KWL activity
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The document discusses a teacher's KWL chart for planning a lesson on the senses. The K section notes what students already know - some basic vocabulary related to body parts and senses. The W section outlines what the teacher wants students to learn - specific vocabulary for each sense, related verbs and adjectives, and using the vocabulary in real contexts. The L section lists what students will have learned by the end of the unit - identifying and describing the five human senses, communicating about senses using simple structures and vocabulary, understanding the purpose of senses and that senses vary between individuals. The unit may also discuss animal senses.
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This document discusses key points learned from a module on assessment. It covers different purposes of assessment and how the same tools can be used for different evaluation purposes depending on when they are applied. Thinking routines were also introduced and the author wants to learn more about these. They do not have any problems with the module which was easy to follow due to clear explanations and examples.
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This document describes a cooperative learning activity that involves students working in groups to research and create posters about different senses. It uses the jigsaw technique where students initially work in expert groups on a particular sense, then reform into new groups to share what they learned with peers. Students will research images online, use dictionaries, and create a poster. They will then assess each other's posters. The activity aims to have students learn about different senses through group work and peer teaching.
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1) Deaf children of deaf parents acquire sign language like hearing babies acquire spoken language, babbling with their hands from a young age when exposed to sign from birth.
2) Hearing parents of deaf children often don't learn of their child's deafness until age 2-4, delaying language acquisition, but some begin learning ASL to teach their children after diagnosis.
3) Studies found deaf babies exposed to ASL in the home started making hand movements and simple signs resembling ASL sentences within months, showing their ability to learn language visually through sign.
Practica Docente I González Soledad - Lesson plan 5
The lesson plan summarizes an English class for 3-5 year olds focusing on body parts. The class has five parts: 1) a warm-up singing activity to review greetings and vocabulary, 2) retelling a story and teaching a song to reinforce vocabulary, 3) presenting student-created books to develop literacy and confidence, 4) creating paper bag puppets to foster creativity, and 5) a goodbye song. The plan aims to develop language, literacy, social and creative skills through scaffolded activities using a puppet, songs, stories and modeling to engage students and families.
Unit template first part
This document provides an overview of a unit on visiting the zoo for children. The unit aims to teach children to classify animals into different groups based on criteria like diet, reproduction, and whether they are vertebrates or invertebrates. Tasks include classifying animals, describing animal body parts, describing individual animals, and creating a book showing what they have learned. The unit builds on prior learning about living things and animals. It will take 8 sessions and use resources like flashcards, posters, and websites to teach vocabulary and classification. By the end of the unit, children will be able to classify animals and produce simple texts describing them orally and in writing.
830282 0-25-prog aula-science_1ep_ing
The document provides a classroom programming for a Science 1 module on the human body. It includes educational objectives, content, activities, and evaluation criteria. The module aims to teach students about the main parts of the body, facial expressions, healthy habits, the five senses, and forms of communication. Students will participate in activities to identify body parts, recognize emotions, discuss health, and learn about their senses and communication. Their knowledge and skills will be evaluated through identification, explanation, and recognition tasks.
Lesson plan: "Puppets"
The document describes a lesson plan for a puppet show using puppets to tell a fable about friendship and solidarity. The objectives are for students to use English phrases during the show, learn values like cooperation, learn vocabulary like animal body parts, integrate past tense verbs, have fun, focus on meaning, improve fluency, and learn how conversations are constructed. Activities include matching vocabulary to pictures, watching the puppet show, answering comprehension questions by completing sentences and ordering images chronologically from the story, and coloring an image from the story.
Bueno spanish exhibition
This document outlines a music education project consisting of 7 points:
1) Defining oral expression, active listening, and emotional intelligence competencies.
2) Setting objectives for developing these competencies through activities.
3) Creating an evaluation rubric.
4) Conducting activities to improve oral expression, active listening, and managing emotions.
5) Collecting student opinions, which were positive about learning through music.
6) Providing a final evaluation of the project's impact in integrating and motivating students.
7) The final product was creating musical fairy tales and a website to share them.
