GOOD PRACTICE MANUAL FOR SCIENCE AND MUSIC

GOOD PRACTICE MANUAL
Science. SPAIN

Science. Spain 2
Title 1 Timbre and Duration
Age/level Infant Students 3, 4 and 5 years old
Main Competence Musical and Science Competences
Others competences Linguistic Competence
Time required 2 sessions
Resources Percussion Instruments
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
To work the timbre we close our eyes, to each one that you touch you
have to say a phrase and the others guess who has spoken.
The teacher also sounds an instrument without being seen and they
have to guess.
After Orff instruments are distributed (small percussion) to touch them
and understand that depending on their material will sound more or
less.
Before making them sound they will be asked what they think.
Evaluation
methodology
Very positive. Students were very motivated.
Documentation(links
to photos, videos
etc.)
http://ka2646wixsite.com/music-sound-science

Science. Spain 3
Title 2 The glasses
Age/ level Infant students. 3,4,and 5 years old
Main competence Musical and Science Competences
Other competences Linguistic Competence
Time required 1 session
Resources Water and glasses
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The glass of water is filled at different heights and in each case the glass
is made to sound by rubbing the edge of the cup with the wetted finger.
Depending on the water level, it will sound one height or the other
(sharper or more deep).
Evaluation
methodology
Very positive. Students were very motivated and they wanted to discover
if they could do the same with plastic glasses.
Documentation
(link to photos,
videos etc.)

Science. Spain 4
Title 3 Sonometer
Age/level Infant Students 3,4,and 5 years old
Main Competence Musical and Science Competences.
Others competences Linguistic Competence: Listen to the silence
Resources sonometer
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The levels of the decibels are measured with the sonometer.While
everyone is silent, then singing to measure the sound, and finally
screaming to make a lot of noise. You can see the difference in decibels
that sonometer makes and at the same time they realize that there is
never total silence.
Evaluation
methodology
Very positive. All the students respect the silence and they were very
motivated making noise.
Documentation(links
to photos, videos
etc.)

Science. Spain 5
Title 4 Sound Vibration
Age/level Infant students. 3,4 and 5 years old
Main Competence Musical and Science Competence
Others competences Linguistic Competence: sound height.
Resources Metal plate, bicarbonate and string bow instrument.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We put bicarbonate on the plate we rub the frame on one edge of the
plate.
Depending on the height of the resulting sound, a figure or another is
created with the bicarbonate.
Evaluation
methodology
Very motivated activity for the students.
Documentation(links
to photos, videos
etc.)

Science. Spain 6
Title 5 Communicating glasses
Age/level Infant students. 3, 4 and 5 years old.
Resources Plastic glass and wool
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
In pairs, they communicate through a telephone made with two plastic
cups, placed at the end of a piece of wool.
One speaks (says a word or phrase) while the other listens to the
message, then they change.
When you touch the string when you are emitting sound you realize
that it vibrates, therefore, you understand that the waves pass through
it.
Evaluation
methodology
Very motivated activity for students.
Documentation(links
to photos, videos
etc.)

Science. Spain 7
Title 6 Audacity
Age/level Infant Students. 3, 4 and 5 years old
Resources Digital board and audacity app.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We experiment with the sound waves that produce our voice. We talk
and observe the different "drawings" that are produced.
We also experimented with noise-silence and recorded it.
Evaluation
methodology
Students were very motivated with this activity.
Documentation(links
to photos, videos
etc.)

Science. Spain 8
Title 7 We draw our voice
Resources Handmade instrument made with a can of food, a laser pointer and a
balloon.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The classroom is dark we light the laser pointer and talk through the
part of the can that is open as a "megaphone".
The different sounds cause vibrations that are projected through the
light.
The result is different drawings.
Evaluation
methodology
Very motivated activity.
Documentation(links
to photos, videos
etc.)

Science. Spain 9
Title 8 Sound Duration
Age/level 1st
and 2nd
level of primary 6, 7 and 8 years old
Resources Metallic objects.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The duration corresponds to the time that the vibrations produced by a
sound are maintained. This parameter is related to the rhythm. This
parameter is represented in the wave by the seconds it contains. It is
one of the four essential qualities of sound along with height, intensity
and timbre.Two metallic objects are struck and the sound is heard,
roughly calculating the duration. It is repeated but bringing two threads
that serve as a transmission of sound to the ear.
Evaluation
methodology
The expected objectives are achieved and in most of the students there
is a process of reflection before starting another activity trying to pose
a hypothesis of what may happen.
Documentation(links
to photos, videos
etc.)

Science. Spain 10
Title 9 Why does our voice seem to us different when we listen to it
recorded?
Age/level 1st
and 2nd
level of Primary. 6, 7 and 8 years old
Main Competence Musical and Science Competence
Resources Metal objects
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
When we speak, in addition to expelling sound out of our body, we are
also doing it inward, and this is transported through our bone structure
through the tissues of the head, which by their characteristics, reinforce
the low frequency vibrations, which They give that deeper tone to our
voice.
How is this path that predominates, we listen to the result of this
internal conduction of sound.
The microphones do not record the reverberation of the bones but the
sound waves transmitted in an aerial way, when we listen to our
recorded voice we are eliminating the most predominant and familiar
phase, that of the internal conduction.
And with it, the low frequencies. Two metal objects are struck and the
sound is heard, roughly calculating the duration.
It is repeated but bringing two threads that serve as a transmission of
sound to the ear.
Evaluation
methodology
In addition, they come to understand how our ear is designed, the
different channels of internal communication and how we perceive
objects through sound.
Documentation(links
to photos, videos
etc.)

Science. Spain 11
Title 10 Waves propagation
Age/level 1st
and 2nd
Resources A specific craft object with colors, balls and sticks
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The sound propagates from one place to another through a material
medium such as air, water or wood. In a vacuum, sound cannot
propagate.The propagation of sound involves an energy transport
without matter transport, in the form of waves. As the vibrations occur
in the same direction in which the sound propagates, it is a longitudinal
wave, which is transmitted in a straight line, from the point of
origin.Visualize how the waves travel.
Evaluation
methodology
The intended objectives are achieved. Students understand well how
sound propagates.
Documentation(links
to photos, videos
etc.)

Science. Spain 12
Title 11 Sound Vibration
Age/level 1st
and 2nd
level of Primary. 6, 7 and 8 years
Resources Computer
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Vibration is a quick oscillatory movement of small amplitude of a body
that vibrates or a part of it.
For example: the vibration of the vocal cords in the larynx.
The tone is the number of vibrations per second of that sound.
To verify this, we built a vibration instrument.
Evaluation
methodology
Documentation(links
to photos, videos
etc.)

Science. Spain 13
Title 12 “Despacito” song
Age/level 3rd
and 4th
level of primary. 8, 9 and 10 years old
Resources Human voice and environmental music
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Qualities of sound. Taking as a base the music of the song "Despacito",
the students, by groups, invent a letter about the qualities of the sound
so that it adapts to the music in question. It is put in common and the
activity of singing on the musical base is carried out as if they were in a
real concert.The song is called: "Súbeme el volumen".
Evaluation
methodology
All the students, distributed in groups, participate with great interest for
the creation of the song and already in a large group, to learn and
interpret it.
Documentation(links
to photos, videos
etc.)

Science. Spain 14
Title 13 Sound vibration through the air
Age/level 5th
level of Primary. 10-11 years old
Resources Voice
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Students invent phrases with the letters "p", "b", "f", "d", and emit them
by placing their hands in front of their mouths to feel the vibrations of
the sound. They do tests with different letters verifying that these
phonemes are the most indicated to carry out the experiment.
Evaluation
methodology
The participation is good. All students try different creations. They
understand and learn in an experiential way the difference between the
deaf and the sonorous sounds.
Documentation(links
to photos, videos
etc.)

Science. Spain 15
Title 14 Sound vibration through water
Age/level 5th
level of primary. 10-11 years old
Resources A glass of water and a diapason
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
To check that the sound is transmitted through any elastic medium, we
vibrate a diapason and introduce it into the water. In this way, we can
visually check how sound waves are transmitted through water.
Evaluation
methodology
The activity helps understanding the transmission of sound. Being
manipulative is very motivating.
Documentation(links
to photos, videos
etc.)

Science. Spain 16
Title 15 Duration of the sound
Age/level 5th
Resources Metal instruments of indeterminate sound (triangle and cymbal);
chronometer.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We play at different times a triangle and a cymbal and we see that
being metal instruments have a long sound but that the closer we are to
the instrument, the longer we hear its sound.
We verify in this way that the duration depends on the material of the
instrument, but, our perception varies according to our auditory acuity
and our position with respect to the instrument.
Evaluation
methodology
The activity helps to experience the duration of the sound. It becomes
clear when it is time.
Documentation(links
to photos, videos
etc.)

