Plant life at Montaña Palentina - Final Task Science

Desde el DECRETO 26/2016 de 21 de julio.

CONTENIDOS.
Las  plantas: Características, reconocimiento y clasificación. 
La estructura y fisiología de las plantas.  
La fotosíntesis y su importancia para la vida en la Tierra.

CRITERIOS DE EVALUACIÓN:

3. Conocer la clasificación de las plantas, atendiendo a sus características y tipos e identificar la importancia de la fotosíntesis para los seres vivos.

ESTÁNDARES DE APRENDIZAJE.

3.1. Observa directa e indirectamente, identifica características y clasifica plantas.

3.2. Explica la importancia de la fotosíntesis para la vida en la Tierra.

ENFOQUE COMPETENCIAL:

Competencia en Comunicación Lingüística:

• El alumno será capaz de:
• Buscar, recopilar y procesar y comunicar información.
• Utilizar los códigos de comunicación para conversar solicitando información.

Conciencia y expresión cultural:

• El alumno será capaz de:
• Considerar la flora como parte del patrimonio cultural de los pueblos de la montaña palentina. 

Sentido de iniciativa y espíritu emprendedor:

• El alumno será capaz de:
• Tomar decisiones y elegir teniendo criterio propio

Competencias sociales y cívicas:

• El alumnos será capaz de:
• Manejar habilidades sociales y saber resolver los conflictos de forma constructiva.

Aprender a aprender:

• El alumnos será capaz de:
• Aplicar los nuevos conocimientos y capacidades en situaciones parecidas y contextos diversos.
• Ser capaz de trabajar de forma cooperativa y mediante proyectos

Competencia Matemática y Competencias básicas en ciencia y tecnología:

• El alumno será capaz de:
• Conservar los recursos y aprender a identificar y valorar la diversidad natural
• Expresar e interpretar con claridad y precisión informaciones, datos y argumentaciones.

Competencia Digital:

• El alumno será capaz de:
• Buscar, seleccionar, registrar, tratar y analizar la información.
• Trabajar en entornos colaborativos
• Generar producciones responsables y creativas.
• Utilizar las tecnologías de la información y la comunicación como instrumento de trabajo intelectual (función transmisora y generadora de información y conocimientos.)

AIM OF THE TASK

Create a SWAY presentation about the plant life of Montaña Palentina and a video to explain the photosynthesis.

PROCESS:

We strongly suggest to you the following steps in order for your group to success:

STEP 1: Distribute the roles in your group. Make sure everybody has understood their role and the aim of this task.

Teamwork, NY, CC BY-SA 3.0

STEP 2: Open the Learning Diary for this task. IMPORTANT: It is a new document, only about this task and the same of the whole task. Let's share it with your mates and your teacher. And remember you have to complete everyday. 

LEARNING DIARY "Plant life at Montaña Palentina"

STEP 3: Let's try to activate all your learning about the topic. For that purpose we are going to use a COOPERATIVE LEARNING TECHNIQUE: What I know.... / what we know......

+

STEP 4: Start making the SWAY. Remember everybody should have access to it and everybody has to do at least one of the plants (If you are a group with three members you only have to do three). You can duplicate the example we offer to you below this paragraph. 

STEP 5: Divide the SWAY work, each member of the groups has to talk about one plant in the SWAY. The following websites will help you to look for the information.

• Cervera de Pisuerga: Flora de la Montaña Palentina. 
• El Oteadero de Javi: Flor de la Montaña Palentina (1ª parte)
• Orquídeas de la Montaña Palentina

If you need to look for more information on the net please let use the Scientific Name of the plant, not all the plants are called by the same name in all the places. 


STEP 6: Now it is time to tell everybody what your groups has learnt about the Photosynthesis and plant nutrition. And you are going to do it in a creative way with a video. Here you have some examples you can use (of course they are not about the topic but they are just to inspiring you on a good idea).

• Pollen (use papers and cartulines to draw things and explain things using sheets)
• Blood Circulation (using your own bodies or clothes, like a theatre play
• Mr. Muscle  (You can dress yourself up)
• The reconquest of the Iberian Península (You can use models of plasticine, little toys, etc,... )
• Mejorarndo la educación, SGLab (You can use puppet to help you)

Let's prepare a Storyboard. It is a paper in which you are going to summarize all the scenes of the video. It is a draft, don't do it quick but also don't look for the perfection on pictures. Use the information which is explained at pages 42 and 43 from your Class Book.

