.ie/resources
http://rubistar.4teachers.org/
INTRODUCTION
Author: Mairéad Ní Chonghaile http://www.teachnet.ie/resources
________________________________________
Hey kids! Have you heard about Dr Hhhht? an unfortunate clumsy soul who accidentally walked into revolving doors while taking a patient into surgery? As a result he is suffering from memory loss, and really needs your help. He needs to regain his memory on how the body works in order to save this patient's life. You and your team-mates are on a mission to locate as much information as possible so that Dr Hibert will be able to fulfill his duties once again!!
*The best of luck on your mission*
For you to help Dr Hibert and complete your mission you will be divided into groups of four. Each group will be given a specific body system
(a) The Circulatory System,
(b) The Digestive System,
(c) The Nervous System,
(d) The Respiratory System.
While working with others you will do all that is in your power to help jog Dr Hhhh's memory, as you are locating information through travelling along the Internet Highway that will provide enough knowledge to accomplish this goal.
THE REDS
________________________________________
THE CIRCULATORY SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Circulatory System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is this system important?
4. As an enquiry one member of the group has to monitor their pulse rate three times a day (on arriving in school, after lunch and just before going home) and record exactly what they were doing prior to taking the pulse on a line graph.
5. How often does the heart beat in an average lifetime?
6. Outline the functions of the four main chambers of the heart.
7. Why is blood also given the name "the fluid of life"?
8. What needs to be working for the Circulatory System to work Properly? (hint: 3 things)
9. What is the difference between red and white blood cells?
10. What is plasma, and why is it crucial for human existence?
11. What are platelets?
12. List and explain the three healthy ways to keep your heart healthy.
13. Can you think of any other ways of having a healthier heart?
14. Summarise your main findings on the Circulatory System
15. Draw a diagram of the various organs of the Circulatory System to help you create your own papier maché of the main organ of the Circulatory System.
16. List interesting facts you discovered about this system.
http://sln.fi.edu/biosci/heart.html
http://sln.fi.edu/biosci/blood/red.html
http://www.wsd1.org/LitOnline/heart3.htm
http://sln.fi.edu/biosci/blood/plasma.html
http://www.wsd1.org/LitOnline/heart9b.htm
http://sln.fi.edu/biosci/blood/platelet.html
http://www.wsd1.org/LitOnline/heart7.htm
http://infozone.imcpl.org/kids_circ.htm
http://www.wsd1.org/LitOnline/heart10.htm
http://vilenski.org/science/humanbody/hb_html/circ_system.html
http://www.wsd1.org/LitOnline/heart1.htm
http://www4.tpgi.com.au/users/amcgann/body/circulatory.html
http://www.innerbody.com/text/card03.html
http://sln.fi.edu/biosci/vessels/vessels.html
http://sln.fi.edu/biosci/blood/white.html
THE GREENS
________________________________________
THE DIGESTIVE SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Digestive System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is digestion important?
4. How long does it take to digest food?
5. Why is the tongue of great importance in the digestive process?
6. Describe the journey of the food once it enters the mouth.
7. What are the functions of the following organs in the Digestive System: the mouth, oesophagus, stomach, liver, small intestine, large intestine and the rectum?
8. How does food move through the digestive system?
9. What causes our stomach to growl?
10. Explain what the following are and what may cause them: (a) indigestion (b) diarrhoea.
11. Name the four food groups and give examples of each.
12. How many servings of each food group should we eat daily?
13. Draw a diagram of the various organs of the Digestive System to help you create your own papier maché of the organ you found most interesting in the digestive system.
14. List some interesting facts you discovered about this system.
http://kidshealth.org/kid/body/digest_noSW.html
http://tqjunior.thinkquest.org/5777/dig1.htm
http://hes.ucf.k12.pa.us/gclaypo/digestive_system.html#So what does the large intestin
http://infozone.imcpl.org/kids_diges.htm
http://www.viahealth.org/disease/digestive/howworks.htm
http://www4.tpgi.com.au/users/amcgann/body/digestive.html
http://infozone.imcpl.org/kids_diges.htm
http://www.digestioninfo.com/diarrhea.htm
http://www.medtropolis.com/VBody.asp
http://www.digestioninfo.com/indigestion.htm
http://www.nal.usda.gov:8001/py/pmap.htm
http://www.mypyramid.gov/kids/index.html
http://www.niddk.nih.gov/health/digest/pubs/digesyst/newdiges.htm#2
THE BLUES
________________________________________
THE NERVOUS SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Nervous System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is Nervous system considered the master control unit inside your body?
4. What is a neuron?
5. Every animal you can think of e.g. mammals, all have brains but the human brain is unique. Why?
6. "The larger the animal, the larger the brain". This does not mean that the animal with the largest brain is the smartest. Why?