Science. Spain 17
Title 16 Height and timbre of sound on elastic membrane.
Age/level 5th
Others competences Linguistic Competence.
Resources Plastic can covered by an elastic membrane (latex glove or balloon),
with an opening, baking soda and cardboard tube.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
With the mentioned resources, coupling the tube to the hole of the boat,
we emit a sound through the tube so that this makes vibrate the
membrane on which we have previously cast bicarbonate.
We verify that the bicarbonate acquires different forms depending on
the timbre and height of the emitted sound.
The more acute the sound, the more the bicarbonate expands, and the
more severe it becomes, the more it concentrates towards the center.
Evaluation
methodology
After the first failed tests, the students are able to venture the evolution
of the bicarbonate dispersion according to the partner that emits the
sound. Everyone is attentive and wants to participate.
Documentation(links
to photos, videos
etc.)

Science. Spain 18
Title 17 Sound vibration
Age/level 6th
Resources A can with a plastic membrane (film), pieces of foam and whistle.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The plastic or latex membrane is placed over one end of the can. On
top of the pieces of foam are placed and the sound produced with a
whistle is emitted on them.
The vibrations of the air that come out through the whistle will cause
the foam to move on top of the membrane.It is verified that the greater
the intensity of the sound emission, the more movement of the foam
pieces.
Evaluation
methodology
The activity has been evaluated as very positive since the students have
developed an aspect of cooperation, research and application of
hypotheses, adding the content itself of sciences. Very motivating and
high performance in learning
Documentation(links
to photos, videos
etc.)

Science. Spain 19
Title 18 Bread flute
Age/level 6th
level of primary. 11.12 years old.
Others competences Linguistic and Artistic Competences
Resources Straws and cardboard.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
With straws cut to different sizes and joined with the cardboard, we
found that the sound has different heights.
The bigger the straw, the more deep the sound will be, while the
shorter the straw, the sharper the sound will be when it blows through
them.
Evaluation
methodology
It has been a simple and very motivating activity, since students can
check the result of the experiment with their own voice.
Documentation(links
to photos, videos
etc.)

Science. Spain 20
Title 19 Height sound
Age/level 6th
level of Primary.11-12 years old
Resources Two glasses, water and two matches.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Two glass cups are placed next to each other. One of them is filled with
water and the other is empty. Two matches are placed on the ring of the
empty one and the rim of the one that carries water is rubbed so that it
emits sound (depending on how much water it carries, it will sound one
height or another).
The vibration that is generated is transmitted to the empty cup causing
the matches to move through the ring without touching them.
Evaluation
methodology
It has been very difficult to achieve it. Pupil says that the experiment
worked well at home, but she did not succeed in class. We changed the
experiment for another easier
Documentation(links
to photos, videos
etc.)

Science. Spain 21
Title 20 Height of the sound
Age/level 6th
level of Primary. 11-12 years old.
Resources 2 balloons and water.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We inflate a balloon with air and tie it, fill another with water and tie it.
When we hit them we found that depending on the substance with
which we filled it, each balloon has a different height from the sound
(more sharp or more deep). Depending on the density and / or material
of the substances we use, the sound will be more sharp or more deep.
Evaluation
methodology
It has been a very attractive activity and with a positive evaluation
because the students have differentiated well the two different sounds
in the balloons.
Documentation(links
to photos, videos
etc.)

Maths and ICT. SPAIN

Maths and ICT. Spain 25
Title 1 Five little fingers
Age/level Infant Students 3 years old.
Main Competence Musical and Maths Competences
Others competences Linguistic, Artistic and Corporal Competences
Time required 2 sessions: 45 minutes each.
Resources Crayons, paper, computer to listen to the song.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
1 We listened to the song and saw the video.
2 We greet hello learning number 5.
3 We draw on a big paper (wall paper) our little hands.
4 Recorded the Video.
Evaluation
methodology
Mathematical competence: Children have acquired the concept of 5,
from the manipulation with objects and counting with the fingers. They
could write number 5 too on a paper.
Documentation(links
to photos, videos
etc.)
http://ka2646wixsite.com/musicmatestic

Title 2 We Dance!
Age/level Infant Students. 4 and 5 years old.
Main Competence Digital and Maths Competences
Others competences Learn to learn, Linguistic, Social and Civic Competences.
Resources Tablet, Zowi app, lights, masks/ costumes and two songs: “María” by
Ricky Martin and “Mambo nº 5” of Lou Bega.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The students of 2nd and 3rd of Early Childhood Education have
worked with a robot called ZOWI which works through an APP in the
tablets.
They have been given some instructions with the necessary movements
to dance some choreographies ("María" by Ricky Martin and "Mambo
Nº5" by Lou Bega).
To disguise Zowi and to become Lou Bega or María de Ricky Martin
they have designed and painted masks and prepared a dance scene.
When they have prepared the algorithm according to the templates
indicating the speed, direction, number of steps or facial expression,
have given action to the robot while they have launched the song on the
computer.
Evaluation
methodology
They have become familiar with the Zowi APP and have a
considerable interest in programming.
They have identified directionality, speed and quantity on almost every
occasion and have represented it correctly.
Regarding the coordination of Zowi's movements with the rhythm, they
have adjusted to the rhythm of the dance and have rarely been able to
correct them although it was not a goal either.
When they have had to imitate Zowi in the dance, they have been
successful with the movements and have enjoyed them.
Documentation(links
to photos, videos
etc.)

Title 3 Straight and curved lines.
Age/level 1st
level of primary. 6-7 years old
Main Competence Digital, Mathematical and Musical Competences.
Resources Bee-bot
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Bee-bot: Small groups of 5 or 6 students. It is about creating a strategy,
explaining it to the group, making an assumption of whether or not it is
correct, experimenting, reflecting on the error and correcting it. The
teacher only observes the learning process.Dance of straight lines and
curves: class group. The dance is taught by fragments that
progressively are joined until reaching the final result. The teacher
teaches the dance. The students reflect on what they are doing.Number
of sessions: 4, both for the development of the dance and the
introduction to the bee-bot.
Keep in mind: these concepts are still working today
Evaluation
methodology
The concept of a straight and curved line has been internalized
correctly, demonstrating it in all kinds of paper activities carried out
subsequently. Right-left directionality has been assimilated, except in
two students with learning difficulties.
Documentation(links
to photos, videos
etc.)

Title 4 Maaaths and Halloweeeen!
Age/level 2nd
level of Primary 7-8 years old
Main Competence Musical and Mathematical Competences
Others competences Learn to learn, Social and Civic Competences. Artistic Competence
and English Culture Competence.
Resources Computer to listen and to see the video: “Dem Bones”. Black plastic
bags to decorate the class. White cards to make the ghost, a skeleton
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Taking into account that the students were studying the name of some
bones in the science class, they learned the name of some bones in
English too through the song: “Dem bones”. Also this activity was
elaborate near Halloween.
Students made circles and rectangles with white cards to do the ghosts.
They used the ruler and found different objects as support for to do the
circle.
They cut black plastic bag irregulary (not with ruler) to do the curtains.
The classroom was decorated with these crafts and with a skeleton.
With the English song they invented a choreography using with their
bodies mathematical contents: up, down, right, left, circle, square
taking into account the space.
Evaluation
methodology
Very positive. The students were very motivated with the decoration,
the use of the ruler, the song, to move on the small space and with the
dancing.They found difficulties in concepts as right and left in their
own bodies.
Documentation(links
to photos, videos
etc.)

Title 5 Couples and odd numbers (Imaginary square)
Age/level 3rd
level of Primary 8-9 years old.
Main Competence Mathematical Competence, Social and Civic.
Others competences Linguistic Competence. Cultural expression Competence
Resources Computer to see themselves, projector.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The students are located in rows of 3 participants.
They draw an imaginary square on the ground.
At the rate of 4/4 they are placing one foot on each vertex, all at the
same time.
The activity consists of giving a slap when the "stride" coincides with
an odd or even number (depending on what we are working on at that
moment).
Other worked variants have been multiples of 2 and 4.
Evaluation
methodology
The evaluation consisted of a self-evaluation by the students after
observing the videos. They should reflect on their progress in terms of
coordination of movements skill or the pronunciation of numbers in
English. The result in general lines has been satisfactory.
On the other hand, a written evaluation has been made in which it has
been verified if the students identify and differentiate the odd / even
numbers and know the multiples of two and four, the result being very
satisfactory.
Documentation(links
to photos, videos
etc.)

