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Compartida por: Diana Schreckenberger

3 votos

1162 Planeación Interactiva de educación básica
Nivel escolar Primaria Grado escolar 2do grado Asignatura Inglés Bloque II Semana 9a
Tema Seguir los pasos de un instructivo para obtener un producto
Competencia a desarrollar Seguir instrucciones para realizar un experimento sencillo vinculado con ciencias Duración
Aprendizaje esperado Diferencia instrucciones de una lista de materiales
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:00 Project 1. How to make mould grow on bread. Session 1. 1. After greeting students with the regular routine, and without forgetting to mimic and gesture as he/she speaks, T asks the whole group if they have ever seen a piece of bread with mold on it. (remember mold is American spelling and mould is British, that is the only difference). a. What do they think mold is? b. How long does it take for mold to appear on bread? c. Why does this happen? 2. T you’ll find the answer to these questions when you watch the video. T, feel free to write questions with aux/Does, Did, if your group is ready for it and you have already worked with this kind of structure or are using this class to do so. 3. (When referring to bread, this can be white bread, bolillo, frances, birote, mancuerna etc. not necessarily “Bimbo”. 4. T, please remember organic bread or bread without preservatives will work better for the purpose of this experiment. 5. Let Ss know you’ll be working on a scientific experiment to respond to these questions. It is important to keep track of the changes presented during the length of the experiment. T previously watches video and does not shows it to class during this session. Please remember to feel free to adapt the experiment shown on this video to the needs of your Ss. This is also a session where you first establish the written structure for questions and answers. Make sure to present the model on the board taking this opportunity to work with the specific needs and level your group has. Introduce the question model without mphasizing the grammatical structure in this session, this is for the Ss to have a “visual” on the board and understand what they are asked and be able to formulate answers and understand questions, knowing the difference between one and the other. Mold Growth on White Bread

Mold Growth on White Bread

Desarrollo 00:00 6. T writes the questions listed above on the board for students to read and copy on their notebooks. T, use a color for uppercase letter, a different color for lower case letters and a third color for question marks. Ask Ss to think about the answer to these questions. 7. Write on one side of the board the list of materials needed and on the other the simplified instructions so they can copy them as well. I suggest you number the steps to follow for easy understanding and better results as well as numbering the materials needed; this is an opportunity to work with sequence. Ask Ss to bring the materials needed for the next class. The following words are part of the vocabulary you’ll find in this lesson: bread, water, plastic bag, spray water, mold, mold spores, germinate, grow, permanent marker, hypothesis. You might need to work with these words depending on the level of your group. Feel free to choose some or all of these words depending on the writing and understanding abilities of your group.

Cierre 00:00 8. Say good bye with your regular routine and remind Ss to bring their material for next class. 9. T tells Ss: When you get home today you will say, “mom, dad today I learned how to make a scientific experiment to learn about mold”.

Evaluación Evaluate Ss according to: - S understands the difference between instructions and material for the experiment. - S follows instructions accurately. - S understands the theme and purpose of the activity. - Use of capital and lower case letters, punctuation. - Understands non verbal language.

Compartida por: Diana Schreckenberger

1 voto

1163 Planeación Interactiva de educación básica
Nivel escolar Primaria Grado escolar 2do grado Asignatura Inglés Bloque II Semana 9b
Tema Seguir los pasos de un instructivo para obtener un producto
Competencia a desarrollar Seguir instrucciones para realizar un experimento sencillo vinculado con ciencias Duración
Aprendizaje esperado Diferencia instrucciones de una lista de materiales
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:00 Session 2. 1. After greeting students with the regular routine, and without forgetting to mimic and gesture as he/she speaks, T asks the whole group to take out the material requested last session.