7. What are the sense organs and what functions do they serve?
8. What is the function of the brain, nerves and the spinal cord?
9. What does the blood supply to the brain?
10. To protect and maintain a healthy brain list and give reasons for the ten guidelines given on the website: http://faculty.washington.edu/chudler/brainfit.html . Can you think of any more?
11. Describe in detail: (a) epilepsy (b) meningitis.
12. Complete the following activities http://faculty.washington.edu/chudler/chreflex.html , "Pupil to pupil", "Jump to it", "Knee jerk reflex" and record your findings.
13. Draw a diagram of the various organs of the Nervous System to help you create your own papier maché of the organ you found most interesting in the digestive system.
14. List some interesting facts you discovered about this system.
http://www.howstuffworks.com/brain.htm
http://faculty.washington.edu/chudler/brainfit.html
http://faculty.washington.edu/chudler/chsense.html
http://faculty.washington.edu/chudler/chreflex.html
http://www.medtropolis.com/VBody.asp
http://faculty.washington.edu/chudler/what.html
http://infozone.imcpl.org/kids_nerv.htm
http://faculty.washington.edu/chudler/brainsize.html
http://faculty.washington.edu/chudler/neurok.html
http://www4.tpgi.com.au/users/amcgann/body/nervous.html
http://uihealthcare.com/depts/childrenshospitalofiowa/healthtopics/brainnervoussystem/catbrai.html
THE YELLOWS
________________________________________
THE RESPIRATORY SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Respiratory System.
2. List some questions you would like answered on this topic at the end of your project.
3. What is respiration and what is its value?
4. What is the Diaphragm? Where is it located? What happens to it as we breathe in and out?
5. Answer the following questions using this website: http://www.phila.gov/fitandfun/news/3_27_01/3_27_01.html About how many breaths do we breathe a day? About how many breaths per year? According to this site, how should we breathe correctly?
6. What gases are involved in the respiration process and how are they exchanged in the body?
7. Outline briefly the role of the following in the respiration process: (a) nose (b) throat (c) windpipe (d) bronchial tree (e) lungs.
8. Compare and contrast how we breath in relation to the following:
(a) plants (b) fish (c) birds (d) mammals.
9. Why is smoking bad for our health and how does it affect our lungs?
10. Summarise the following diseases of the respiratory system: (1) asthma (2) tuberculosis (3) emphysema.
11. What are hiccups? What makes us keep hiccuping? How can we stop the hiccups?
12. What is the primary gas that blood gets rid of?
13. Draw a diagram of the various organs of the Respiratory System to help you create your own papier maché of the organ you found most interesting in this system.
14. From the information you have learned so far on this system, do you know what part of the body serves to support and protect your lungs?
15. List some interesting facts you discovered about this system.
http://www.lung.ca/children/grades7_12/respiratory/respiratory_system.html
http://www.sk.lung.ca/content.cfm/kidsmoking
http://www.vilenski.org/science/humanbody/hb_html/respiratory.html
http://www.sk.lung.ca/content.cfm/health
http://infozone.imcpl.org/kids_resp.htm
http://www.fcps.k12.va.us/OakViewES/fred/respiratory.html
http://users.tpg.com.au/users/amcgann/body/respiratory.html
http://tqjunior.thinkquest.org/5777/resp1.htm
http://yucky.kids.discovery.com/noflash/body/yuckystuff/hiccup/js.index.html#
http://sln.fi.edu/biosci/systems/respiration.html
http://www4.tpgi.com.au/users/amcgann/body/respiratory_facts.html
PROCESS
1. Divide into groups of four.
2. You will be working with your partners to collect information and create a doctor's manual.
3. Each group will be working on a different body system and once all the contributions have been made, you will present your manual to Dr Hhhh as a group presentation, in class.
4. Work together to record important facts and make diagrams of the systems you are studying in order to re-jog Dr. Hibert's memory as best you can.
Remember everybody, that when you start working on a new project, sometimes we may need a helping hand. So don't forget to work as a team and help those who may be having some difficulty.
GENERAL RESOURCES:
http://www.kidshealth.org/kid
http://tqjunior.thinkquest.org/5777/tour.htm
http://www.yahooligans.com/content/ka/almanac/bodyfood/index.html
BOOKS:
World Book Encyclopedia on CD Rom.
Encarta Encyclopedia on CD Rom.
Inside the Body, Anita Ganeri, New York: Dorling Kindersley, 1996.
CONCLUSION
Hey Chaps! Well thanks a million everybody all the great work that that you have engaged in, in the past few weeks. You are almost an expert at this stage. Using your presentation of the manual you have succeeded in helping me regain my memory. This allowed me to proceed with my duties in the operating theatre, without upsetting my schedule. The patient sends her regards and is grateful for your contribution.
You should all be very proud of yourselves!!
*You were fantastic*
Isn't the body so interesting? Now we know just how important our body is and the need to take good care of it.
Well Done,
If I am clumsy again I know who to call.
The best of luck in the future,
Dr Hhhh.
