Compartida por: Ignacio de Lucas
0 votos
| 4278 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 35a |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | T and SS say hello. Project on a screen or whiteboard the video “A Trip to the Rainforest ”. Ask the Ss about what they know about rainforests. |
A trip to the Rainforest
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| Desarrollo | 00:25 | Divide the class into the same groups of last session.Ask them to prepare a brief presentation of their animals using the information they have collected. Tell them that the puppets must talk in the first person (I am…, I live…, I have…) The groups take turns to introduce their puppets. e.g. I am a Mexican wolf, I live in the North of the country, in the states of Chihuahua, Coahuila and Sonora. I have big teeth. I have brown hair. I am big. I eat other animals. |
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| Cierre | 00:10 | Ask thechildren about the video they watched at the start of the session. Explain them what a rainforest is and why they are so important (Don't forget the age of your Ss. Use very simple explanations and phrases). Ask them: • Do you know if there are somerainforests in Mexico? Where? • Do you know some animals or plants that live inthe Mexican rainforests? Listen to their answers. Say goodbye to the Ss. |
A trip to the Rainforest
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| Evaluación | T checks if Ss are able to recognize the name of some animals and plants of Mexico. • T checks if Ss are able to identify what animals live in different regions of the country. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4279 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 35b |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 45 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | Say hello to your Ss. Project the video “Cacti in Mexico ”. Ask the Ss if they think that cactus live all around the world. Ask them if they are common in Mexico, if they have seencactus before and if they like them |
Cacti en Mexico
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| Desarrollo | 00:30 | Note: You must search for photos of the most representative plants of Mexico and print them before this session(like the saguaro cactus, the barrel cactuses, the agave plants, the indian fig opuntia (nopal), the yucca, the mesquite, the needle bush (huizache), the mangroves, the scrub oak, the Montezuma pine, the pinyon pine, the rubber tree, the cacao, the zapote, the soursop (guanabana), the mayze or corn –even if corn is a domesticated plant that does not grow in the wild, it’s one of the most important plants for humanity so you can’t forget it–, etc.). You need to have photos of several plants form the different natural regions of the country (deserts, rainforests, dry forests, scrublands and grasslands, etc). There are some plants that live in different natural regions, print more than one copy of them. Print them smaller than a letter sheet of paper. Also, print coloring drawings of Mexican plants (one per S).There are some links on the “recursos” section. If you don't find coloring drawings of some plants you want, you can draw or copy the outlines of them. Explain to the Ss that they are going to make a photo album about the most representative plants of Mexico 2.Project the photos on a screen or whiteboard so that everyone can see them. Talk to the Ss about the different plants (give them simple information, don't forget that they are very young children). 3.Give a coloring sheet to each S. Ss color the pictures with crayons or watercolors. Help them in writing the common name of the plant in a blank space on the sheet. 4. Have the class organize the photos and the drawings by type of biome or natural region (don’t use the words “biome” or “natural region” but talk about some characteristics of deserts, rainforests, scrublands, etc.). |
Zapote 
Guanabana 
Mamey 
Ceiba 
Cocoa 
Mayze 
Yuca 
Maguey 
Nopal 
Cacti
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| Cierre | 00:05 | Ask the Ss what they know about the plants they have colored. T and Ss say goodbye. |
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| Evaluación | T checks if Ss are able to recognize the name of some plants of Mexico. • T checks if Ss are able to identify what plants grow in different regions of the country. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4280 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 35c |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T and Ss say hello. Ask them what are their favorite plants and where they live. |
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| Desarrollo | 00:40 | Divide the class in groups. Each group will make a photo album of the plants of a certain natural region of our country. Give to each group the photos and drawings of the correspondent plants. Ss glue each photo on a sheet of paper.Help them in writing the common name of each plantbelow the image. 3. Give each group two sheets of construction paper. Ss decorate the cover of the album according to the topic. Ss write the name of the topic (deserts, rainforests, scrublands and grasslands, etc. with big letters on bright colors. You can write it on a sheet of paper or on the board for them to copy it. Ss write their names on the bottom of the cover. Punch holes in the covers and the sheets (photos and drawings).Explain to the Ss how to put together the sheets to transform it into an album. Ss pass the ribbon through theholes and tie in a bow in the front. |
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| Cierre | 00:05 | Each group presents their album to the class and talks about the plants they have in it. T and Ss say goodbye. |
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| Evaluación | T checks if Ss are able to recognize the name of some plants of Mexico. • T checks if Ss are able to identify what plants grow in different regions of the country. | ||||||||
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