Everybody has to take place on it so the COOPERTIVE LEARNING TECHNIQUE: Let's spin the sheet can help you.

You can use this graphic organizer as an example. 

Storyboard from Javier Ramos Sancha

STEP 7:  Time to write the script. Remember that you need to know what to say or do at each moment in the video. You could use the following sentences in the video:

• Hello, we are ...........................................
• We are going to explain you ..............................
• For the Photosynthesis the plant needs..........................
• Explain the process: 
• The plant takes........................ through the ......................
• From the roots the ................................. goes to the leaves through the ........................
• At the leaves is prepared the ....................... and it goes to the rest of the plant though................
• With the photosynthesis the plant produces............................

Let's check your teacher your script, divide what each person will say, and prepare all the materials, pictures, posters, characters or customs you will need to use. 

STEP 8: Record the video, remember you will need a camera, a tablet or a mobile phone (if you choose remember SIM cards are not allowed). It is important you know how to work with it and how you take out the videos. 

When you finish you have to upload your video to Vimeo. It is not needed that all the member upload it, one is enough.
• Title: Photosynthesis (names of the students)
• Description: This is the video we have created for........
• Tags: colsangregorio, redxxi, Year 5, Science, Plants.

STEP 9: Include your video into your SWAY, using the EMBED CODE, you will find it in Compartir -------- Insertar.  

STEP 10: This is going to be the personal part each one should create on they own portfolio. Each member of the group has to create a post with the following information.

• Title: Plants
• Introduction: I'm ........................... This is the final product of my group. Along this task we ..................... and I ........................................
• EMBED THE SWAY. 
• Learning Diary: (Please try to think on it and write more than a word)
• What have I learnt with this task?
• Did I have to go back on something?
• How did I learn along this task?
• What do I want to learn more about?
• Remember to write the tags:
• Colsangregorio
• Redxxi
• Year 5
• Natural Science
• Plants 
This example done by the teachers can help you. POST PLANTS






STEP 11: Sent to your teacher through Microsoft Classroom. 

What kind of plant can you find at Montaña Palentina? (Final Task - Plants - Year 5)

Desde la orden EDU/519/2014 de 17 de junio.

CONTENIDOS.
 Las  plantas:  Características, reconocimiento y clasificación. La estructura y  fisiología  de  las  plantas.  La  fotosíntesis  y  su  importancia para la vida en la Tierra.

CRITERIOS DE EVALUACIÓN:
3. Conocer  la  clasificación  de  las  plantas, atendiendo a sus características y tipos e identificar la importancia de la fotosíntesis para los seres vivos.

ESTÁNDARES DE APRENDIZAJE.
3.1.  Observa  directa  e  indirectamente, identifica  características  y  clasifica  plantas.
3.2.  Explica  la  importancia  de  la  fotosíntesis para la vida en la Tierra

ENFOQUE COMPETENCIAL:

Competencia en Comunicación Lingüística:

• El alumno será capaz de:
• Buscar, recopilar y procesar  y comunicar información.
• Utilizar los códigos de comunicación para conversar solicitando información.

Conciencia y expresión cultural:

• El alumno será capaz de:
• Considerar la flora como parte del patrimonio cultural de los pueblos de la montaña palentina. 

Sentido de iniciativa y espíritu emprendedor:

• El alumno será capaz de:
• Tomar decisiones y elegir teniendo criterio propio

Competencias sociales y cívicas:

• El alumnos será capaz de:
• Manejar habilidades sociales y saber resolver los conflictos de forma constructiva.

Aprender a aprender:

• El alumnos será capaz de:
• Aplicar los nuevos conocimientos y capacidades en situaciones parecidas y contextos diversos.
• Ser capaz de trabajar de forma cooperativa y mediante proyectos

Competencia Matemática y Competencias básicas en ciencia y tecnología:

• El alumno será capaz de:
• Conservar los recursos y aprender a identificar y valorar la diversidad natural
• Expresar e interpretar con claridad y precisión informaciones, datos y argumentaciones.