EVALUATION
________________________________________
Now kids, you need to keep the following points in mind as you are working to accomplish your mission, to help Dr Hhhh as best you can!!
Your work will be graded by the teacher on the following points:
1. How well you worked as a team in gathering information from the Internet links. Content:
(a) Content related to tasks.
(b) Content included necessary information.
(c) Showed understanding of purpose of project.
(d) Does the content give readers an understanding of the topic.
2. How well you worked as a group in presenting all your work in the doctor's manual (final presentation) Teamwork:
(a) Worked as a team member.
(b) Helped others.
(c) Maintained positive attitude.
(d) Shared responsibilities of roles.
3. Looking at your final product Presentation:
(a) Is your work neat and in order.
(b) Are your diagrams and models clear and easy to understand.
(c) Have you given equal attention to all questions.
(d) Did you relate to the information to the best of your ability.
(e) Showed evidence of effort, creativity and enthuasiam.
As you can see you will be graded on your own work and how well you work with your teammates.
You will be marked according to four different categories outlined in the "Scoring Rubric".
http://rubistar.4teachers.org/
SCORING RUBRIC
Excellent Good Fair Poor
Thorough description of how the body system functions. Good description of how the body system functions. Partial description of how the body system functions. Unclear description of how the body system functions.
At least 10 specific interesting facts about the body system. At least 8 specific interesting facts about the body system. Less than 6 interesting facts about the body system. Less than 4 interesting facts about the body system.
All group members participate in the final presentation. All group members participate in the final presentation. Not all group members participate in the final presentation. One member from group participates in the final presentation.
Presentation of doctor's manual containing clear introduction to the system, how the system works and conclusion. Presentation of doctor's manual containing a good introduction to the system, how the system works and conclusion. Presentation of doctor's manual containing an introduction to the system, and information on the system. Presentation of doctor's manual not clearly put together, with lack of information asked.
Correct punctuation, complete sentences, grammar and spelling accurate. Mostly correct punctuation, complete sentences, grammar and spelling for the majority accurate. Containing numerous spelling mistakes, lack of grammar knowledge. Lacking in some sentence structures. Emphasis not placed on punctuation, too many spelling and grammar mistakes visible. Untidy presentation.
A clearly planned and completed papier maché model showing groups creativity. A planned and completed papier maché model. Papier maché model completed but showed a lack of planning. Shows no planning of the model and model is uncompleted.
Presentation well prepared from beginning to end. Presentation well prepared from beginning to end. Presentation showed evidence of some preparation. Demonstrated little understanding of presented material.
Works well with others and assumes responsibilities. motivates others to do their best, and co-operated with one another. Works well with others and assumes responsibilities. Shows some motivation and co-operation. Works fairly well with others most of the time. Lack of co-operation. Does not work well with others and prefers to work alone. no sharing of responsibilities, showed no motivation to co-operate with others.
Communicates ideas with enthusiasm, proper voice projection, appropriate language projection and clear delivery. Communicates ideas with proper voice projection, adequate preparation and some enthusiasm. Some difficulty in communicating ideas, due to lack of preparation or incomplete work. Great difficulty in communicating ideas due to lack of knowledge of the material as preparation wasn't satisfactory.
ANNEXES
The Life Pump
Science Factfile
o Red blood cells carry oxygen from the lungs to all the cells of the body.
o White blood cells are like soldiers protecting the body.
o ARTERIES are vessels that carry blood away from the heart.
o VEINS are vessels that carry blood back to the heart.
o Blood CIRCULATES--circles--all around your body in about one or two minutes.
o Inside the heart are four hollow chambers. Each chamber is a little pump. The pumping pushes blood all around your body.
The Food Factory
Science Factfile
o When you eat, your body digests the food so your cells can use it to make energy.
o Acids and enzymes eat away at the surface of food to break it down.
o The small intestine is where food is broken down into molecules tiny enough for the body cells to use.
o In the villi are tiny tubes that carry blood called VESSELS. Food molecules are taken into these blood vessels. Once the food is in the blood, it can travel all over the body.
The Control Center
Science Factfile
o The human brain is growing! In 1860 the average weight of a male brain was 3 lbs. Now a man?s brain weighs an average of 3 1/8 lbs.
o There are around 30,000 million nerve cells in the body.
o A nerve cell can transmit 1,000 nerve impulses each second.
The Air Bags
Science Factfile
o BREATH IN -- your body gets oxygen from the air. Rib muscles contract to pull ribs up and out. The DIAPHRAGM muscle contracts to pull down the lungs. Tissue expands to suck in air.
o BREATH OUT -- you get rid of other gases that your body does not need. Rib muscles relax. The Diaphragm muscle relaxes. Tissue returns to resting position and forces air out.
