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Projecte interdisciplinari do you know your planet task3 4t

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S鱈lvia Alonso Rud坦
S鱈lvia Alonso Rud坦

This document describes an interdisciplinary project on the solar system conducted with 4th year students in Figueres, Spain. The project aimed to teach students about the Earth and moon in more depth. Students worked in groups to research different aspects of the Earth using websites and digital tools. They created presentations and exhibits to share what they learned. The teacher observed that students were highly motivated to learn but struggled with speaking English and working cooperatively due to lack of experience.

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INTERDISCIPLINARY PROJECT: THE SOLAR SYSTEM 4th YEAR PARC DE LES AIGES SCHOOL (FIGUERES) 2014
Hello! My name is S鱈lvia Alonso Rud坦 and I am the teacher of the 4th year at the Parc de les Aig端es school in Figueres. Im a teacher of the cicle mitj (3rd and 4th grade). I HOPE YOU LIKE THIS PROJECT!
Every year the students of cicle mitj participate in an interdisciplinary project. There are two projects : Dal鱈 and Solar System. This year we are working on the solar system. The teachers of my cycle realized, from the evaluations done in the last two years, that the students were very interested in the Earth and in the Moon, and there werent enough sessions in the project to work on them in depth. Thats why, and thanks to the GEP course, Caterina Ferrer and I decided to reorganise these two themes respectively.
Learning objectives: (content and language) To learn the contents related to the Earth seen in this didactic unit. To relate the contents related to the Earth with others seen in the project. To get the global meaning of the oral messages. To participate actively in the oral activities using the linguistic structures and vocabulary that appeared in the didactic unit and paying attention to the fluency and accuracy. To get the global meaning of the written messages. To participate actively in the written activities using correctly the linguistic structures and vocabulary that appeared in the didactic unit paying attention to the spelling and grammar: the Earth, the continents, the water, the air, the animals and the plants are...have.... There is/are ........ on the Earth. We are the...group. The parts of ...are... To use some web pages and informatics tools needed to develop the project (word, powerpoint, web sites: www.nasa.gov (nasakids clubhouse) www.pinterest.com, www.xtec.cat, www.slideshare.com). To contribute to the work carried out by the group .
Competencies involved: Communicative competence (linguistic and audiovisual) Artistic and cultural Digital competence Learn to learn Autonomy and personal initiative Knowledge and interaction with the physical world. Social competence Assessment: Teachers rubric Individual rubric (students). Small group rubric (students).
WHO? This experience was carried out by the 4th year-students. WHEN? At the end of the first term during the Sciences, Artistic and Tutorial lessons. In some sessions, two teachers are needed.
SESSION 1. ACTIVITY 1. WE RECEIVED AN EMAIL FROM AN ALIEN SESSION 1. ACTIVITY 2. WE DID A SEARCH FOR INFORMATION ON THE NASA WEBSITE
SESSION 2. ACTIVITY 2. WE ARE LOOKING FOR IDEAS ON THE WEBSITE PINTEREST.COM SESSION 2. ACTIVITY 1. WE DECIDED IN GROUPS THE INDIVIDUAL ROLES OF EACH CHILD.
SESSION 3. CHILDREN LOOKING FOR IDEAS ON THE COMPUTER AND BEGIN TO CREATE THE PROJECT. SESSION 4. WORKING COOPERATIVELY
SESSION 5. PRESENTATION OF THE WORK CONTINENTS GROUP AIR GROUP
PLANTS GROUP ANIMALS GROUP
WATER GROUP FINAL TASK: PREPARING THE EXHIBITION
Projecte interdisciplinari do you know your planet task3 4t
SESSION 6. ACTIVITY 1. INDIVIDUAL RUBRIC SESSION 6. ACTIVITY 2. SMALL GROUP RUBRIC
These are my personal conclusions after having implemented this project: Positive aspects The students became involved quickly in the working proposal. They were completely motivated and eager to do it very well.Working in collaborative groups is also very interesting. Students are not sufficiently accustomed to use ICT, they loved working with new resources. I believe that classes are more motivating and are more consistent, using digital resources . Negative aspects They have worked hard to speak, at all times in English, but they don't have enough vocabulary to do so with confidence and security. Students are not accustomed to working in a cooperative way, it was difficult for them to accept their roles.

