SCIENCE CONCEPTUAL MAP

Today we will do a conceptual map using a application on internet.
We will do in tics area and the application is the next.

I will explain how you use this program and after you will do the conceptual map using this:
TITLE: THE ECONOMIC SECTORS.
Sub-headings: Primary sector / Secondary sector / Service sector
Industries: Agriculture- Mining - Livestock farming -Fishing / Manufacturing industries - Consumer industries / Private services - Public services.

When you have done everything you must complete with examples of each one.

After you will must send to me by edmodo.

PRESENTACIÓN de la clase de 3ºA

Presentación de 3ºA del Colegio San Gregorio en Aguilar de Campoo (Palencia) PROYECTO COLABORA-EF 

PRESENTACIÓN de la clase de 3ºB

Presentacion alumnos de 3ºB Colegio San Gregorio Aguilar de Campoo (Palencia) Proyecto COLABORA-EF

¿Qué os parece?

PRESENTACIÓN de la clase de 4ºB

Presentación alumnos de 4ºB Colegio San Gregorio Aguilar de Campoo (Palencia) Proyecto COLABORA-EF

¿Alguna opinión, pero que sea favorable, ;)?

PROYECTO COLABORA EF

 PROYECTO COLABORA-EF

Chic@s como ya os he explicado esta semana vamos a participar en un proyecto colaborativo de EF entre colegios de toda España.

En la imagen podeís ver los colegios que participan en el proyecto, en la cual estamos nosotros.
Nosotros como material y actividad presentaremos la semana de las chapas que realizamos antes de irnos de vacaciones. El día 28 de abril finalizaremos de hacer las presentaciones con todas las clases y más adelante subiremos todas las presentaciones al blog y al wiki del proyecto.
Aquí os dejo los enlaces del wiki del proyecto.

PROYECTO COLABORA-EF 

PROYECTO COLABORATIVO EF 

También os voy a enlazar los blogs de los demás centros:

• CEIP Giner de los Ríos
• CEIP Jafudá Cresques
• CEIP Reyes Católicos
• CEIP San José de Palmete
• Escola Montoliu
• Escola Ramon Bergadà

Y ahora toca a disfrutar....ánimo que nosotros podemos.

UNIT 6 Ireland, lesson 8 natural place

Session 8 Natural place

Activity 1

The teacher will explain the way to form the past form of the verbs in English (both regulars and irregulars) and I will write the potentially key  words on the blackboard. I will consider that activity as a Pre-Reading Activity. I will use two videos to learn this.

StickStuckStuck

Activity 2

Next, we will go to the next page LEGEND OF THE GIANT´S CAUSEWAY and once we arrive there, we will divide the pupils into 3 groups. Then, I will show them a photograph about a natural place such as `the giant´s causeway´ and I will tell them the story aloud, but I will do this with the help of this webpage www.readthewords.com. or the program panopreter plus. 

I will ask the pupils to play the roles of the story (each group will be a character). They should play the roles in the correct order. We consider that as a While-Reading Activity.

Activity 3

I will give the pupils a photocopy with the story written, but the story has blanks. They will have fill in the blanks with the past form of the verbs that are next to the blanks, inside brackets. This activity is going to be considered as Post-Reading Activity. 

Legend of the Giant

The final contribution of this session to the tourist guide will be a sum up of the story of the legend of the giant´s causeway, with the photograph of this natural place. 

EDMODO

Hoy en tutoría vamos a aprender a utilizar EDMODO, una red social educativa.
En esta vamos a establecer una serie de normas de uso y comportamiento.
Deseo que aprendamos a utilizarlo y que nos sirva de ayuda para ir mejorando día a día tanto personalmente como académicamente.
Pinchan en la imagen para ir a la página.

UNIT 6 IRELAND, lesson 7 Monuments

Session 7  Monuments

Activity 1

We want the pupils to learn and understand some vocabulary related to directions to be able to understand, move and work with a map. The vocabulary related to directions that they are going to study is: near, far from, next to, between, turn right/left, go straight ahead/on and the way to ask for some itineraries.

We will do a brain storming and then, they will have to discover by themselves how to create a conversation, asking for an itinerary.

