martes, 29 de abril de 2014

Training Course - Creativity in English: ICT& European Projects at CFIE de Burgos

This afternoon (29/04/2014), my collegue Javier Ramos Sancha, and I, Julián Sanz Mamolar will spend time at CFIE de Burgos. The trainning course will be about how to use CREATIVITY during Bilingualism lessons. The title is: Creativity in English: ICT&European Projects. 

Today we will try to show you how we have organized bilingualism at Colegio San Gregorio, the one in which we work, and what are the different projects or activities we carry on at the school. 

I will leave you here the presentation in case you want to have a look about it. 

THANK YOU FOR YOUR ATTENTION!

ROMAN HISPANIA (Unit 11-Science Y6)

Let's move into our HISTORY TIMELINE. This time we are going to learn about ROMAN HISPANIA. It is said when the Iberian Peninsula was inhabited by the Romans.


This video will show you the life on Roman Times by a 10 year-old children:





A big part of Europe was inhabited by the Romans during this time. It was the Great Roman Empire.



In 218 B.C.Romans defated the Carthaginiasn in a war, so they started to control de Mediterranean Sea.
You could look at the map to discover how they did it.

They Completed the conquest of the Iberian Península in 19 B.C. Because of the resistance of people in the interior.
You could look at the maps how Romans did it.



ROMAN RULE:
  • The peninsula became a part of the Roman Empire. It was called Hispania.
  • Inhabitans adopted Roman customs, and they were ruled by Roman law.
  • They spoke Latin.
  • The governor was a Roman person. 
  • The Iberian leaders became the Roman Aristocratic class, and part of the goverment. 

END OF THE ROMAN RULE:
After about 400 A.D. Germanic tribes from the central and northern Europe invaded Hispania and conquered the Territory. The Roman lost the control of the península. 
You could at the map how Germanic tribes invaded the Iberian Peninsula.



Romans were very good at Architecture, transport and communication. They constructed:
  • Triumphal arches and columns were built to commemorate important events such as victory in a battle. 

  • Ports, bridges and aqueducts were built to improve life in the cities. 

  • Romans also built stones roads between cities of the peninsula and between Hispania and other parts of the Empire. 

LET'S TAKE PART ON THIS QUIZZ AND CHECK WHAT YOU HAVE LEARNT.

PRE-ROMAN TIMES (Unit 11-Science Y6)

When we talk about pre-Roman Times we are speaking about all the time which goes from the Prehistory to the Roman Empire in the Iberian Península. 

During this time in the Iberian Peninsula there were different groups of inhabitants: The Celts, The Iberians, The tartessians, The Phoenicians, The Greeks and The Cartaginians.



With this video you will understand better the beggining of this period, Let's have a look to the history of the Celts. 



The Iberians: they lived in the east and south of Spain. They were warriors, herders, farmers, craftsmen, merchants and slaves.

The Celts stayed in Spain in the north and the centre. Their tribes were divided into family clans. They were herders and farmers. They were also expert metalworkers, they made jewellery, weapons and tools.

Celts and Iberians mixed to form the Celtiberians. 

The Tartessians lived in the Guadalquivir valley (It was rich in metals: gold, silver and copper). They were great travellers and expert metalworkers and salt producers. 

The Phoenicians were traders from Asia. They were settled on the south coast. They founded Gades (Cadiz). Thay became important trading partners of the Tartessians. 

The Greeks settled on the Mediterranean coast. They came to trade ceramic objects for metals. They founded the city of Denia. 


The Carthaginians came from the North Africa to trade metals and cloth. They also settled on the Mediterranean coast and founded the city of Cartagena. 



All of this colonising civilisations left culturan legacies, such as the alphabet and metal coins. 

Ver Pre-Roman Times en un mapa más grande

LET'S PLAY AND REVIEW ALL YOUR KNOWLEDGE ABOUT THE PRE-ROMAN TIMES. 

viernes, 11 de abril de 2014

CLIMATE - The environment (Unit 9 - Science Y5)

After the first part of this topic: RIVERS. Let's move onto another important part of the Environment: THE CLIMATE

Before going indeep with this topic maybe it would be great to have a look to a video, but please pay attention to it because at the end you have to answer this two questions:

  • What two factors can define a climate?
  • How many climate zones are there at the Earth?


CLIMATE

WEATHER can change in a few minutes.

CLIMATE is a region's characteristic temperature, wind or precipitation over a long time

THE EARTH'S CLIMATE.
The distance for the equator determinate how much heat it takes.
  • TROPICAL ZONE. It is very hot every year. 