Title 6 Ordinals song (Satistaction Rolling Stones 1965)
Age/level 3rd
level of Primary 8-9 years old.
Main Competence Linguistic, Mathematical and Musical Competences.
Others competences Social and Civic Competence and Cultural expression Competence.
Resources Computer, projector and video camara.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
This is a version of the song Satisfaction to learn the ordinal numbers
up to 10 in English and vocabulary related to the song.
The students read the karaoke lyrics while they listen to the music.
They have also proposed choreography, they have drawn numbers,
they have designed some guitars and they have been characterized as
rockers for recording.
LETTER: Ordinals, what a trouble !, I can never, say the number, and I
try, and I try ...
The first is the first, the second is the second ... (so until 10)
Evaluation
methodology
The evaluation consisted in a group self-evaluation of the whole class
in assembly. It was about reflecting and evaluating the progress from
the beginning of the activity until the final recording of the song. The
main aspects to evaluate have been the pronunciation in English, the
effort in the elaboration of materials (posters, guitars ...) or the
participation and musical interpretation. The result in general lines has
been satisfactory. On the other hand a written evaluation has been
made in which it has been verified if the students identify the ordinal
numbers in English and some typical phrases of the song like "what a
trouble" or "and I try", being the result very satisfactory.
Documentation(links
to photos, videos
etc.)

Title 7 We count from ten to ten until 100
Age/level 4th
level of primary 9-10 years old.
Main Competence Musical and Mathematical Competences.
Time required 3 sessions.
Resources Computer, youtube: song “count by 10”
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We listen to the song, we repeat the numbers and to learn them better,
we associate a movement with each number. When we listen to the
number we do it with our hands then we sing the song and perform the
movements.
Evaluation
methodology
All students actively participate in assigning a movement to the
corresponding number, strive to sing, with good pronunciation and
move according to the number.
Documentation(links
to photos, videos
etc.)

Title 8 Our Geometric Figures
Age/level 5th
level of primary 10-11 years old
Main Competence Musical mathematical and Digital Competences.
Resources Computer: walk band app, chalk,
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Each group had to draw a different geometric figure on the ground,
with chalk. Giant size Then move freely through it: either through the
lines or inside. We made a joint and we discussed what kind of sound
would be better for the displacement along the line (perimeter) and
inside (area). The conclusion was: Sharp sound for the perimeter and
deep sound for the area. We put music and moved according to the
decision.
Evaluation
methodology
Positive because they realized that there were two different aspects in
the same figure. AREA AND PERIMETER.
Documentation(links
to photos, videos
etc.)

Title 9 Musical figures and Combined operations
Age/level 6th
level of primary 11-12 years old
Main Competence Musical and Mathematical Competences.
Others competences Linguistic and Artistic Competences.
Resources Photocopies.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
They are given a combined operations exercise in which the numbers
have been replaced by musical figures. His job is to transform these
figures in their values to solve later operations.
Evaluation
methodology
The activity has been expensive to carry out.
They do not listen to the instructions and they have made mistakes in
assigning the values of the figures.
It has been repeated twice. In the final evaluation we have seen that
they have strengthened their knowledge of the figures and their values.
Documentation(links
to photos, videos
etc.)

Special Needs. SPAIN

Inclusion 35
Title 1 Games in the park. The shoe behind: “Tris Tras”.
Age/level 1st
and 2nd
level Primary 6, 7 and 8 years old
Main Competence Musical Competence.
Others competences Social and Physical Competences, Linguistic Competence, Natural
Competence. Mathematical Competence.
Time required Four sessions:
● In the classroom, reading the song and searching vocabulary words.
We write new rhymes.
● In the music classroom learning the melody with the rhythm by
imitation.
● In the classroom of Physical Education, learning choreography /
dance.
● Implementation of the game in the park.
Resources Photocopies, pencil and paper. Computer / music.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
ACNEAES students explain to the rest of the class the game of the
shoe from behind that consists of the following steps:
● Students make a circle and sit on the floor.
● A pupil runs around the circle in a clockwise direction while the
others sing the song.
● In a part of the song the group of students ask a question and the one
who dances answers with a number.
● The group begins to have their eyes closed until they reach that
number while the dancer places the sneaker behind one of the seated
students.
● When the final number reaches the students who are sitting, they
open their eyes and look for the shoe. The student who has it behind,
gets up and pursues the dancer.
● You should try to catch him before he takes the place of the seated
child.
● If you do not catch him/her, the child who was sitting becomes a
dancer.
● Start the game again. The linguistic and musical variants were
worked and introduced in language class.
Evaluation
methodology
ACNEAES students have become the protagonists of the classroom.
This has favored their inclusion in the class group, has motivated them,
they have developed their memory, linguistic, personal development,
self-esteem and personal autonomy because they have been "helped"
instead of "being helped".
Documentation(links
to photos, videos
etc.)
http://ka2646wixsite.com/specialmusic

Inclusion 36
Title 2 Musical game. “Pasemisí”.
Age/ level 1st
and 2nd
level Primary 6, 7 and 8 years old
Main competence Musical Competence.
Other competences Social and Physical Competence, Linguistic Competence, Natural
● In the classroom, reading the song and searching vocabulary words.
We write new rhymes.
● In the music classroom learning the melody with the rhythm by
imitation.
● In the classroom of Physical Education, learning choreography /
dance.
● Implementation of the game in the park.
Resources Photocopies, pencil and paper. Computer / music.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
ACNEAES students explain to the rest of the class the “Pasemisí” game
consists of the following steps:
● A couple of pupils directs the game. They stand face to face holding
hands.
● The rest of the students form a line.
● When the couple begins to sing the song, the students that form the
line begin to pass under the arms of the singing couple pupils.
● At the end of the song, the couple catches a student and ask a question
giving two response options.
● As chosen, they will be placed behind one or the other member of the
couple.
● The song is repeated as long as there are students who can pass.
● At the end of the musical game each pair of students will have a row
behind.
● Finally, they will throw each one in one direction to see who is the
strongest.
Evaluation
methodology
This has favored their inclusion in the class group, has motivated them,
they have developed their memory, linguistic, personal development,
self-esteem and personal autonomy because they have been "helped"
instead of "being helped".
Documentation
(link to photos,
videos etc.)

Inclusion 37
Title 3 Speech of the Special Needs Students
Age/level Internivelar (all levels)
Main Competence Linguistic Competence
Others competences Social and Civic Competence.
Time required Two sessions:
● The activity is prepared in the classroom of PT and AL
● It is put into practice in the rest of the school's classrooms.
Resources Books, paper, pencil, color pencils.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
ACNEAES students explain to the rest of the classes in which the
shadow theater activity will consist.
Evaluation
methodology
This has favored their inclusion in the class group, it has motivated
them, they have developed their memory, linguistic capacities, personal
development, self-esteem and their personal autonomy. They have seen
their work recognized by the rest of the school students.
Documentation(links
to photos, videos
etc.)

Inclusion 38
Title 4 Distribution of tickets
Age/level Inter-level (all special needs students).
Others competences Social and Civic Competence. Digital Competence. Musical
Time required Two sessions:
● The activity is prepared in the classroom of PT and AL.
● They are distributed to the rest of the students.
● The tutors work in class different parts of the entrance to a musical
show.
Resources Computer, paper, colors and stickers.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The students design and make the ticket for the show "Shadow
theatre".
Evaluation
methodology
ACNEAES students were able to design the tickets on the computer
through the publisher program.
They participated more actively than in other occasions in the
development of the class with the rest of the group
Documentation(links
to photos, videos
etc.)

Inclusion 39
Title 5 Musical game: Game of chairs.
Age/level 3rd and 4th
Main Competence Musical Competence
Others competences Social and Physical Competences, Mathematical Competence,
Linguistic Competence, Natural Competence.
Explanation of the rules´ game in the classroom.
Once in the park, the students are ready to start the game.
Realization of the game when the instruments begining with a specific
sound.
Players are eliminated, game over for some students.
Resources Rings of the Physical Education classroom. Small percussion
instruments, music class. A big place to play (a park).
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
1.- Explained the rules of the game adapted to special needs students to
be able to perform abroad.
2.- The rings that we are going to use are arranged, instead of the
traditional chairs, in a circle and on the floor.
3.- The students are placed in a circle around the rings that are already
on the ground.
4.- When a couple of children and the teacher begin to play the
instruments with a clear and simple rhythm, the rest of the children
begin to walk around the hoops, to the rhythm of the music.
5.- Pupils who do not stay in a hoop are eliminated when the music
stops.
6.- The eliminated children joins the group of children who play
instruments to follow the game and practice with the instruments.
Evaluation
methodology
Follow the rules of the game, fair play and with sportsmanship and
fellowship.Move to the rhythm of the music marked by the
instrumentalists.Do not push or interfere with the game of other
students.
Documentation(links
to photos, videos
etc.)