Picture Dictionary. Richmond Publising. Santillana, 1995, 1997
DOCTOR
THERMOMETER
HEADACHE
PATIENT
PRESCRIPTION
A COLD
SYRUP
PILLS
OINTMENT
To nurse
__________________________________________________________
To be sick
__________________________________________________________
To examine
__________________________________________________________
To cough
__________________________________________________________
LESS0N The circulatory, digestive, nervous and respiratory systems
AIMS
1. To develop healthy habits to do with nutrition, the sense organs, hygiene and care of the body, highlighting the importance of sport for personal and social wellbeing.
2. To relate the circulatory, digestive, nervous and respiratory in humans to the function they perform, showing an attitude of acceptance of their own body and respecting different types of disability.
CONTRIBUTION TO COMPETENCES
Methodological Skills: Pupils will be able to...
1. To use different reference sources (encyclopaedias, magazines, ICTs) to build knowledge on health (1 Linguistic communication competence, 3 Knowledge and interaction with the physical environment, 4 Processing of information and digital competence).
2. To take part in different kinds of activity to do with the area, showing active willingness to co-operate, to solve conflicts and to help fellow pupils. ( 3 Knowledge and interaction with the physical environment, 5 Social and citizen competence, 7 Learning to learn).
3. To be autonomous and employ healthy habits in looking after themselves (food, physical exercise, rest, etc.), in their relationships with other people and in their interaction with the medium they live in. ( 3 Knowledge and interaction with the physical environment, 5 Social and citizen competence, 7 Learning to learn, 8 Autonomy and personal initiative)
LEARNING OUTCOMES
What learners will be able to do, to know or be aware of at the end of the lesson: COGNITION
English: Receptiveness to Language:
• Express and communicate reactions to what they have read.
• Write for a particular audience in mind.
• Competence and Confidence in using language
• Write about a specific topic for a sustained length of time.
• Compile a doctor's manual.
• Take part in co-operative writing activitie: project.
• Develop skills in the use of Information Technology.
Developing Cognitive Abilities through Language:
• Discuss different possible solutions to problems
• Discuss what they know of a particular topic or process as a base for encountering new concepts.
• Listen to a presentation by other groups and give their opinions.
• Use comprehension skills such as analysing, confirming, evaluating, synthesizing and problem solving.
• Support arguments and opinions with evidence from the text.
• Develop skills such as skimming, scanning, note-taking and summarising
Social, personal and health education (SPHE): Myself and my body:
• Learn more about myself and my body.
• Recognise and learn about the various types of bodily diseases.
• Build self- confidence and the ability to speak as a group before an audience.
Develop the ability to work as part of a team.
Food and Nutrition:
• Concept of balanced diet.
• Food value of different groups
Art: Design and make:
• Be able to design and create a papier maché model of a particular body organ.
• Draw various diagrams to aid in their presentation.
Science: Living Things- Human Life:
• Compare and contrast animal life forms, to become aware of a range of similarities and differences between themselves.
• Understand the functions of some major body systems.
• Research body systems using the links provided.
• Make use of scientific skills: (observing, asking questions, predicting, hypothesizing investigating, interpreting results and recording and communicating results).
Maths:
• Recording and interpreting data. Matching
Comparing
Classifying
Hypothesising / Imagining
Summarizing
Applying evaluation criteria.
Secuencing.
Skimming.
Scanning
CULTURE
Pupils will be able to…
Realise that different Countries have different habits related to health.
Know the importance of having a good the health system in our society.
LEARNING OPPORTUNITIES
Children will have the opportunity to work co-operatively and collaboratively within a team.
Locate necessary information on the internet to complete their mission.
Take on responsibilities and be actively involved at all times.
Have opportunities to enrich their knowledge of their own bodies and other animal forms.
Take on roles so that all areas of the project is given equal attention and is completed.
Present information confidently in a logical manner.
A chance to express their own feelings and opinions in relation to the work they have completed.
Use their creativity in designing and completing models and diagrams.
Carry out simple investigations and record their findings.
CONTENTS
The circulatory system. Organs and functions.
The digestive system. Organs and functions.
The nervous system. Organs and functions.
The respiratory system: Organs and functions.
Good health and illness.
Healthy habits.
Prevention and detection of health risks.
Classification of foods depending on whether they are from an animal, vegetable or mineral source.
Classification of foods according to the kind of nutrients.
Classification of foods using their own criteria.
Being autonomous and assuming small responsibilities concerning food and eating.
Location of the organs belonging to the digestive, respiratory, circulatory and nervous systems in prints, drawings, or three-dimensional materials.
Practising healthy habits which increase breathing capacity (the need for physical exercise)
Differentiation between inspiration and expiration movements.
Interest for learning the importance of having a healthy and balanced diet.
Progressive development of autonomy in undertaking small tasks related to food.
Appreciation of the importance of a complete, varied and balanced diet and the effect this has on their state of health.
Appreciation of healthy habits as regards respiration.
Appreciation of the need for physical exercise and sleep.