  • TEMPERATE ZONE: 
    • There are warm summers.
    • There are  cold  winteres. 
    • Some parts are rainy and at another place it is dry.
  • POLAR ZONE:
    • It is very cold.
    • Around the North and South Pole. 

CLIMATE IN SPAIN
  • ATLANTIC CLIMATE:
    • This is the mild climate.
    • It is on Cantabrian Coast and in Galicia.
    • Rainfall is abundant all year round.
  • MEDITERRANEAN CLIMATE:
    • It is the climate near Mediterranean Sea.
    • Summers are hot.
    • Winters are mild.
    • Rainfall is light.

  • SUBTROPICAL CLIMATE:
    • This is the climate of Canary Islands.
    • It is hot all year round.
    • Rainfall is limited to some months of the year.

  • CONTINENTAL CLIMATE:
    • This is the climate of central Spain.
    • Summers are hot.
    • Winters are cold.
    • Rainfall is irregular. 



LET'S DO YOUR BEST IN THE QUIZZ!!

"El huevo o la gallina"

CHICKEN or THE EGG



Después de visualizar el vídeo y como tarea de semana santa tendréis que dejar un comentario sobre el corto que hemos visto.
Que comentar es tarea sencilla, solo tenéis que pensar situaciones o cosas que teníais tentación de hacer y por alguna circunstancia no lo habéis hecho.

Animaros con vuestros comentarios.

miércoles, 9 de abril de 2014

PREHISTORY (Unit 11 -Science Y6)

We are going to learn about another topic of Science, from this moment to the end of the school year we are going to focus our lesson on the HISTORY OF SPAIN. To learn history is very important because this will be the way you will understand most of the things that are taking place now.

LET'S HAVE A LOOK TO THESE PHOTOS AND ANSWER THE QUESTIONS:






  • What can you see in the two pictures?
  • What are these things made of?
  • Which ones were made first?
THE FOLLOWING VIDEO WILL HELP YOU TO UNDERSTAND THE LIFE IN THE PREHISTORY PERIOD. 



PALEOLITHIC PERIOD:


  • Million years ago, Iberian Peninsula was inhabited by homids or early humans beings. Modern people appeared in Spain about 35.000 years ago.
  • They were nomads, they moved from place to place.

  • They lived in caves or huts.



  • They lived in family groups called clans.
  • They obtained their food hunting, fishing and gathering plants. 
NEOLITHIC PERIOD:


  • People became sedentary. They built settlements.
  • People lived in tribes, they were larger than clans. 
  • Each member of the tribe had a specific job  (cultivating the land, looking after animals, making tools or weapons)
THE METAL AGES:

  • They used metals for weapons and tools.
  • Settlements became villages, with walls for protections.
  • Every village was run by a chieftain
PREHISTORY HERITAGE:
Prehistory people were the first:
  • To use fires to cook and protect themselves from the cold.
  • To make clay pots.
  • To use animal hair and looms to make cloths.
  • Create art forms such as cave paintings
LET'S REVIEW WHAT YOU HAVE LEARNT WITH THIS ACTIVITY. 




If you want to learn a bit more about PREHISTORY, you will play to this game about PREHISTORY ANIMALS.


martes, 8 de abril de 2014

EVALUATION ABOUT PARTNER'S VIDEOS ABOUT EUROPE (Unit 10 - Science Y6)

With this post we will keep on evaluating your partner's videos and mind maps following the rubric and answering to this form.


When you finish reading the rubric and you have everything clear about your mind, you can start watching your partner's video and answering the questions to evaluate it. 
IT IS VERY IMPORTANT TO HAVE CLEAR WHAT YOU HAVE TO LOOK FOR AND WHAT THE CRITERIAS FOR EVALUATION ARE.


You will send your evaluation through this Google Form. 
DON'T FORGET TO CLICK ON SUBMIT AT THE END.
To write the comments, you have to follow this pattern:
  • REDACCIÓN EN KIDBLOG: Tienes … puntos, porque…
  • ORGANIZACIÓN EN EL MIND MAP: Tienes … puntos, porque…
  • ESTRUCTURA DEL TEXTO: Tienes … puntos, porque…
  • ORTOGRAFÍA: Tienes … puntos, porque…
  • TÉCNICA GRAMATICAL Y TIEMPOS VERBALES: Tienes … puntos, porque…
  • VOZ Y RITMO: Tienes … puntos, porque…

lunes, 7 de abril de 2014

VIDEOS ABOUT EUROPE (Science Y6)

Tengo el placer de presentaros los post publicados por los alumnos de 6ºB en la asignatura de Science.

Estos posts han sido publicados en el blog de aula:


Los alumnos han utilizado la herramienta de la web 2.0 POPPLET para hacer sus propios diagramas o mapas conceptuales sobre la unidad 10 EUROPE. 