Inclusion 40
Title 6 Visit to a butchery
Age/level From 3 years to 12. All Infants and Primary education. (ACNEAES
students)
Main Competence Social and Civic Competence
Others competences Linguistic Competence. Knowledge of the environment. Mathematical,
Digital Competences .Learn to learn Competence
Visit: 2 groups of 40 minutes each.
Resources Computer, internet and the real butcher.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Search for information about what a butcher is.
Preparation of a “longaniza” (saussage) recipe (ingredients, steps to
follow ..)
1st visit to the butcher shop closest to the center, requesting permission
to carry out the activity.
2nd search on the internet of the ingredients of the “longaniza”
(saussage).
Make a book with all school recipes.
Evaluation
methodology
Very positive for participation and interest.
Positive recognition by their colleagues of the work done and their
subsequent explanation.
Knowledge of the elaboration of a typical product of the region.
(Country).
Documentation(links
to photos, videos
etc.)

Inclusion 41
Title 7 Power point of ¨Lardero´s Thursday¨
Age/level All Primary levels with Special Education children.
Main Competence Digital competence.
Resources Computers: Photo editing. Power Point Management. Internet
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Among all the students, the format of the different PowerPoint slides
was decided:
● In pairs they investigated about the party and, helped by the teachers,
pupils typed the information.● They searched for images, related
music, songs (insert the one that will be sung in the playground on the
8th) ... to insert in the presentation.● We remember the basic notions
for the elaboration of a Power Point.● After searching the Internet, we
analyze what kind of information we could put in our work for
“ThursdayLardero”.● We write in a word the information to insert later
in the slides.● We do the same with the photos we are going to put on
it. ● We upload it to Drive and Facebook so all the Educational
Community could know the content of the party that was to be
celebrated.
Evaluation
methodology
All students participated with a high level of motivation and they learn
to make a power point.
Documentation(links
to photos, videos
etc.)

Inclusion 42
Title 8 Make a Leaflet of Lardero´s Thursday.
Age/level All Primary levels but only special needs students.
Main Competence Digital Competence.
Resources Tablets and computers: Photo editing and introduction to the
management of Publisher.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
It begins by teaching several types of leaflets and explaining what it is,
what it is for, how we can make one, practical ideas, ...The leaflets are
read and they are analyzed what kind of information we could put in
our own triptych of Thursday Lardero. We make a sketch, distribution
of the space with all the basic ideas that we would like to put on. We
research in Internet the necessary information that we are going to
show in the leaflet and we copy it in a word. We do the same with the
photos that we are going to put on it. We started in the Publisher. We
do familiarization activities with this program. We created the leaflet.
Text montage of selected images. We work with relaxing music in all
these activities. We distribute it for all classes.
Evaluation
methodology
The students to see the final product have felt very accomplished with
the result. It has cost more time than the one planned from the
beginning. The great motivation for the activity has made them follow
all the steps carefully to be able to successfully take the work forward.
There has been a very positive Feedback when it has been distributed
by the classes, and their own classmates have congratulated them for
the work they have done.
Documentation(links
to photos, videos
etc.)

Inclusion 43
Title 9 Musical games. Dance duels
Age/level 5th and 6th grade of Primary 10 - 12 years
Others competences Cultural and Artistic Competence. Social and Citizen Competence
Time required 20 minutes
Resources Music player. Speakers. Microphone
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The students were distributed in 2 rows of 20. When the music begins
one of the groups begins to dance and then the other as an alternative.
The artistic skills were valued by a jury formed by Special Education
students who scored each of the performances.
The students participated with great motivation because they could
dance in a creative way.
The jury acquired a leading role in the evaluation of the dancing.
Evaluation
methodology
All the students, as a whole, learned the dynamics that are established
in a contest in which some win and others lose, accepting the result.
Documentation(links
to photos, videos
etc.)

Inclusion 44
Title 10 Musical games: Music in the park. The musical caps
Age/level 5th and 6th level of Primary. 10 - 12 years
Others competences Cultural and Artistic Competence. Social and Citizen Competence
Time required 20 minutes
Resources Music player. Speakers. Microphone
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The students are sitting in a single circle. Each is given a paper hat,
previously made in class. The music sounds and the students must
change them with the companion located to their right, trying to follow
the rhythm. When the music stops, they change the direction of the
exchange, while the musical rhythms change.
Evaluation
methodology
The students participated with great motivation having fun for the
situations that the exchange is producing: students without hats,
students with various hats, broken hats ...Everyone welcomed this
activity, favoring work in a large group and accepting the mistakes of
colleagues.The wind affected in part the development of the activity.
Documentation(links
to photos, videos
etc.)
List of songs
"Living life" Marc Anthony
"Satisfaction" Rolling Stones
"Two gardenias" Antonio Machín
"March Radetsky" Johan Staruss
"Paquito Chocolatero" Pasodoble
"Can not touch this" Mc Hammer
"The gorillas" Melody
"The Pink Panther" Soundtrack

Inclusion 45
Title 11 Poster advertising the activity.
Age/level From 6-12 years From 1st to 6th level of Primary
Main Competence Linguistic Competence. Artistic Competence
Others competences Social and Citizen Competence. Digital Competence
Time required 4 sessions.
Resources Internet, consumables
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Distributed in:
Search for information through the internet.
Printing of collected information.
Enlarge and photocopy the selected making the poster and placing it.
Evaluation
methodology
Great motivation for what our students of Special Education meant to
make a poster in which the whole school was identified.Participating
and bringing originality and creativity.
Documentation(links
to photos, videos
etc.)

Inclusion 46
Title 12 Longaniza Recipies
Age/level All levels Special needs students.
Main Competence Linguistic Competence.
Others competences Knowledge of the Social and Cultural Environment and Mathematical
Competences
Time required Two weeks (10 sessions)
Resources Photocopy of the template for the development of the activity.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Students were given a copy with the main sections for the realization of
a recipe that had as an ingredient the longaniza. The recipes were made
at home and a recipe book that was left in the library was completed.
There has been a lot of participation. The recipe book has two volumes.
Families have been very involved. We have received very varied
recipes. Some of us have tried them in class.
Evaluation
methodology
All the students were very motivated and wanted to write and
investigate about recipes.
Documentation(links
to photos, videos
etc.)

Inclusion 47
Title 13 Making puppets
Age/level All the special needs students.
Main Competence Artistic Competence
Others competences Digital and linguistic Competences.
Time required One week: (5 sessions)
Looking for information. Copy of the silhouettes. Cutting and
construction of the silhouette. Information resources. Suitable materials
for its preparation.
Resources Sticks, black cards, glue, computer, paper and pencils.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
1. Choice of the story.2. Selection of the characters and the scenario.3.
Drawing of the silhouettes.4. Trimming the contour.5. Construction of
the mobile or puppet.
Evaluation
methodology
The expression and understanding of texts, the preparation of materials,
the right symbology and the representation by themselves was a very
good experience for our students. (Special Needs)
Documentation(links
to photos, videos
etc.)

Inclusion 48
Title 14 Sociogram
Age/level 1st to 6th level. From 6 to 12 years old
Main Competence Social and citizen Competence.
Time required One day (1 session)
Resources Paper and pencils.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Find out the degree of acceptance of students with educational needs.
Know the relationships between students of different groups.
Determine the acceptance and rejection of different aspects of the
school.
Application session of the initial questionnaire.
Application session of the final questionnaire.
Evaluation of the results.
Exhibition and sharing with the teaching team.
Evaluation
methodology
Analysing of the results we could appreciate, that the project was an
important inflection point in acceptance of students with special needs.
Documentation(links
to photos, videos
etc.)

Inclusion 49
Title 15 Shadow theatre
Age/level All the students, Infants and Primary for 3 years old to 12 years.
Others competences Artistic Competence. Musical Competence.
Time required 3 sessions for the elaboration of the materials. 4 sessions reading,
memorization and expression the fairy tale 5 sessions representing the
theatre for all the school groups. 12 sessions
Resources Music sound system, puppets and a big sheet.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Search for information on the internet.
Memorization of a script.
Attention and listen.
Eye-manual coordination.
Respect for the intervention turn.
Use microphone and speakers.
Selection of musical audios.
1.- Theater of shadows based on the children's story: "The three little
pigs" related to the reason for the celebration (the longaniza is made
with pork).
2.- Search and elaboration of the text and the silhouettes.
3.- Stage preparation and focus of light.
4.- Distribution of tasks: narrator, characters, silhouettes, music.
5.- Carrying out the tests.
6.- Representation before the students of the school.
Evaluation
methodology
The choice of the shadow theatre supposes to facilitate the learning of
the script given the difficulties of language that the group of students
has got in the learning process. Participation has been adequate for the
students given the variety of activities. The objective of representing
for all school students was a special motivation.
Documentation(links
to photos, videos
etc.)