Bgsssd
This document provides guidance on learning vocabulary in English. It emphasizes that vocabulary is important for understanding language and communicating effectively. It recommends choosing words to learn based on subjects studied, frequency of use, and personal relevance. Suggested learning methods include writing words with definitions, grouping words thematically, making associations, and using words in speaking and writing. Memorization is best achieved through active engagement with words rather than just reading definitions. The document stresses that learning a word involves understanding its usage in context with other words.
Web quest
This webquest aims to teach students about the five senses through interactive activities where they simulate lacking one sense at a time. Students will experience what it's like to lack the senses of smell, touch, sight, hearing, and taste. For each sense, students will engage in activities with and without simulation tools, like clothespins to block smell or blindfolds for sight. They will then discuss their experiences and whether lacking that particular sense seemed like a major or minor issue. The goal is for students to better understand the importance of the five senses through first-hand exploration.
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Práctica Docente I - González Soledad - Lesson plan 1
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Practica Docente I González Soledad - Lesson plan 5
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Reflections about module 5
In this module, the learner learned about different ICT resources that can be used in classes, including various web tools that are easy to use. The most challenging part was creating an elevator pitch to share a unit plan in an interactive way using one of the recommended web tools. While the module covered different ICT tools, the learner was interested in learning more about ICT tools for evaluation, as teacher evaluation methods could benefit from changing with technology. They asked if creating the elevator pitch was difficult and for recommendations of good ICT tools for teachers.
T.1 m.5. webtool
Here I add the description of my web tool. It is a web that helps with the classroom management at the same time that helps to motivate your students.
Annex 11.2
Class Dojo is a classroom management tool that aims to increase student motivation, promote self-awareness of the learning process, engage families in education, and build a sense of community. As a free web tool, it allows teachers to provide positive and negative feedback to students, track their progress, and communicate with families. Students can also reflect on and share their work. Parents are able to follow their child's participation, behavior, homework completion, and more through the Class Dojo platform.
Annex 11
The Connect, Extend, Challenge thinking routine helps students make connections between new ideas and prior knowledge, reflect on what they are learning, and consider ongoing questions. Students work in groups to write their thoughts on connecting ideas, extending ideas, and challenging ideas on colored paper, which are then posted on a class mural. This routine provides a visible record of student ideas and encourages reflection on the learning process.
Annex 9
This document appears to be a self-evaluation form for a student to assess their own learning and behavior during a school unit. The form includes questions for the student to rate themselves on a color scale for how well they remember the unit's contents and senses/organs. It also contains short answer questions where the student can evaluate how well they completed activities, behaved while making a poster, participated respectfully, and overall how much they learned.
Annex 8
This activity is meant to raise cultural awareness about disabilities and will take place over multiple sessions. Students will watch videos about color blindness, taste/smell disorders, and learning Braille. They will then work in groups to identify challenges blind people may face daily and propose solutions. The next session, students will review Braille alphabet and practice writing short messages to each other using Braille code. Finally, they will examine real Braille books and try reading simple words by touch. The goal is for students to better understand different sensory experiences.
Annex 7
The students will work in groups to create posters about the five senses. They will research images online and in magazines to include on their posters. Each group will become experts on one particular sense. Then new groups will be formed with one expert from each sense, where they will share information with each other using a provided chart. Finally, each original group will present their poster and assess their own and other groups' posters using a rubric.
Annex 6
This document provides instructions for a sight-based activity where students will:
1) Complete a poster labeling expressions and images.
2) Choose an animal from a list and draw or write words to describe it.
3) Partner up and take turns orally describing their animal to each other using a provided chart.
4) Reflect in pairs on better ways to express descriptions, such as using "stinky" instead of "smell very bad".
Annex 5
The document provides instructions for a classroom activity where students will describe smells. It includes a sample chart for students to use with columns for the name or drawing of an item, what it is, and describing its smell using adjectives like good, bad, strong or sweet. The chart shows an example entry identifying a flower that smells really good.
Annex 4
The children will touch various objects with different textures to feel the differences. They will then choose their favorite textures and use them to create an artwork similar to an example. At the end, the teacher will have the students describe what the textures they felt were like using descriptive words such as "soft" or "fluffy".
Annex 3
The students will listen to different instruments and classify them on a chart indicating whether each instrument makes a soft, loud, good or bad sound. Instead of pictures, the chart will have cut-outs of the instruments for the students to place in the appropriate column. The teacher will then introduce descriptive terms like soft, loud, good, and bad to describe the sounds of the instruments.