Después han utilizado sus propios mapas conceptuales para construir un vídeo utilizando la web tool http://www.screencast-o-matic.com/

Ese vídeo es "upload" por ellos mismos a su propio canal de youtube para terminar con todo ello, en su propio blog, construyendo un post dedicado a resumir y entender mejor la unidad.

Aquí os dejo con cada post hecho por cada alumno.

    RIVERS (Unit 9 - Science Y5)

    We will start a new topic: THE ENVIRONMENT. Along this topic we will focus our attention in three main points:
    • RIVERS.
    • CLIMATE. 
    • VEGETATION AND FAUNA.
    We will start with a new THINKING ROUTINE: 3-2-1 BRIDGE. With this new thinking routine you are going to reflex on what you know about the topic now and at the end of it how much have you learn or what have happened with the topic in your mind and how are new things connected with the previous ones. I mean, what kind of bridge you have built during lessons about the topic. 

    So take you notebook and please write the title of the new topic and draw this chart.

    TIPS: Maybe to write an analogy or a metaphor will be very difficult for you in a foreing language so we invite you to write it in your own language, in this case Spanish. Here you have some examples that could help you to do it. ANALOGIES: "El perro es a ladrar como el gato a maullar". "Piloto es a avión como maquinista es a tren". METAPHORES: "El trabajo es pan comido" "Tus ojos brillan como diamantes".

    LET'S MOVE ONTO THE FIRST TOPIC RIVERS:

    First you are going to watch this video but please pay attention at the end of it you will have to answer these two questions:
    • Where is it collected the rain water on land?
    • How are the deepest areas of the ocean?

    RIVERS
    A river is a body of moving water it starts high in the mountains and flows into sea, lake or another river.

    The course is the route which a river takes.

    The flow is the amount of water which a river carries. 

    LAKES AND RESERVOIRS

    Lakes are large bodies of water surrounded by land.

    Reservoirs are artificial lakes. 


    We use water from reservoirs to irrigate fields and for human consumption.

    WATERSHEDS IN SPAIN
    Watershed where all rivers flow in to the same sea.




    There are three watershed in Spain. 
    CANTABRIAN WATERSHED: 
    • It has rapid and short rivers. 
    • The flow is abundant and constant.
    MEDITERRANEAN WATERSHED: (Except for Ebro River)
    • It has short rivers.
    • The flow is irregular.
    ATLANTIC WATERSHED:
    • The flow is abundant and fairly regular.


    viernes, 4 de abril de 2014

    EVALUATION ABOUT PARTNER'S THE LANDSCAPE VIDEOS (Unit 8-Science Y5)

    With this post we will start with a new way of doing at the class, you are going to evaluate your partner's videos and mind maps following the rubric and answering to this form.



    When you finish reading the rubric and you have everything clear about your mind, you can start watching your partner's video and answering the questions to evaluate it. 
    IT IS VERY IMPORTANT TO HAVE CLEAR WHAT YOU HAVE TO LOOK FOR AND WHAT THE CRITERIAS FOR EVALUATION ARE.


    You will send your evaluation through this Google Form. 
    DON'T FORGET TO CLICK ON SUBMIT AT THE END.
    To write the comments, you have to follow this pattern:
    • REDACCIÓN EN KIDBLOG: Tienes … puntos, porque…
    • ORGANIZACIÓN EN EL MIND MAP: Tienes … puntos, porque…
    • ESTRUCTURA DEL TEXTO: Tienes … puntos, porque…
    • ORTOGRAFÍA: Tienes … puntos, porque…
    • TÉCNICA GRAMATICAL Y TIEMPOS VERBALES: Tienes …puntos, porque…
    • VOZ Y RITMO: Tienes …puntos, porque…

    jueves, 3 de abril de 2014

    VIDEOS ABOUT THE LANDSCAPE (Unit 8 - Science Y5)

    Tengo el placer de presentaros los post publicados por los alumnos de 5ºA en la asignatura de Science.


    Estos posts han sido publicados en el blog de aula:


    Los alumnos han utilizado la herramienta de la web 2.0 http://popplet.com/ para hacer sus propios diagramas o mapas conceptuales sobre la unidad 8 the landscape. 

    Después han utilizado sus propios mapas conceptuales para construir un vídeo utilizando la web tool http://www.screencast-o-matic.com/. Ese vídeo es "upload" por ellos mismos a su propio canal de youtube para terminar con todo ello, en su propio blog, construyendo un post dedicado a resumir y entender mejor la unidad.

    Más tarde lo han enviado a una asignación por EDMODO nuestra red social.

    Aquí, os dejo con cada post hecho por cada alumno.