Inclusion 50
Title 16 Pass misi
Main Competence Social and civic Competence. Cultural and artistic Competence
Time required 10 minutes. During 3 days.
Resources A row and music sound system or computer to listen to the song.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Outdoor space and 24 children's education students.
1.- Children's ACNEAE students teach us the song and explain the
game to us.
2.- We organize the students in a row and choose two captains.
3.- The captains, shake hands, making a bridge.
4.- ACNEAE students ask the captains, what ice cream flavor they like
the most.
5.- One captain chooses longaniza and the other sausage.
6.- The other children sing the song while they go under the bridge,
making a circle.
7.- When the song ends, the bridge closes, trapping a child and asking
him what he wants: Longaniza or saussage.
8.- Depending on the choice, it is placed behind a captain or another.
9.- The game is repeated, in the same way.
Evaluation
methodology
The students of three years had certain difficulties to understand the
game. The students of four and five years old understood the game
better, but soon they were so tired.
Documentation(links
to photos, videos
etc.)

Inclusion 51
Title 17 The potato ring
Main Competence Social and civic Competence. Musical Competence.
Others competences Linguistic Competence. Cultural and artistic Competence
Time required 10 minutes. 3 days
Resources Computer to listen to the song.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Outdoor space and 24 children's education students.
1.- The ACNEAE children's pupils teach us the song: Potato ring
2.- We repeated the song three times.
3.- They teach us dancing.
4.- We do the dance and sing the song.
5.- We repeat 4 or 5 times.
Evaluation
methodology
The students have actively participated and enjoyed the new game.
ACNEAES students, has developed correctly with the explanations and
have gained importance in the group.
Documentation(links
to photos, videos
etc.)

Learn to learn. SPAIN

Learn to learn 53
Title 1 I change the lyric!
Others
Competences
Social and Civic competences.
Time required 2 sessions. 45 minutes each.
Resourses Students imagination.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
1. We propose to make a letter for our hymn.
2. The students propose that is hot, they can say something about spring.
3. We listen and listen to the melody several times.
4. On it we play with the words and we will place them in every musical
note.
Evaluation
methodology
It has been difficult for the students to fit the words with the hymn. Once
the letter (lyric) has been established, they have stored and sing
correctly.
Documentation
(links to photos,
videos etc.)
http://ka2646wixsite.com/musictolearn

Learn to learn 54
Title 2 We sing and dance, spring is coming!
Age/ level Infant students. 3, 4 and 5 years old.
Main competence Musical Competence Linguistic Competence
Other competences Social and civic Competence. Cultural expressions Competence
Resources Computer to listen to the hymn
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
1. We did a choreography among all, pretending they are singing. 2. We
sing the song and we do different gestures. 3. We will decide what
gesture like more.4. We memorize and represent.
Evaluation
methodology
This task has been more simple than inventing a letter for the hymn.
Legends have begun to represent with the body or what are they listening
to.
Documentation
(link to photos,
videos etc.) http://ka2646wixsite.com/musictolearn

Learn to learn 55
Title 3 We show you our dancing for the hymn!
Main Competence Learn to learn Competence.
Others
Competences
Musical Competence. Linguistic and Maths Competences.
Resourses Tablets and computer.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
1. We explain that we have to be dancers teachers.2. We distribute the
tasks to each child.3. Each student explains how to make a step of the
choreography.4. We record the choreography with the tablet.5. We make
a video-tutorial.
Evaluation
methodology
The process of explaining the step has been simple. Recording with the
video and making the video-tutorial has been funny.
Documentation
(links to photos,
videos etc.)

Learn to learn 56
Title 4 To dance!
Age/level 1st level of Primary: 6-7 years
Main Competence Musical Competence.
Others
Competences
Cultural and Artistic Competence. Autonomy and personal initiative.
Time required 1 session of 60 minutes
Resourses Computer and tablet for recording
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The students already know the lyrics of the song.
They are distributed in 5 groups of 4 students.
They are placed in pairs facing each other with a separation distance of
at least two meters.
They propose steps and movements to each verse.
They are interpreting and we are left with the one they like the most.
It is rehearsed several times and when they have it internalized the class
is divided into two groups to perform the complete choreography.
Evaluation
methodology
Very positive. This class likes dancing a lot and they are continually
inventing new steps for the fashionable songs. Advantages: the slowness
of the song allows them to be placed on time in their place.
Documentation
(links to photos,
videos etc.)

Learn to learn 57
Title 5 I´m also a youtuber!
Age/level 1st
level of Primary 6-7 years
Main Competence Learn to learn Competence and Musical Competence
Others
Competences
Autonomy and personal initiative. Digital Competence. Linguistic
Competence
Time required 1 session of 60 minutes
Resourses Computer, digital screen and projector, tablet.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We reflect on how we have invented and learned song and dance.They
explain it first in front of the class and then we record it.
Evaluation
methodology
Very positive. They have had a lot of fun. Final editing of the video is
planned and they reflect on what they have done well and what could be
improved.
Documentation
(links to photos,
videos etc.)

Learn to learn 58
Title 6 Our song
Age/level 1st level of Primary: 6-7 years
Others
Competences
Musical and Mathematical Competences
Resourses Computer, digital screen, projector.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Previous activity: the children learn the song Like a little flower in music
class
1.- In class: reflection on how to compose a small verse with rhymes.
2.- Think about the activities that we carry out during the school year in
the language classroom: reading, writing, inventing, learning poems, etc.
3.- Be part of the first letter made by a teacher of the school and are
analyzed each of the verses: syllabication, counting, accentuation,
intonation and rhyme.
4.- They are inventing the verses.
5.- They wrote them before memorize the song.
6.- The teacher transcribes them to score.
Evaluation
methodology
Very positive because the weekly memorization of a poetry and the work
of creating invented verses has helped them a lot in this task.The biggest
difficulty is to start the first verse.
Documentation
(links to photos,
videos etc.)

Learn to learn 59
Title 7 We discover what a hymn is
Age/level 2nd
Main Competence Linguistic and Musical Competences.
Others
Competences
Digital Competence.
Time required 4 sessions: 45 minutes
Resourses Computer: Youtube and noteflight. Digital board.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
1.- Discover what is hymn looking in internet information and listening a
part of the 9th
Symphony of Beethoveen.
2.- Recognize the hymn of Joy, hymn of the European countries.
3.- Listen to our own hymn: “like a little flower”.
4.- Look for the lyric for our hymn. Students wanted to named the five
countries of our Erasmus.
Evaluation
methodology
Very positive. Students wanted to learn more about other musicians
and they made a small relationship between classical music and
nowerday music.
Documentation
(links to photos,
videos etc.)

Learn to learn 60
Title 8 How can we dance a hymn?
Age/level 2nd
Main Competence Musical Competence. Learn to learn Competence.
Others
Competences
Digital and Maths Competences.
Time required A session: one hour.
Resourses Computer, digital board and the class.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
1.- Students listen to hymn through the digital board and with the
Noteflight program, few times.
2.- They decided to do some choreography movements for the chorus
and others for our Spanish part of the hymn.
3.- Up, down, front back, make a circle, use your hands to draw a heart,
use your hands to join one
Evaluation
methodology
Very positive. Students used their imagination, some movements of the
Physical Education class, some mathematical concepts even how to use
the space. They were very motivated.
Documentation
(links to photos,
videos etc.)

Learn to learn 61
Title 9 Let´s dance
Age/level 2nd
level of Primary 7-8-years old
Main Competence Musical Competence. Learn to learn Competence
Others
Competences
Digital Competence
Time required 1 session. 50 minutes
Resourses The class, computer with noteflight program and a tablet to record them.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Student dance the choreography that they wanted to show meanwhile
they were listening the hymn.The teacher recorded them in a tablet to use
a “video show” app to elaborate the tutorial.
Evaluation
methodology
Very positive. Students were very motivated and at the end happiness
made them to jump and join together.
Documentation
(links to photos,
videos etc.)