Annex 2
The activity involves creating a cardboard tongue and pasting different foods on it to represent their flavors. Students will attach foods like sweet, sour, salty, and bitter items to demonstrate tastes. The teacher will then have students describe how each food tastes using descriptive words like good, bad, delicious, or strange.
Annex 1
Students will work in small groups to identify items in closed boxes using their senses. Each of the 5 boxes will contain a different pair of items related to one of the 5 senses: sight, sound, taste, smell, or touch. Students will record their guesses on a chart. Flashcards depicting the sense will help students identify the items. Finally, the class will discuss how senses help in daily life and the teacher will introduce a song about the 5 senses to reinforce the lesson.
Sequence of the unit1
This document outlines an 11-session lesson plan on the senses for a 2nd grade class. Over the course of the lessons, students will use their senses of sight, smell, touch, taste, and hearing to explore different objects, foods, and sounds. They will engage in hands-on activities like tasting different foods, touching objects with varying textures, and smelling scents around the school. Lessons also incorporate online games, song time, creating a collaborative poster, and a final self-evaluation. Detailed materials and annexes are provided for each session.
Sequence of the unit
This document outlines an 11-session lesson plan on the five senses for second grade students. Session topics include an introduction to the senses, taste, hearing, touch, smell, and sight. Later sessions review and reinforce the content through games and a cultural awareness activity on blindness. Materials such as food samples, musical instruments, and online games support hands-on exploration of each sense.
Quadre resum
This unit covers the five senses - taste, hearing, touch, smell, and sight - over six sessions, with the seventh and eighth sessions combining all the senses. The final three sessions focus on cultural awareness, review, and self-assessment.
M.3 Identifying hots and lots
This document provides a chart for a teacher to identify higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS) that students will practice in a lesson about the senses. For HOTS, the chart includes assessing posters, creating a poster about the senses, recommending improvements during peer coaching, and imagining what it is like to be blind. For LOTS, it includes naming senses and organs, discussing items identified without sight, classifying textures, and examining the playground to find examples of the senses.
M.3 Developing hots and lots
This document outlines two activities - one for HOTS (higher-order thinking skills) and one for LOTS (lower-order thinking skills).
The LOTS activity involves students identifying different items using their senses and classifying them. Small groups of students will explore items in boxes and complete a chart identifying the items using their senses of sight, smell, hearing, taste and touch.
The HOTS activity aims to develop empathy and understanding of blindness. Students will watch videos about visual impairments and discuss challenges blind people face. In groups, they will propose solutions to difficulties blind people may experience and complete a worksheet. They will then be introduced to Braille and write messages to each other using the Braille alphabet.
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KWL activity
- 1. Why notCLIL? Ana R. González 1 TASK 4: K – W – L When we are going to teach a topic it is really important to know what my students are supposed to bring into the lesson, what I want to teach to them and what it is supposed to be learnt at the end of the unit. Here it is my KWL chart where I have thought about all of these aspects. CHART KWL: KNOWINGMYSELF K What do my students know about the topic before I started the unit? W What do I want my student to learn along this unit? L What have my students learnt at the end of this unit? - Some vocabulary related with their body: ears, tongue, nose, eyes, hand, and fingers. - Some basic verbs such as: listen,eat,smell,look,touch - They will have their own ideas about the senses. They might not be able to identify the senses with the specific word (not even in their mother tongue) but sure they will have ideas about the topic. - Specific vocabulary of the senses: hearing, taste, smell, sightand touch. - Some new verbs that are related with the senses such as: hear, taste, sniff, see, and feel. - Some adjectives that are related with the senses such as: loud, sweet, strong, beautiful orfluffy. - New structures that put in context the vocabulary. They won’t learn the vocabulary in isolation; the vocabulary will be usedinreal contexts. - Awareness of not everyone has the same senses and neither they are developed inthe same grade. - The different senses human have. - They will be able to use simple structures and vocabulary to communicate themselves when talking aboutsenses. -Why we need the senses. What theirpropose are. - The difference among people; there are people blind, people without the sense of touch, people deaf, people that can smell or taste anything… - Probably, at some point through the unit, children will want to know about if animals have the same senses and we would discuss aboutit, too.