Competencia Digital:

• El alumno será capaz de:
• Buscar, seleccionar, registrar , tratar y analizar la información.
• Trabajar en entornos colaborativos
• Generar producciones responsables y creativas.
• Utilizar las tecnologías de la información y la comunicación como instrumento de trabajo intelectual (función trAansmisora y generadora de información y conocimientos.)

AIM OF THE TASK

Create a presentation about the plant life of Montaña Palentina and a video to explain the photosynthesis.

PROCESS

STEP 1: You are going to work in your cooperative groups. Remember you have different roles, let's check it into the following presentation and divide it. Let's open a Google Drive document for your Working diary:

• Date.
• Roles.
• Aim of the day.
• What have you done?
• Problems.

STEP 2:  Start the presentation, every member of the group should have access to it. It must have:

• Slide 1: Title and authors.
• Slide 2: 1st plant.
• Slide 3: 2nd plant.
• Slide 4: 3rd plant.
• Slide 5 4th plant.
• Slide 6: Video about photosynthesis.

Here is an example of it.

STEP 3: Divide the presentation work, each member of the groups has to talk about one plant in the presentation, so it should do one of the first fourth slides. The following websites will help you to look for the information.

• Cervera de Pisuerga: Flora de la Montaña Palentina. 
• El Oteadero de Javi: Flor de la Montaña Palentina (1ª parte)
• Orquídeas de la Montaña Palentina

If you need to look for more information on the net please let use the Scientific Name of the plant, not all the plants are called by the same name in all the places. 

STEP 4: Now it is time to tell everybody what your groups has learnt about the Photosynthesis and plant nutrition. And you are going to do it in a creative way with a video. Here you have some examples you can use (of course they are not about the topic but they are just to inspiring you on a good idea).

• Pollen (use papers and cartulines to draw things and explain things using sheets)
• Blood Circulation (using your own bodies or clothes, like a theatre play)
• Mr. Muscle  (You can dress yourself up)
• The reconquest of the Iberian Península (You can use models of plasticine, little toys, etc,... )
• Mejorarndo la educación, SGLab (You can use puppet to help yo)

Let's prepare a Storyboard. It is a paper in which you are going to summarize all the scenes of the video. It is a draft, don't do it quick but also don't look for the perfection on pictures. Use the information which is explained at pages 42 and 43 from your Class Book.

Everybody has to take place on it so the COOPERTIVE LEARNING TECHNIQUE: Let's spin the sheet can help you.

You can use this graphic organizer as an example. 

Storyboard from Javier Ramos Sancha

STEP 5:  Time to write the script. Remember that you need to know what to say or do at each moment in the video. You could use the following sentences in the video:

• Hello, we are ...........................................
• We are going to explain you ..............................
• For the Photosynthesis the plant needs..........................
• Explain the process: The plant takes........................ through the .......................
• From the roots the ................................. goes to the leaves through the ........................
• At the leaves is prepared the ....................... and it goes to the rest of the plant though................
• With the photosynthesis the plant produces............................

Let's check your teacher your script, divide what each person will say, and prepare all the materials, pictures, posters, characters or customs you will need to use. 

STEP 6: Record the video, remember you will need a camera, a tablet or a mobile phone (if you choose remember SIM cards are not allowed). It is important you know how to work with it and how you take out the videos. 

When you finish you have to upload your video to Youtube. It is not needed that all the member upload it, one is enough.

• Title: Photosynthesis (names of the students)
• Description: This is the video we have created for........
• Tags: colsangregorio, redxxi, Year 5, Science, Plants.

STEP 7: Include your video into your Google SlideShow Presentation. 

STEP 8: This is going to be the personal part each one should create on they own portfolio. Each member of the group has to create a post with the following information.

• Title: Plants
• Introduction: I'm ........................... This is the final product of my group. Along this task we ..................... and I ........................................
• Embed the presentation.
• Learning Diary: (Please try to think on it and write more than a word)
• What have I learnt with this task?
• Did I have to go back on something?
• How did I learn along this task?
• What do I want to learn more about?
• Remember to write the task (colsangregorio, redxxi, Year 5, Science, Plants.)