Acceptance of their own body.
COMMUNICATION
VOCABULARY AND STRUCTURES
Photograph / picture / photo, Daddy, Mummy, brother, moustache, tummy, pyramid, inside, intelligent, senses, life processes: nutrition, sensitivity, reproduction substances, changes, blood, bones, male, female, body systems: digestive, respiratory, circulatory, nervous, locomotor, reproductive, organs: lungs, heart, kidneys, stomach, brain, head, trunk, limbs, height, weight, teens, elderly, differences, slowly, strong, experiences, stages: childhood, adolescence, youth, adulthood, old age, project, average, height, measure, results, centimetre (cm)
Carry out functions, communicate, mime, look like, reason, take air, release gases, breathe, react
Language for Learning
Imperative: affirmative; Gerund; Present simple: Be; stop + gerund, learn to + inf; Can / can’t; Will,
• Describing processes.
• Describing abilities.
• Expressing facts.
ASSESSMENT CRITERIA
1. To analyse the most representative elements, general texts and texts specifically dealing with the contents of the area (social, technical, historical, narrative and artistic texts)and to summarise them in a clear and orderly way.
2. To orally express contents relating to the area in a clear and orderly manner, which show the comprehension of oral and written texts of a general nature.
3. To differentiate between the concepts of food and nutrient and feeding and nutrition, giving examples of each one.
4. To name the systems that are involved in the human being’s nutrition function and explaining the function they perform.
5. To locate the organs belonging to the circulatory, digestive, respiratory, and nervous systems on prints, drawings, or three-dimensional materials.
6. To practise suitable feeding, hygiene, physical exercise and sleep habits for their age, identifying some bodily manifestations as possible symptoms of illness.
ASSESSMENT PROCEDURES AND INSTRUMENTS
If assessment is a flexible process, the procedures employed will have to be varied. In order to collect data we will have to employ different assessment procedures:
* Observation of behaviour
* Interviews
* Tests configured as a synthesis of the most significant contents worked on in the teaching-learning process.
* Oral and written questionnaires.
The registry instruments available to the teacher or team may include assessment scales (for contents of an attitudinal or procedural nature) and control lists (for outcomes and contents linked to the command or mastery of concepts) and rubrics.
What is a Rubric?
Heidi Goodrich, a rubrics expert, defines a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.'" So a rubric for a multimedia project will list the things the student must have included to receive a certain score or rating. Rubrics help the student figure out how their project will be evaluated. Goodrich quotes a student who said he didn't much care for rubrics because "if you get something wrong, your teacher can prove you knew what you were supposed to do."
Generally rubrics specify the level of performance expected for several levels of quality. These levels of quality may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) which are then added up to form a total score which then is associated with a grade (e.g., A, B, C, etc).
Many rubrics also specify the level of assistance (e.g., Independently, With Minimal Adult Help; With Extensive Adult Help) for each quality rating.
Rubrics can help students and teachers define "quality". Rubrics can also help students judge and revise their own work before handing in their assignments.
WEBSITES
http://clil.wordpress.com/2009/04/25/enlaces-muy-interesantes-con-clil-para-primaria/
http://EnchantedLearning.com
http://www.primaryresources.co.uk/
http://www.sparklebox.co.uk/
http://www.mes-english.com/
http://cambridgeenglishonline.com/Flashcard_maker/
http://educanet2.ch/pechttp://www.richmondelt.com/spain/english/catalogue/content-based-primary/essential_science.htmhttp://irunenglish.blogspot.com/2009/04/clil-units.html
http://phobos.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=45&Itemid=73
http://www.mariajordano.com/itc_tpd/cep_puertollano_2007_nov_4.html
http://www.mariajordano.com/itc_tpd/europa_2006.htm
http://www.scribd.com/doc/4415460/CLIL-Science-Worksheet-for-Primary-Nina-Lauder-August-2008?from_related_d
http://blocs.xtec.cat/clilpractiques1/category/others/
Pre-school http://clil.wordpress.com/infantil-ing/
http://www.xtec.cat/cirel/pla_le/nile/angels_mata/lesson_plans.pdf
http://www.xtec.cat/cirel/pla_le/nottingham/roser_gassio/living_moving_world/lesson_plans/at_home.pdf
http://storynory.com/
http://www.smprimaria.profes.net/
http://www.teachnet.ie/resources
http://rubistar.4teachers.org/
INTRODUCTION
Author: Mairéad Ní Chonghaile http://www.teachnet.ie/resources
________________________________________
Hey kids! Have you heard about Dr Hhhht? an unfortunate clumsy soul who accidentally walked into revolving doors while taking a patient into surgery? As a result he is suffering from memory loss, and really needs your help. He needs to regain his memory on how the body works in order to save this patient's life. You and your team-mates are on a mission to locate as much information as possible so that Dr Hibert will be able to fulfill his duties once again!!