After that, by pairs, we are going to give them 2 directions to work about the directions:

·         http://www.learn-english-online.org/Lesson45/Lesson45.htm

·         http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1212_how_to_instruct/page2.shtml

Activity 2

We are going to make a role-playing game. Within each group, we will appoint some pupils that will be the tourists and some other that will be the policemen. The idea is tourists should ask policemen the itinerary to a monument and the policemen should explain the way to the monument using the directions vocabulary.

Activity 3

Teacher will give the students an index card with a pair of maps of the center of Dublin. We explain them that they are going to stay in Dublin for some days and they have to see the main monuments.

To that, they have both itineraries: The idea is they have to describe both itineraries, telling what they would see and the way they would follow.

The final contribution of this session will be a map of the centre of Dublin and instructions for how to visit the main monuments.

UNIT 6 IRELAND Lesson 6 Symbols

Session 6  Symbols

Activity 1

To this activity, we will show the pupils a presentation with the main Irish symbols and its meaning: the shamrock, the Leprechaun, the pot of gold and the Green Hat. In case they do not understand some words, teacher will help them to understand the key words.

Irish symbols

-          Shamrock: it is one the main symbols of Ireland and it is the symbol of good luck.

-          Leprechaun: it is a little goblin who works making shoes. He has a treasure of gold coins and, in case you catch one, they reveal you the treasure.

-          Hat: it is the traditional hat of St. Patricks Day. It is green

-          Pot of gold: Irish Folklore has it that if you follow the rainbow, you will find a pot of gold at the end of the rainbow.

Activity 2
We will play the next two games:

• Memory match
• Irish symbol

Activity 3

Each group will receive a sheet with the main symbols of Ireland and they will have to write a little paragraph with the main characteristics of the symbol and draw a picture.

irish symbols

The final result of this session will be a sheet with pictures of the main symbols and their explanation paragraphs.

SCIENCE LINKS 5th

UNIT 1- Living things

• Cells and life processes
• Living things

UNIT 2 - Plants

• The Great Plant Escape
• The Open Door Web Site
• How Plants grow

UNIT 3 - Invertebrates

• Insects
• Invertebrates animals
• Let´s talk about insects
  

UNIT 4 - Vertebrates

• Animal classification
• Animal photo galleries
• Iberian Nature

UNIT 5 - Nutrition

• The world of nutrition
• The Digestive System
• Anatomy digestive system
  

UNIT 6 - Matter

• Material about matter, changes in matter and changes of state.
• Matter and energy.
• 
  

UNIT 7 - The Atmosphere
UNIT 8 - The Landscape

• 
  

UNIT 9 - Rivers

• Animated drawings about rivers and coasts
• Rivers features 
• Dams 

UNIT 10- Population

• Population comparisons
• Population statistics 

UNIT 11- The Economy

• Agriculture in Europe and Spain
• Careers and jobs
• Employment structures

UNIT 12- Prehistory and Antiquity

• Atapuerca
• The Stone Age
• Primitive caves
• The Ice Age

UNIT 13 - The Middles Ages

• The Middle Ages
• Romans 
• Columbus 

JUEGOS POPULARES

LAS CHAPAS
Aprovechando que hemos terminado las UD de EF en 3º y 4º de Primaria y que nos queda una semana para que lleguen las vacaciones de semana santa . Mi idea es realizar la semana de las chapas que se llevara a cabo en la semana del 11 al 14 de abril de 2011. Esta actividad la realizarán los alumnos de 3º y 4º de Primaria del Colegio San Gregorio-La Compasión de Aguilar de Campoo. Los objetivos de esta semana serán los siguientes:

1. Conocer los juegos tradicionales existentes; en caso concreto las chapas y sus diferentes modalidades.
2. Participar en juegos colaborando entre sí y desarrollando un clima idóneo para el juego.
3. Ser capaces de apreciar, reflexionar y aprender de las habilidades y los defectos tanto de nuestros de nuestros compañeros como de nosotros mismos.

La Semana de las Chapas se desarrollará de la siguiente manera. Cada aula tendrá dos sesiones sobre este tema.