Desarrollo 00:00 2. Lead in activity: 3. T has written on the board the following questions: 4. What do they think mold is? 5. How long does it take for mold to appear on bread? 6. Why does this happen? T, remember to use different color markers as mentioned in session one. 7. The list of materials is also written on one side of the board, on the other side are the instructions numbering the steps to be followed. 8. T divides de group in teams so Ss can work together. T, This is an opportunity to work with question words, underlining them is a good way to call students attention to them. 9. Ss write on plastic bag, “with water” or “without water”; “light place” or “dark place”. 10. Ss proceed to slightly spray the slices of bread one or two times, depending on the modifications T has done to the experiment and place them in a plastic bag. One slice per bag, remember some have been sprayed some have not; seal the bags and then T asks Ss to formulate their hypothesis about mold growing faster on a piece of bread with or without water and/or in a dark or light place. 11. T writes just a few words from the Ss answers on the board for example when Ss respond “with/without water” or “in a dark place” or “in a light place” that will be what you write down on the board under hypothesis. 12. T if you work with a large group you might want to divide the group in teams so they become the team(s) working with wet slices of bread in a light place and the team(s) working with slices of dry bread in a dark place or any variable you find suits your group needs. 13. Tell students to take their bags home and place one bag in a dark place and another in a light place and leave it there for a few days. 14. Remind Ss they need to pay attention to the appearance of the bread at the moment is placed in the bags since it is important to look for any changes and draw on one observation card the appearance of the bread. Write week one on the observation card. 15. Let Ss know they’ll watch a video next class which talks about this experiment.

Cierre 00:00 16. Say good bye with your regular routine and remind Ss to leave their bags in either a dark, a light place or both depending on how you decided to work with the experiment and to NOT OPEN THE BAG(s). 17. T tells Ss: When you get home today you will say, “mom, dad today I learned how to make a scientific experiment to learn about mold”.

Evaluación Evaluate Ss according to: - S understands the difference between instructions and material for the experiment. - S follows instructions accurately. - S understands the theme and purpose of the activity. - Use of capital and lower case letters, punctuation. - Understands non verbal language.

Compartida por: Diana Schreckenberger

1 voto

1164 Planeación Interactiva de educación básica
Nivel escolar Primaria Grado escolar 2do grado Asignatura Inglés Bloque II Semana 9c
Tema Seguir los pasos de un instructivo para obtener un producto
Competencia a desarrollar Seguir instrucciones para realizar un experimento sencillo vinculado con ciencias Duración
Aprendizaje esperado Diferencia instrucciones de una lista de materiales
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:00 Session 3. 1. T has written on the board the questions related to this activity /experiment. 2. What do they think mold is? 3. How long does it take for mold to appear on bread? 4. Why does this happen? T, remember to use different color markers and underline question words if you are working with them. 5. After greeting students with the regular routine, and without forgetting to mimic and gesture as he/she speaks, T asks the whole group to think in silence about their predictions for the experiments. “with water” or “without water”; “light place” or “dark place”.

Desarrollo 00:00 6. T decides to work in the classroom or in the computer room depending on the conditions of the school/group. 7. T remember you have previously watched this video hence you can decide to show it to the class and manipulate the speed of the video to interact with students asking or responding questions or let the students work using a computer unit themselves. 8. T before showing video, asks Ss to work in pairs and very briefly discuss their hypothesis about the experiment. 9. Ss watch video. 10. Ss compare their hypothesis with the hypothesis presented on the video and speculate on the results of their own experiment. 11. T listens to Ss speculations by asking a few students to share with the class. Mold Growth on White Bread

Mold Growth on White Bread

Cierre 00:00 12. Remind Ss to leave their bags in a dark, a light place or both depending on how you decided to work with the experiment and go take a look but DO NOT OPEN THE BAG (s). As homework they need to draw again their observations and mark their new card week one. 13. T says: When you get home today you will say, “mom, dad today I watched a scientific experiment at school to learn about mold”. Look for any changes on your bread.

Evaluación Evaluate Ss according to: - S understands the difference between instructions and material for the experiment. - S follows instructions accurately. - S understands the theme and purpose of the activity. - Understands non verbal language. - Able to select words to formulate questions/answers. - Pronunciation. - Compares similitude and differences in instructions. - Identifies instructions to follow for the experiment. - Identifies order in a sequence. - Use of language to share information.
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