Learn to learn 62
Title 10 "A better world" (Song to complete the second part of "Like a
little flower")
Age/level 3rd level of Primary (8 or 9 years old)
Others
Competences
Sense of initiative and entrepreneurial spirit. Social and Civic
competences.Cultural expressions.
Time required 2 sessions:1 h and 1/2
Resourses Computers and Projector. Noteflight program
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Composition of the lyrics of a song about a melody. The tutor composes
a letter that presents the students and they introduce changes in a large
group.
Evaluation
methodology
Some students have been involved in the letter and everyone has learned
it in the established time.
Documentation
(links to photos,
videos etc.)

Learn to learn 63
Title 11 "Like a little flower" (record the video) (With part in English, in
Spanish and with gestures)
Age/level 3rd level of Primary (8 or 9 years old)
Main Competence Awareness and cultural expressions. Social and Civic competences.
Others
Competences
Linguistic Competence. Sense of initiative and entrepreneurial spirit.
Mathematical Competence
Time required 2 hours and a half approx. The volunteers in learning the gestures
language (deaf) to teach them to classmates 3 hours and a half approx.
Resourses Computers, Projector, Tablet camera to record. It has been used,
youtube, Pinterest to find information about gestures, movie maker ...
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
During several days the lyrics are tested in English and Spanish with the
demo that is posted on the "musictolearn ..." drive (usually at 9 in the
morning when they enter school). A friend of the tutor who is also PT
teacher knows sign language and has sent us two videos indicating the
gestures of the letter in Spanish that we had previously composed. This
helps us to investigate sign language. All students participate and share
their research in a large group (Who invented it and when, what is it ...?)
Several students teach the rest of the class some gestures they have
learned and we conclude that it is a very intuitive language. A group of
students volunteer to stay at recesses and learn the lyrics of the song in
Spanish sign language. Later they will teach the gestures to the rest of
the class in language, maths ...
When everyone learns the gestures we rehearse, repeat, the song two or
three times every day ...
We record ourselves and we see ourselves in the projector to correct the
defects since we see that it is a very difficult language and that you have
to be "very precise" so that you understand us.
Evaluation
methodology
The result is very satisfactory. This activity has helped us to become
aware of the communication difficulties that deaf people have. Also that
in spite of the difficulties, with effort and creativity all the obstacles can
be overcome. All the students have learned the letter and the gestures
and have researched on the subject. In general, satisfaction is observed
for having managed to "record successfully" the song.

Learn to learn 64
Documentation
(links to photos,
videos etc.)

Learn to learn 65
Title 12 "Like a little flower" (tutorial). We have focused on the language of
spanish signs.
Age/ level 3rd level of Primary (8 or 9 years old)
Main competence Social and Civic Competences. Learn to learn and Musical
Competences.
Other competences Competence in linguistic communication. Sense of initiative and
entrepreneurial spirit. Awareness and cultural expressions.
Time required 1/2 hour The voluntary students 1 hour approx.
Resources Computers, Projector, Tablet camera to record. Photocopies with
dictionary of Spanish sign language.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Volunteer students to learn gestures and teach them to classmates have a
"prize": be responsible for doing the TUTORIAL. This tutorial will
consist of some questions to several companions to go unveiling as we
have learned the gestures or recorded the song or what we have
investigated of the Spanish sign language. Being a sign language, the
recording already shows which gesture corresponds to each word.
Among the participants, they choose the "presenter" who will be
interviewing for the classmates to understand the learning and recording
process. As in the end we were short of time, we decided to make an
introduction to the recording to explain how the task has developed since
with the questions it is not entirely clear (it is because of to the teacher
and that there was little time left to record).
Evaluation
methodology
The result is satisfactory although if you had enjoyed more time the
result would have been better since in the tests the students were more
relaxed and expressed themselves more clearly.
However, the main objective of this activity has been met: to be aware of
the learning process and that any task is an effort and dedication.
Documentation
(link to photos,
videos etc.) http://ka2646wixsite.com/musictolearn

Learn to learn 66
Title 13 We compose the Erasmus hymn.
Age/ level 4th level of Primary. 9-10 years old
Main competence Linguistic Competence
Other competences Musical and Mathematical Competences.
Time required A session of one hour in the classroom and then at home to pass it to
Noteflight.
Resources Computers, Digital board, projector, paper and pens.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Digital board where we project the model letter.
Karaoke to listen to the music and see the final lyrics in English.
By teams they were thinking the verses of the two stanzas.
When they were put together, those that we considered more appropriate
I was writing them down in the Digital board, and then they copied them
in their notebooks and learned them.
Evaluation
methodology
Positive, everyone participated actively.
Documentation
(link to photos,
videos etc.)

Learn to learn 67
Title 14 We create a choreography.
Age/level 4th level of Primary. 9-10 years old.
Main Competence Linguistic and Musical Competences.
Others
Competences
Digital Competence
Time required A session of an hour.
Resourses Karaoke with music and lyrics of the anthem. Digital board where we
project.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Students have learned the hymn, they already sing it well. Now, teams
must think of movements.When each group has the movements, it shows
the rest of the class. We vote and decide which one to dance.
Evaluation
methodology
Positive, everyone participates with interest.
Documentation
(links to photos,
videos etc.)

Learn to learn 68
Title 15 We recorded the choreography tutorial.
Age/level 4th level of Primary 9-10 years old.
Others
Competences
Linguistics and technological Competences.
Time required A session of an hour.
Resourses Karaoke, Digital board, video camera and video editor.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
After rehearsing the hymn and the choreography we tell them that we are
going to record the tutorial, we distribute tasks and we make the video
tutorial. Then with the editor the teacher put titles and upload it to
YouTube.
Evaluation
methodology
The students have participated, in general, correctly. They have learned
lyrics, dance and they have sung it.
Documentation
(links to photos,
videos etc.)

Learn to learn 69
Title 16 Change the letter of the song in Spanish
Age/level 5th level of Primary 10-11 years old.
Main Competence Learn to learn Competence
Others
Competences
Linguistic and Digital Competences
Time required 2 sessions: 2 hours.
Resourses Specific music program: Noteflight
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The activity consisted in changing the lyrics of the song in Spanish. For
this, students first study the syllables of each word and which of them
carried an accent. Once we had the basic structure, by groups, we
created a letter. Then it was put in common, to get a single unique letter.
We sing it and we record it on video.
Evaluation
methodology
It is a hard job to create an appropriate letter to match the accents. The
final result is positive because it is a creation of its own and the students
are motivated and excited to sing their own song.
Documentation
(links to photos,
videos etc.)

Learn to learn 70
Title 17 Choreography of the Hymn
Age/level 6th level of primary 11-12 years old
Main Competence Learn to learn and Musical Competences
Others
Competences
Linguistic, Digital, Cultural, Social and citizen Competences
Resourses Computer, digital screen.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The group of students was asked to participate in designing the
choreography with which we would dance the hymn in groups. Since the
attitude was not correct, a group of four students who were working with
their classmates sentence by sentence were assigned. They explained,
they danced alone and they did it with the whole group.
Finally we linked all the verses and made the recording.
Evaluation
methodology
It has been difficult to motivate them. In general they have been very
little participatory. They do not be to do well.
They are not aware that you have to record the work and send it.
Documentation
(links to photos,
videos etc.)

Learn to learn 71
Title 18 We write the verse of our hymn
Age/level 6th level of primary 11-12 years old.
Main Competence Linguistic, Digital, Cultural and Musical Competences
Others
Competences
Mathematics and Social and Citizen Competences.
Resourses Computer, digital screen, web Noteflight.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Taking advantage of a split of the group, we worked two verses of the
part in Spanish of the hymn. Possible ideas were considered, the pulse
and the number of syllables were analyzed to fit the letter and the
different contributions of the students of each group were combined to
do their stanza. Subsequently, the "Noteflight" page was used to enter
the letter and check the fit.
Evaluation
methodology
It has been motivating. It has facilitated students the knowledge of a new
tool.
Documentation
(links to photos,
videos etc.)