*The best of luck on your mission*
For you to help Dr Hibert and complete your mission you will be divided into groups of four. Each group will be given a specific body system
(a) The Circulatory System,
(b) The Digestive System,
(c) The Nervous System,
(d) The Respiratory System.
While working with others you will do all that is in your power to help jog Dr Hhhh's memory, as you are locating information through travelling along the Internet Highway that will provide enough knowledge to accomplish this goal.
THE REDS
________________________________________
THE CIRCULATORY SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Circulatory System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is this system important?
4. As an enquiry one member of the group has to monitor their pulse rate three times a day (on arriving in school, after lunch and just before going home) and record exactly what they were doing prior to taking the pulse on a line graph.
5. How often does the heart beat in an average lifetime?
6. Outline the functions of the four main chambers of the heart.
7. Why is blood also given the name "the fluid of life"?
8. What needs to be working for the Circulatory System to work Properly? (hint: 3 things)
9. What is the difference between red and white blood cells?
10. What is plasma, and why is it crucial for human existence?
11. What are platelets?
12. List and explain the three healthy ways to keep your heart healthy.
13. Can you think of any other ways of having a healthier heart?
14. Summarise your main findings on the Circulatory System
15. Draw a diagram of the various organs of the Circulatory System to help you create your own papier maché of the main organ of the Circulatory System.
16. List interesting facts you discovered about this system.
http://sln.fi.edu/biosci/heart.html
http://sln.fi.edu/biosci/blood/red.html
http://www.wsd1.org/LitOnline/heart3.htm
http://sln.fi.edu/biosci/blood/plasma.html
http://www.wsd1.org/LitOnline/heart9b.htm
http://sln.fi.edu/biosci/blood/platelet.html
http://www.wsd1.org/LitOnline/heart7.htm
http://infozone.imcpl.org/kids_circ.htm
http://www.wsd1.org/LitOnline/heart10.htm
http://vilenski.org/science/humanbody/hb_html/circ_system.html
http://www.wsd1.org/LitOnline/heart1.htm
http://www4.tpgi.com.au/users/amcgann/body/circulatory.html
http://www.innerbody.com/text/card03.html
http://sln.fi.edu/biosci/vessels/vessels.html
http://sln.fi.edu/biosci/blood/white.html
THE GREENS
________________________________________
THE DIGESTIVE SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Digestive System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is digestion important?
4. How long does it take to digest food?
5. Why is the tongue of great importance in the digestive process?
6. Describe the journey of the food once it enters the mouth.
7. What are the functions of the following organs in the Digestive System: the mouth, oesophagus, stomach, liver, small intestine, large intestine and the rectum?
8. How does food move through the digestive system?
9. What causes our stomach to growl?
10. Explain what the following are and what may cause them: (a) indigestion (b) diarrhoea.
11. Name the four food groups and give examples of each.
12. How many servings of each food group should we eat daily?
13. Draw a diagram of the various organs of the Digestive System to help you create your own papier maché of the organ you found most interesting in the digestive system.
14. List some interesting facts you discovered about this system.
http://kidshealth.org/kid/body/digest_noSW.html
http://tqjunior.thinkquest.org/5777/dig1.htm
http://hes.ucf.k12.pa.us/gclaypo/digestive_system.html#So what does the large intestin
http://infozone.imcpl.org/kids_diges.htm
http://www.viahealth.org/disease/digestive/howworks.htm
http://www4.tpgi.com.au/users/amcgann/body/digestive.html
http://infozone.imcpl.org/kids_diges.htm
http://www.digestioninfo.com/diarrhea.htm
http://www.medtropolis.com/VBody.asp
http://www.digestioninfo.com/indigestion.htm
http://www.nal.usda.gov:8001/py/pmap.htm
http://www.mypyramid.gov/kids/index.html
http://www.niddk.nih.gov/health/digest/pubs/digesyst/newdiges.htm#2
THE BLUES
________________________________________
THE NERVOUS SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Nervous System.
2. List some questions you would like answered on this topic at the end of your project.
3. Why is Nervous system considered the master control unit inside your body?
4. What is a neuron?
5. Every animal you can think of e.g. mammals, all have brains but the human brain is unique. Why?
6. "The larger the animal, the larger the brain". This does not mean that the animal with the largest brain is the smartest. Why?
7. What are the sense organs and what functions do they serve?
8. What is the function of the brain, nerves and the spinal cord?
9. What does the blood supply to the brain?
10. To protect and maintain a healthy brain list and give reasons for the ten guidelines given on the website: http://faculty.washington.edu/chudler/brainfit.html . Can you think of any more?
11. Describe in detail: (a) epilepsy (b) meningitis.
12. Complete the following activities http://faculty.washington.edu/chudler/chreflex.html , "Pupil to pupil", "Jump to it", "Knee jerk reflex" and record your findings.