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Projecte interdisciplinari do you know your planet task3 4t

  • 1. INTERDISCIPLINARY PROJECT: THE SOLAR SYSTEM 4th YEAR PARC DE LES AIGES SCHOOL (FIGUERES) 2014
  • 2. Hello! My name is S鱈lvia Alonso Rud坦 and I am the teacher of the 4th year at the Parc de les Aig端es school in Figueres. Im a teacher of the cicle mitj (3rd and 4th grade). I HOPE YOU LIKE THIS PROJECT!
  • 3. Every year the students of cicle mitj participate in an interdisciplinary project. There are two projects : Dal鱈 and Solar System. This year we are working on the solar system. The teachers of my cycle realized, from the evaluations done in the last two years, that the students were very interested in the Earth and in the Moon, and there werent enough sessions in the project to work on them in depth. Thats why, and thanks to the GEP course, Caterina Ferrer and I decided to reorganise these two themes respectively.
  • 4. Learning objectives: (content and language) To learn the contents related to the Earth seen in this didactic unit. To relate the contents related to the Earth with others seen in the project. To get the global meaning of the oral messages. To participate actively in the oral activities using the linguistic structures and vocabulary that appeared in the didactic unit and paying attention to the fluency and accuracy. To get the global meaning of the written messages. To participate actively in the written activities using correctly the linguistic structures and vocabulary that appeared in the didactic unit paying attention to the spelling and grammar: the Earth, the continents, the water, the air, the animals and the plants are...have.... There is/are ........ on the Earth. We are the...group. The parts of ...are... To use some web pages and informatics tools needed to develop the project (word, powerpoint, web sites: www.nasa.gov (nasakids clubhouse) www.pinterest.com, www.xtec.cat, www.slideshare.com). To contribute to the work carried out by the group .
  • 5. Competencies involved: Communicative competence (linguistic and audiovisual) Artistic and cultural Digital competence Learn to learn Autonomy and personal initiative Knowledge and interaction with the physical world. Social competence Assessment: Teachers rubric Individual rubric (students). Small group rubric (students).
  • 6. WHO? This experience was carried out by the 4th year-students. WHEN? At the end of the first term during the Sciences, Artistic and Tutorial lessons. In some sessions, two teachers are needed.
  • 7. SESSION 1. ACTIVITY 1. WE RECEIVED AN EMAIL FROM AN ALIEN SESSION 1. ACTIVITY 2. WE DID A SEARCH FOR INFORMATION ON THE NASA WEBSITE
  • 8. SESSION 2. ACTIVITY 2. WE ARE LOOKING FOR IDEAS ON THE WEBSITE PINTEREST.COM SESSION 2. ACTIVITY 1. WE DECIDED IN GROUPS THE INDIVIDUAL ROLES OF EACH CHILD.
  • 9. SESSION 3. CHILDREN LOOKING FOR IDEAS ON THE COMPUTER AND BEGIN TO CREATE THE PROJECT. SESSION 4. WORKING COOPERATIVELY
  • 10. SESSION 5. PRESENTATION OF THE WORK CONTINENTS GROUP AIR GROUP
  • 12. WATER GROUP FINAL TASK: PREPARING THE EXHIBITION
  • 14. SESSION 6. ACTIVITY 1. INDIVIDUAL RUBRIC SESSION 6. ACTIVITY 2. SMALL GROUP RUBRIC
  • 15. These are my personal conclusions after having implemented this project: Positive aspects The students became involved quickly in the working proposal. They were completely motivated and eager to do it very well.Working in collaborative groups is also very interesting. Students are not sufficiently accustomed to use ICT, they loved working with new resources. I believe that classes are more motivating and are more consistent, using digital resources . Negative aspects They have worked hard to speak, at all times in English, but they don't have enough vocabulary to do so with confidence and security. Students are not accustomed to working in a cooperative way, it was difficult for them to accept their roles.