Learn to learn 72
Mother tongue. SPANISH

Learn to learn 74
Title
1The blind little hen
Age/ level
Infant Students. 3 years old
Main competence
Linguistic Competence
Musical Competence
Other competences
Active listening and Emotional Intelligence.
Time required
1 session
Resources
The voice and small instruments as a triangle.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
A girl with blindfolds will go in the direction of the sound that a partner has
issued.
Students make a circle and in the center a girl is placed.
Next they are blindfolded and given three turns, and one of the girls starts
playing an instrument or making sounds and the girl has to go there.
Evaluation
methodology They have liked the activity-game. Playing with closed eyes at first made them
feel a bit shy but later it was fun. They have been attentive and have made it
without difficulty.
Documentation
(link to photos,
videos etc.)
http://ka2646wixsite.com/cuentosconmusica

Learn to learn 75
Title
2 Winter song
Age/ level
Main competence
Musical Competence
Other competences
Active Listening. Oral Expression and Emotional Intelligence
Time required
1 session
Resources
Computer and flash cards
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Students listen to the song.
Girls repeat each of the phrases of the lyrics of the song that the teacher says:
Teacher: we like winter
Girls:
Teacher: Why would we like it?
Girls:
Teacher: for the white snow
Girls:
Teacher: and for Christmas
Girls:
The teacher a second time will emphasize the sentences and the girls will repeat
imitating the intonation.
Finally, they sing the song.
Evaluation
methodology We have used this song to introduce Winter Season.
Being simple they have not had difficulty performing each of the parts of the
activity.
The song will be learned in successive situations.
Documentation
(link to photos,
videos etc.)

Learn to learn 76
Title
3 Papa´s Car
Age/ level
Main competence
Musical competence
Other competences
Oral Expression. Active Listening. Emotional Intelligence
Time required
3 sessions
Resources
“Cantacuentos”. It´s a Spanish CD (Compact Disc) where the fairy tales are
sung.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The first session we listen to the song and identify the parts in which we have
to make gestures:
Strolling in the car: we take the steering wheel we drive.
Play the horn (pi-pi-pi): hands up three times.
Go through a tunnel: bend over.
Curves come: make circles.
They come bumps: we jump at the same time they say: OPS!
In the second session we review the gestures, sing and make the corresponding
gestures.
In the third session, with the music of the CD, we dramatize it whole.
Evaluation
methodology They loved this activity. Students have learned the song very quickly and have
made the gestures correctly established.
Documentation
(link to photos,
videos etc.)

Learn to learn 77
Title
4 Animals´ Carnival
Age/ level
Musical Competence
Other competences
Active Listening. Oral Expression. Emotional Intelligence
Time required
2 sessions
Resources
Computer, internet with animals sounds.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Sitting in a circle we hear different sounds of farm animals to discover in each
case what animals they are.
It will also be discussed if they make a deep / short and long / sharp sound.
Example rooster = sharp
Cow = long
ONOMATOPOEIAS
Evaluation
methodology It is verified that there are certain animals that do not distinguish when their
real sounds.
They are very used to hearing sounds of animated animals.
Documentation
(link to photos,
videos etc.)

Learn to learn 78
Title
5 Dancing with Kandinski
Age/ level
Musical Competence
Other competences
Time required
2 sessions
Resources
Vasili Kandinsky paintings collection (internet)
Piano Concert No. 23 in LA MAYOR, Mozart
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
While the paintings of Kandinsky are happening on screen, we listen to
Mozart's music.
In a second pass, we will verbalize what we see in each of the pictures.
We end up moving around the classroom freely to the rhythm of the music.
Evaluation
methodology
As they had done a workshop about Kandinsky a few days before, many of the
pictures were familiar to them and they have remembered and verbalized many
things that were explained to them in the Workshop.
Documentation
(link to photos,
videos etc.)

Learn to learn 79
Title
6 My little hands song
Age/ level
Musical Competence
Other competences
Time required
2 sessions
Resources
“Cantacuentos”. Spanish Compact Disc where the fairy tales are sung
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
In several sessions:
We listen to and watch the video of the song “The little hands”. We are
learning it.
We sing and do the gestures we see in the video.
We repeat it several times.
We can do turns with our backs to the screen.
Evaluation
methodology They have liked to move their hands to the rhythm of the song and especially
the first part of this song they have learned it very well.
Documentation
(link to photos,
videos etc.)

Learn to learn 80
Title
7 Animals language
Age/ level
Musical Competence
Other competences
Time required
2 sessions
Resources
Video-fairy tale: “Pretty Ritty”
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Before watching the video we talked about the emotions that appear in the
story.
We work them and we adopt them to the characters.
We express them with gestures.
We work the onomatopoeia of each animal and express them with voice
Evaluation
methodology
They have been very attentive and participatory. Since the previous session,
(13, Carnival of the animals), they have advanced a lot in terms of the
reproduction and discovery of onomatopoeias.
Documentation
(link to photos,
videos etc.)

Learn to learn 81
Title
8 Painting with Wagner
Age/ level
Musical Competence
Other competences
Time required
3 sessions
Resources
Computer, internet, Richard Wagner music, colors and paper.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Taking advantage of the fact that we are getting to know the painter Kandinsky,
we find that he liked to listen to Wagner.
We started to investigate and listen to what music he was doing.
We look for it in Internet and we listened to some of its more representative
works.
The emotions that it generates appear quickly and in each and every one of the
students.
Some emotions we like, but those that produce fear, anguish, etc., obviously
not.
How we are now "Kandinsky", we get "hands on" and start to draw and paint
representing the work that we want.
Evaluation
methodology It has been very curious for the teacher that each one of them has reflected in
"his work of art", what he has suggested to them.
Each student has explained what he has done and why very briefly.
Many have chosen storms.
The next day we explain it in a much quieter way while we listen to the part of
the work they have chosen.
I find it very curious, to verify that with music, they give many more details,
not only of shapes and colors but of emotions.
Documentation
(link to photos,
videos etc.)

Learn to learn 83
Title
9 We are Dubbing Actors
Age/ level
Musical Competence
Other competences
Time required
4 sessions
Resources
Different cartoon film: Looking for Nemo, Toy Story, etc.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We already have the video with our soundtrack, but now our characters need to
talk.
We know a little about how cartoon films are made and that people put voices
to them.
We played to see and hear fragments and imagine what the actors will be like:
- Looking for Nemo - Dory- Anabel Alonso
- Buzzlightyear (toy) - Jose Luís Gil
- Srek- the cat with boots- Antonio Banderas.
- Stan by me Doraemon- Alaska and Mario.
Evaluation
methodology Activity valued very positively, because the objectives and contents have been
achieved:
Exploration of the sound possibilities of the voice, of the own body, of
everyday objects and musical instruments as well as the identification of
different voices and adapting them to situations and characters.
Documentation
(link to photos,
videos etc.)

Learn to learn 84
Title
10 Music speaks
Age/ level
Musical Competence
Other competences
Time required
3 sessions
Resources
Pixar films, computer
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We watch short films in silence.
Pupils ask why there is no dialogue.
We see the films again with music and realize that there is no dialogue but that
music tells us and tells things that happen or that are going to happen.
After the children verbalize what happens in each short film.
Evaluation
methodology
Activity in which everyone has participated very actively.
There are many differences when it comes to interpreting what happens in the
story and also when it comes to verbalizing it.
Documentation
(link to photos,
videos etc.)

Learn to learn 85
Title
11 Opera
Age/ level
Musical Competence
Other competences
Time required
2 sessions
Resources
Computer. Listen to “La Traviata”
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
In large group we heard the famous opera:
We see a fragment.
We sing like them, a deep voice when men and sharp voice when women sing.
3. Only listening to the men voices, male students dance and the girls dance
when the women sing.
Evaluation
methodology
It has been a very motivating and surprising activity, because some had never
heard opera. Some difficulties are observed (as is normal), when they
themselves make a deep and sharp voice, although they discriminate very well.
Documentation
(link to photos,
videos etc.)

Learn to learn 86
Title
12 We choose soundtrack
Age/ level
Musical Competence
Other competences
Time required
2 sessions
Resources
Computer, internet, cartoon films.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We already have our film but now, we need the soundtrack.
Students have already worked with the short films so they are who ask me to
find music for them.
Teacher selected some songs, instrumental and with lyric.
Students see the main scenes and listen to short snippets of these songs.
We understood that not all of them have to be everywhere.
We choose in which scene each one goes.
Evaluation
methodology Almost unanimously they have chosen what they wanted for what fragment and
describing very well the reason for their choice.
The songs suggested clear moods, but they were of very different genres, from
classical to heavy music.
Documentation
(link to photos,
videos etc.)

Learn to learn 87
Title
13 Let´s dance!
Age/ level
Musical Competence
Other competences
Time required
1 session
Resources
Audiovisual. Tracks: "The sugar fairy" "Symphony of toys", sounds of
screams, music of robots ...
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The teacher indicates a mood, character, intonation mode ... so that the students
adapt the phrase to their context.
Those that appear in the video as an example are:
sad, happy, angry, serious, scared, asking,
affirming, loud voice, low voice, in silence, like a robot, like a zombie, like a
robot, like a giant ,
quickly and slowly.
Evaluation
methodology
In general, they do it well, although they find it hard to be silent.
Documentation
(link to photos,
videos etc.)