13. Draw a diagram of the various organs of the Nervous System to help you create your own papier maché of the organ you found most interesting in the digestive system.
14. List some interesting facts you discovered about this system.
http://www.howstuffworks.com/brain.htm
http://faculty.washington.edu/chudler/brainfit.html
http://faculty.washington.edu/chudler/chsense.html
http://faculty.washington.edu/chudler/chreflex.html
http://www.medtropolis.com/VBody.asp
http://faculty.washington.edu/chudler/what.html
http://infozone.imcpl.org/kids_nerv.htm
http://faculty.washington.edu/chudler/brainsize.html
http://faculty.washington.edu/chudler/neurok.html
http://www4.tpgi.com.au/users/amcgann/body/nervous.html
http://uihealthcare.com/depts/childrenshospitalofiowa/healthtopics/brainnervoussystem/catbrai.html
THE YELLOWS
________________________________________
THE RESPIRATORY SYSTEM
Now, it's time to get started on this project. In order for this mission to be a success you must complete the following section as best you can.
Let's get cracking, don't keep the patient waiting!!!
*The Best Of Luck Everybody*
Your mission:
1. Make a list of all the information you already have on the Respiratory System.
2. List some questions you would like answered on this topic at the end of your project.
3. What is respiration and what is its value?
4. What is the Diaphragm? Where is it located? What happens to it as we breathe in and out?
5. Answer the following questions using this website: http://www.phila.gov/fitandfun/news/3_27_01/3_27_01.html About how many breaths do we breathe a day? About how many breaths per year? According to this site, how should we breathe correctly?
6. What gases are involved in the respiration process and how are they exchanged in the body?
7. Outline briefly the role of the following in the respiration process: (a) nose (b) throat (c) windpipe (d) bronchial tree (e) lungs.
8. Compare and contrast how we breath in relation to the following:
(a) plants (b) fish (c) birds (d) mammals.
9. Why is smoking bad for our health and how does it affect our lungs?
10. Summarise the following diseases of the respiratory system: (1) asthma (2) tuberculosis (3) emphysema.
11. What are hiccups? What makes us keep hiccuping? How can we stop the hiccups?
12. What is the primary gas that blood gets rid of?
13. Draw a diagram of the various organs of the Respiratory System to help you create your own papier maché of the organ you found most interesting in this system.
14. From the information you have learned so far on this system, do you know what part of the body serves to support and protect your lungs?
15. List some interesting facts you discovered about this system.
http://www.lung.ca/children/grades7_12/respiratory/respiratory_system.html
http://www.sk.lung.ca/content.cfm/kidsmoking
http://www.vilenski.org/science/humanbody/hb_html/respiratory.html
http://www.sk.lung.ca/content.cfm/health
http://infozone.imcpl.org/kids_resp.htm
http://www.fcps.k12.va.us/OakViewES/fred/respiratory.html
http://users.tpg.com.au/users/amcgann/body/respiratory.html
http://tqjunior.thinkquest.org/5777/resp1.htm
http://yucky.kids.discovery.com/noflash/body/yuckystuff/hiccup/js.index.html#
http://sln.fi.edu/biosci/systems/respiration.html
http://www4.tpgi.com.au/users/amcgann/body/respiratory_facts.html
PROCESS
1. Divide into groups of four.
2. You will be working with your partners to collect information and create a doctor's manual.
3. Each group will be working on a different body system and once all the contributions have been made, you will present your manual to Dr Hhhh as a group presentation, in class.
4. Work together to record important facts and make diagrams of the systems you are studying in order to re-jog Dr. Hibert's memory as best you can.
Remember everybody, that when you start working on a new project, sometimes we may need a helping hand. So don't forget to work as a team and help those who may be having some difficulty.
GENERAL RESOURCES:
http://www.kidshealth.org/kid
http://tqjunior.thinkquest.org/5777/tour.htm
http://www.yahooligans.com/content/ka/almanac/bodyfood/index.html
BOOKS:
World Book Encyclopedia on CD Rom.
Encarta Encyclopedia on CD Rom.
Inside the Body, Anita Ganeri, New York: Dorling Kindersley, 1996.
CONCLUSION
Hey Chaps! Well thanks a million everybody all the great work that that you have engaged in, in the past few weeks. You are almost an expert at this stage. Using your presentation of the manual you have succeeded in helping me regain my memory. This allowed me to proceed with my duties in the operating theatre, without upsetting my schedule. The patient sends her regards and is grateful for your contribution.
You should all be very proud of yourselves!!
*You were fantastic*
Isn't the body so interesting? Now we know just how important our body is and the need to take good care of it.
Well Done,
If I am clumsy again I know who to call.
The best of luck in the future,
Dr Hhhh.
EVALUATION
________________________________________
Now kids, you need to keep the following points in mind as you are working to accomplish your mission, to help Dr Hhhh as best you can!!