1. En la primera sesión, los alumnos conocerán el juego de las chapas mediante la visualización del siguiente vídeo y la continua explicación de dicho juego.

 

Después cada alumno diseñará su propio circuito para las carreras, explicaremos donde y como podremos  dibujar los circuitos, a continuación pintaremos los circuitos. Tendremos dos posibilidades unos tablones de madera y una parte del patio para dibujarlos. Cada grupo se pondra de acuerdo para diseñar un circuito. Una vez diseñado pasaremos a dibujarlo y seguidamente a competir. La competición tendrá una serie de normas, las cuales estableceremos entre todos.

En  la segunda sesión los alumnos del cuarto curso no han ayudado a los dos MEF a pintar los circuitos con pintura en el patio. Los hemos pintado en la zona que teníamos asignada. A parte de unos circuitos para las carreras, hemos pintado un campo de fútbol para futuras ediciones y campeonatos de chapas.
En está segunda sesión desarrollada por los alumnos de 3º de EP, ellos mismo se han distribuido en los distintos circuitos y han jugado casi sin la presencia por parte del MEF para el desarrollo del juego.

UNIT 6 - Lesson 5

Session 5  Food

Activity 1

Pupils will learn the vocabulary about food with a presentation. After we will see the vocabulary  of cooking verbs.

Vocabulary food

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Cooking Verbs
add - añadir
bake - hornear
beat - batir
boil - hervir
chop - picar
cook - cocinar
cool - enfriar
cut - cortar
fry - freír
grate - gratinar, moler, rayar
grill - asar
melt - derretir
mix - mezclar
peel - pelar
pour - echar, servir
slice - rebanar
steam - cocinar a vapor
stir - menear, revolver

Activity 2

The teacher will explain all possible actions with the different items of food.

The teacher will make an activity, using the game “Simon says”, but using flashcards (presentation) and they will have to say all possible actions with the different items of food.

Activity 3

The teacher will give a website of Irish recipe to the class. After that each group will look the website with the different recipes, they will have to choose one from each group: one group should take a salad, another a starter, a main course and the dessert.

IRISH RECIPES TO KIDS

At the end of the session, they will join together all the recipe to attach them together in the final “tourist guide”.

UNIT 6 - Lesson 4

Session 4  Traditional clothes

Activity 1 

In this session the pupils will learn the comparatives and superlatives. The teacher will start the session watching their slide cast about animals in danger and with an explanation and some examples.

Animals in danger5A

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Animals in danger 5th B

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Then, pupils will watch other slide share on internet and i will explain this. After we will make some exercises on the comparatives and the superlatives. Oral exercises because they worked this in the previous unit.

Comparatives & superlatives

Activity 2

The teacher will show a slide-share about the vocabulary of clothes. It will serve to remember the vocabulary about the clothes.

Clothes

Activity 3

The teacher will give two different pictures to each group. The teacher will send the pupils the sheet. In this sheet there are two pictures will show the traditional clothes of Ireland and of Palencia – those that they use to dress up for their public holidays. With these pictures, pupils will write a comparison about these traditional clothes.

The final contribution to the guide in this session will be a sheet with the comparison between the traditional clothes of Ireland and Palencia.

UNIT 6 IRELAND - Lesson 3

Session 3  History.

Activity 1

I will show to you a presentation with some pictures of actions. In each picture, it is written the name of the action. The idea is to work the key words before working with the History.

Verbs

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            Activity 2

We will open this link, Ireland history timeline, here there is a time line of history of Ireland. What will you do? In groups you must put in order the time-line, I will give you the dates and the events and you must join all of them in the correct order.

            Activity 3

In this activity, I will show the Irish flag and will explain the meaning of the colours:

The state flag of the Republic of Ireland is the Irish Tricolor. This flag, which bears the colour green for Roman Catholics, orange for Protestants, and white for the desired peace between them, dates back to the middle of the 19^th century.

Each student will use a sheet to draw the Irish flag. On it, you will paint the Irish flag; and you  will write the meaning of the colours using a square of text.

The final contribution to the guide in this session will be the flag of Ireland.