Learn to learn 88
Title
14 The band
Age/ level
Musical Competence
Other competences
Time required
1 session
Resources
Storytelling Collection
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The teacher performs the storytelling and interpretation of the story, performing
the praxies and asking the students to repeat them.
At the end of the story, questions are asked about the story told and the
characters.
Evaluation
methodology The children have performed the oral and facial praxis after several repetitions
and have worked correctly rhythm, auditory discrimination, vocabulary,
comprehensive and expressive language.
Documentation
(link to photos,
videos etc.)

Learn to learn 89
Title
15 Hamelin´s flute-player
Age/ level
Main competence Linguistic Competence Musical Competence
Other competences
Time required
1 session
Resources
Hamelin fairy tale
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
We identify and represent with facial and body gestures the different emotions
through which the characters of the story pass.
Later we invented alternative ends to the two that the book already offers us.
Evaluation
methodology
There are children that can change the end of the book, others add something to
what was exposed by the previous partner, so that the objective of active
listening is achieved successfully.
Documentation
(link to photos,
videos etc.)

Learn to learn 90
Title
16 “Musicarte” (Music+Art)
Age/ level
Musical Competence
Other competences
Time required
3 sessions
Resources
White long (wall) paper, colorful finger paint and music "Symphony of toys"
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
First we listen to a part of "Symphony of toys" and imagine what toys it
represents.
After we express the music painting it on a mural, listening to the music.
Then students tell what we have done with a small explanation.
Evaluation
methodology
It has been very productive since the children have been moving to the rhythm
of the music without realizing it and have painted "fireworks, drums, teddy
bears ..." they have enjoyed a lot.
Documentation
(link to photos,
videos etc.)

Learn to learn 91
Title
17 Hello, here I am!
Age/ level
Musical Competence
Other competences
Time required
2 sessions
Resources
Computer: audios and songs with different moods.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The teacher indicates a mood, character, intonation mode ... so that the students
adapt the phrase to their context.
Those that appear in the video as an example are: sad, happy, angry, serious,
scared, asking, affirming, loud voice, low voice, in silence, like a robot, like a
zombie, like a smurf, like a giant , quickly and slowly.
Evaluation
methodology This activity helps to the pupils to prepare the dramatization because through it
the students perceive that depending on how you emit the same sentence
changes its meaning, favoring a greater expressiveness in the theatrical
representation.
The greatest difficulty has been found in "fast / slow", since the tendency is to
perform "high / low".
In general, volume, rhythm and intonation are adequate.
They tend to reinforce the message with gestures and movements (robot,
zombie ...)
The level of involvement has been high.
Documentation
(link to photos,
videos etc.)

Learn to learn 92
Title 18 The pink cloud 1
Age/ level 1st
level of primary. 6, 7 years old
Other competences Active Listening. Oral Expression. Emotional Intelligence
Resources Computer to listen relax music, paper, digital board
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
To write our fairy tale: The pink Cloud, students had to choose the
characters for the story. They invented the names (use of capital letters).
Then they had to describe the characters: physically, mood and clothes.
After that, students had to choose and describe the places where the story
occurred: Countryside, coast-beach, magic places.
One of the characters was a dog so students had to describe the main
characteristics of an animal, comparing with the description of a person.
Through the music that teacher played every day that they were working
in the fairy tale, students had to indentify and describe the feelings of the
different characters.
And finally pupils had to write the dialogues of the characters with all
the orthography rules.
In science class they were studied healthy food so they invented a very
healthy breakfast to the end of the story.
Evaluation
methodology The objectives were achieved. It was a very motivated activity and it join
them a lot because they had to respect the decisions of the most
classmate
Documentation
(link to photos,
videos etc.)

Learn to learn 93
Age/ level 1st
Resources Computer to listen different types of music, long (wall) paper, colors
temperas, felt pens and glitter.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
When the fairy tale was written, pupils drawn in a long paper their story
using different pictorial techniques and listening to music that the
teacher chose for this activity: Vivaldi, Wagner, Chopin, etc.
They choose the puppets as story characters that teacher shown them on
the digital board.
Pupils painted the puppets with felt pens.
Evaluation
methodology
Very positive activity. Students were very motivated and happy and they
started to want to introduce music in their fairy tale. They said: “Not
classical music” 
Documentation
(link to photos,
videos etc.)

Learn to learn 94
Age/ level 1st
Resources Computer to listen to the music
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
With the Music teacher help, students started to choose different songs
according with the theme of their fairy tale.
Few of the pupils participated on the school choir so they chose some
songs that they sung. The others pupils accepted happily.
The songs were:
 “Happy” Pharrell Williams.
 Sad melody.
 “Cribbean´s pirates” (soundtrack) Hans Zimmer.
 “Lollipop” Chordettes.
 “Que llueva” Popula Spanish song of Valencia region.
And they needed one song for the end of the story: All characters
together around a healthy food... “Ójala que llueva café” Juan Luis
Guerra.
Evaluation
methodology
Very positive. Pupils did a correct intonation, rhythm, time, silences and
they respect one each other.
Documentation
(link to photos,
videos etc.)

Learn to learn 95
Age/ level 1st
Resources Xylophone, keys, tambourine, Chinese boxes, scraper, agogobell,
maracas, triangles.
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
With the Music teacher helped, students used different instruments to
represent each part of the story.
For example one of the students used the tambourine when one of the
character was scared.
Evaluation
methodology
Very positive. Pupils learned a lot about musical instruments, learned to
respect their time classmates and they learned about the importance of
silence.
Documentation
(link to photos,
videos etc.)

Learn to learn 96
Title 22 Rhythmic Chains
Age/ level 2nd
Resources Computer and Digital board
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Song: “Antón pirulero”.
From this song and in groups of 6 to 8 students placed in a circle, we will
invent a rhythmic chain.
The first student says an animal related to the group proposed by the
teacher (mammal, bird, etc) and invents a sound that he performs in two
pulses.
The next student says his own animal, its sound and reproduces that of
the companion.
So on until the last one repeats all. Changing roles.
Variants:
✓ Names of your Christmas gifts
✓ Colors
✓ Names of cities, countries, etc.
✓ Meals
Evaluation
methodology
The proposed objectives have been achieved and a qualitative
improvement has been noted in terms of memorization, recitation, inhibit
and occupation of the space.
All this developed with joy and desire to return to do this type of
activities.
Documentation
(link to photos,
videos etc.)

Learn to learn 97
Title 23 We are storytelling teachers
Age/ level 2nd
level of Primary. 7, 8 years old
Resources Computer
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
Read aloud the song "The magic of telling" and understand the lyrics of
the song.
Learn the refrain, declaim verse by verse and sing it. Dance to tune.
Variants:
✓ Sing the song in different intensities: high, low, normal volume;
different speeds; new gestures, etc.
✓ Sing it expressing different feelings.
✓ Identify silence and create an expressive body posture.
We dance to the rhythm of the song and:
 When the refrain begins, students take a piece of paper from a
tray with the name of a feeling.
They read it when the song ends and nobody can say anything or teach it.
 Each one must express with gestures and corporally the feeling
that has touched him.
 They observe each other and they are grouped according to
how they have identified their feelings.
✓ Mime game. The student, chosen by lot, chooses a folded paper from
a tray.
Read the situation that is proposed and express your feelings about it.
The rest must guess it.
Evaluation
methodology
improvement has been noted in terms of memorization, recitation and
vocalization, all this being transferred in the improvement of reading and
in the presentation of oral works.

Learn to learn 98
Documentation
(link to photos,
videos etc.)

Learn to learn 99
Title 24 We choose Music for a poem
Age/ level 2nd
level of Primary. 7, 8 years old
Resources Computer
Description of the
activity:
methodology, what
the teacher does,
what the pupils do
The activity consists in to find music for a poetry contributed by the
teacher.
For this they must choose the melody that they like and that they will
sing with the lyrics of the poetry.
They should pay attention to choose well the vocal or instrumental piece
to obtain a good result.
Variants:
✓ Invent a poetry.
✓ Create a song with the description made by formatting verse to the
text taking into account the rhyme. For example: Pizza recipe with
tarantella music.
Evaluation
methodology
improvement has been noted in terms of communicative intention,
paying more attention to listening and empathy with the rest of the
classmates.
Documentation
(link to photos,
videos etc.)

GOOD PRACTICE MANUAL FOR SCIENCE AND MUSIC

GOOD PRACTICE MANUAL FOR SCIENCE AND MUSIC

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