Your work will be graded by the teacher on the following points:
1. How well you worked as a team in gathering information from the Internet links. Content:
(a) Content related to tasks.
(b) Content included necessary information.
(c) Showed understanding of purpose of project.
(d) Does the content give readers an understanding of the topic.
2. How well you worked as a group in presenting all your work in the doctor's manual (final presentation) Teamwork:
(a) Worked as a team member.
(b) Helped others.
(c) Maintained positive attitude.
(d) Shared responsibilities of roles.
3. Looking at your final product Presentation:
(a) Is your work neat and in order.
(b) Are your diagrams and models clear and easy to understand.
(c) Have you given equal attention to all questions.
(d) Did you relate to the information to the best of your ability.
(e) Showed evidence of effort, creativity and enthuasiam.
As you can see you will be graded on your own work and how well you work with your teammates.
You will be marked according to four different categories outlined in the "Scoring Rubric".
http://rubistar.4teachers.org/
SCORING RUBRIC
Excellent Good Fair Poor
Thorough description of how the body system functions. Good description of how the body system functions. Partial description of how the body system functions. Unclear description of how the body system functions.
At least 10 specific interesting facts about the body system. At least 8 specific interesting facts about the body system. Less than 6 interesting facts about the body system. Less than 4 interesting facts about the body system.
All group members participate in the final presentation. All group members participate in the final presentation. Not all group members participate in the final presentation. One member from group participates in the final presentation.
Presentation of doctor's manual containing clear introduction to the system, how the system works and conclusion. Presentation of doctor's manual containing a good introduction to the system, how the system works and conclusion. Presentation of doctor's manual containing an introduction to the system, and information on the system. Presentation of doctor's manual not clearly put together, with lack of information asked.
Correct punctuation, complete sentences, grammar and spelling accurate. Mostly correct punctuation, complete sentences, grammar and spelling for the majority accurate. Containing numerous spelling mistakes, lack of grammar knowledge. Lacking in some sentence structures. Emphasis not placed on punctuation, too many spelling and grammar mistakes visible. Untidy presentation.
A clearly planned and completed papier maché model showing groups creativity. A planned and completed papier maché model. Papier maché model completed but showed a lack of planning. Shows no planning of the model and model is uncompleted.
Presentation well prepared from beginning to end. Presentation well prepared from beginning to end. Presentation showed evidence of some preparation. Demonstrated little understanding of presented material.
Works well with others and assumes responsibilities. motivates others to do their best, and co-operated with one another. Works well with others and assumes responsibilities. Shows some motivation and co-operation. Works fairly well with others most of the time. Lack of co-operation. Does not work well with others and prefers to work alone. no sharing of responsibilities, showed no motivation to co-operate with others.
Communicates ideas with enthusiasm, proper voice projection, appropriate language projection and clear delivery. Communicates ideas with proper voice projection, adequate preparation and some enthusiasm. Some difficulty in communicating ideas, due to lack of preparation or incomplete work. Great difficulty in communicating ideas due to lack of knowledge of the material as preparation wasn't satisfactory.
ANNEXES
The Life Pump
Science Factfile
o Red blood cells carry oxygen from the lungs to all the cells of the body.
o White blood cells are like soldiers protecting the body.
o ARTERIES are vessels that carry blood away from the heart.
o VEINS are vessels that carry blood back to the heart.
o Blood CIRCULATES--circles--all around your body in about one or two minutes.
o Inside the heart are four hollow chambers. Each chamber is a little pump. The pumping pushes blood all around your body.
The Food Factory
Science Factfile
o When you eat, your body digests the food so your cells can use it to make energy.
o Acids and enzymes eat away at the surface of food to break it down.
o The small intestine is where food is broken down into molecules tiny enough for the body cells to use.
o In the villi are tiny tubes that carry blood called VESSELS. Food molecules are taken into these blood vessels. Once the food is in the blood, it can travel all over the body.
The Control Center
Science Factfile
o The human brain is growing! In 1860 the average weight of a male brain was 3 lbs. Now a man?s brain weighs an average of 3 1/8 lbs.
o There are around 30,000 million nerve cells in the body.
o A nerve cell can transmit 1,000 nerve impulses each second.
The Air Bags
Science Factfile
o BREATH IN -- your body gets oxygen from the air. Rib muscles contract to pull ribs up and out. The DIAPHRAGM muscle contracts to pull down the lungs. Tissue expands to suck in air.
o BREATH OUT -- you get rid of other gases that your body does not need. Rib muscles relax. The Diaphragm muscle relaxes. Tissue returns to resting position and forces air out.
Picture Dictionary. Richmond Publising. Santillana, 1995, 1997
DOCTOR
THERMOMETER
HEADACHE
PATIENT
PRESCRIPTION
A COLD
SYRUP
PILLS
OINTMENT
To nurse
__________________________________________________________
To be sick
__________________________________________________________
To examine
__________________________________________________________
To cough
__________________________________________________________
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