This example done by the teachers can help you. POST PLANTS

ASSESMENT

Teacher's assesment (60% of the final mark) Maximum 28 points

Rúbrica de evaluación plants from Javier Ramos Sancha

Self-assesment (20% of the final mark) Maximum 28 points

Diana de evaluación plants from Javier Ramos Sancha

Peer evaluation (20% of the final mark) Maximum 28 points

Peer evaluation (plants) from Javier Ramos Sancha

Our favourite books. e-Twinning Activity

It is time to focus our attention again into our e-Twinning Project: "Reading Together"

After presenting all the students implied in the project, now it would be time to talk a bit about which are our favourite book and about our houses. 

It is going to have two different parts. Let's follow the steps in order to success with the task:

PART ONE

• STEP ONE: Create a Google Drive Slideshow. Create the first slide

• STEP TWO: In the second slide include a picture of your bedroom. (You can bring it at another moment)
• STEP THREE:  Try to review all the grammar aspects you will need for this task. Read and complete the activities of your Class book, page 139.
• STEP FOUR: Let's describe your bedroom using ten sentences. 
• Five of them: There is / there are (page 25 of your book)
• Five of them: I have got / I haven't got. (page 27 of your book)

PART TWO

On the shelves of your bedrooms we are pretty sure that you have your favourite book on it. With your mate you are going to create and interview to talk about it.

• STEP 1: Try to review all the grammar aspects you will need for this task. Read and complete the activities of your Class book, page 140.
• STEP 2: Create the questions for the interview. You will create together because you are going to use the same in both interview (page 31 of your book). The information you will ask about is:
• Title.
• Author.
• Number of characters.
• Why do you like it?
• Number of pages.
• A couple of questions about the cover.
• A brief summary.
• STEP 3: Prepare the script into your notebook. That means you have to write down the questions and the answers. Let's the teacher check it.
• TIPS TO HELP YOU WITH THE SCRIPT.
• Good morning,Good afternoon, Hello.
• My name is .........
• What's your name?
• My name is .........
• Can I ask you some questions about your favourite book?
• Yes, you can.
• THE QUESTIONS
• Good bye, thanks for your time. 
• Good bye. 
• STEP 4: Record the two videos. In each one, a student will be the cameraman and the interviewer at the same time and the other student will answer. In the second video you have to swap your roles.
• STEP 5: Upload into your youtube channel the video in which you are answering questions. 

PORTFOLIO

As a final part, you need to prepare a post into your digital portfolio to spread it. 

Your portfolio should have the following parts:

• Greetings: Hello, Good morning, etc....
• Description of the activity: In this activity I ......... . It is part of our e-Twinning Project.
• Embed your Presentation.
• Embed your Youtube video.
• Your learning diary:
• What have I learnt with this task?
• Did I have to go back on something?
• How did I learn along this task?
• What do I want to learn more about?

Remember you have to add the tags, to order an classify the information into your blog. This time the tags will be:

• colsangregorio.
• RedXXI
• English
• Year5
• e-Twinning.
• My favourite book. 

Once you have finished you have to submit your task to your teacher using Edmodo. For that you have to click into the title of your post in the blog and copy and paste your link into the Edmodo Assignment. 

ASSESMENT

Teacher's assesment (60% of the final mark) Maximum 20 points

Rúbrica my favourite book for e twinning project from Javier Ramos Sancha

Self-assesment (20% of the final mark) Maximum 20 points

Diana de evaluación e twinning my favourite book from Javier Ramos Sancha

Peer evaluation (20% of the final mark) Maximum 20 points

Peer evaluation (my favourite book e twinning project) from Javier Ramos Sancha

My ideal classroom (English Year 5)

OBJETIVOS DE LA TAREA (Siguiendo Currículo Educación Primaria Castilla y León - ORDEN EDU/519/2014 de 17 de junio):

Al final de esta tarea el alumno será capaz de:

• Distinguir la función o funciones comunicativas principales del texto (por ejemplo, una demanda de información a través de preguntas) y un repertorio limitado de sus exponentes más habituales, así como los patrones discursivos básicos (la descripción de un lugar).
• Conocer y saber aplicar las estrategias básicas para producir textos orales monológicos o dialógicos muy breves y sencillos, utilizando, por ejemplo, fórmulas y lenguaje prefabricado o expresiones memorizadas, o apoyando con gestos lo que se quiere expresar (Can you...?)
• Participar de manera simple y comprensible en conversaciones muy breves que requieran un intercambio directo de información en áreas de necesidad inmediata o sobre temas muy familiares (lugares de procedencia), en un registro neutro o informal, utilizando expresiones y frases sencillas y de uso muy frecuente, normalmente aisladas o enlazadas con conectores básicos, aunque en ocasiones la pronunciación no sea muy clara, sean evidentes las pausas y titubeos y sea necesaria la repetición, paráfrasis y la cooperación del interlocutor para mantener la comunicación.
• Interactuar de manera muy básica, utilizando técnicas muy simples, lingüísticas o no verbales para iniciar, mantener o concluir una breve conversación.

ESTÁNDARES EVALUABLES.

• Responde adecuadamente en situaciones de comunicación (saludo, preguntas sencillas sobre sí mismo, petición u ofrecimiento de objetos, de lo que está haciendo, del lugar donde está situado algo, etcétera).
• Participa en conversaciones, cara a cara o por medios técnicos (teléfono, videoconferencia), en las que se establece un pequeño contacto social (dar las gracias,saludar, despedirse, dirigirse a alguien, pedir disculpas, presentarse, interesarse por el estado de alguien, felicitar a alguien), se intercambia información personal y sobre asuntos cotidianos, se ofrece algo a alguien, se dan instrucciones (por ejemplo, cómo se llega a un sitio con la ayuda de un plano).
• Escribe, en papel o en soporte electrónico, textos breves de carácter narrativo e informativo sobre temas trabajados previamente, basándose en un modelo y reproduciendo estructuras trabajadas.

ENFOQUE COMPETENCIAL. 

• Competencia en Comunicación Lingüística:
• El alumno será capaz de:
• Escribir un texto descriptivo basándose en la imagen creada. 
• Utilizar los códigos de comunicación para conversar solicitando información.
• Competencia Digital:
• El alumno será capaz de:
• Dominar y aplicar a diferentes situaciones y contextos diferentes lenguajes: visual, icónico, textual, gráfico, etc...
• Generar producciones serias, responsables y creativas.
• Comenzar a identificar a identificar estrategias a utilizar para resolver situaciones y problemas con el software y el hardware utilizado.
• Conciencia y expresiones  culturales:
• El alumno será capaz de:
• Apreciar el hecho cultural y artístico.
• Aprender a Aprender:
• El alumno será capaz de:
• Organizar el trabajo planteándose metas a corto, medio y largo plazo. 
• Plantear actividades y organizar los tiempos.
• Sentido de iniciativa y espíritu emprendedor.
• El alumno será capaz de:
• Tener una actitud positiva al cambio.

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MY IDEAL CLASSROOM

To review unit 2 "Computer Zone" we will create a presentation about the ideal classroom. We will use Google Drive and Youtube.

1.Let's propose to your partner to go on Virtual Reality Trip and tell him or her where he or she is at that moment. Record a video asking him or her about what can feel there. (Ask five questions). Upload the video into Youtube. CREATE A SCRIPT AND SHOW TO THE TEACHER BEFORE YOU START RECORDING WITH YOUR MATE. (Remember to take in account: introduction, the body and the farewell)

1. Title: VRT interview (Your names) 
2. Description: VRT interview (Your names) Y5A
3. Tags: colsangregorio, redxxi, English Y5, my ideal classroom

• Make a script to interview your partner.
• Hi! I am (your name), what's your name?
• My name is (partner's name). How are you?
• I am fine, thanks. And you?
• Everything's alright. 
• Imagine you are in ... What can you touch/smell/...?
• I can ...
• Use grammar ticket A.B page 14.
• Key words: Sense verbs (Picture dictionary Unit 2 A.B page 85)
• (5 questions with 5answers)
• Thanks so much, this is all.
• You are welcome.
• Goodbye.
• Bye-bye

2. Make a picture about your ideal class. How you want to distribute tables, spaces, blackboards.... On the floorplan you have to write what each picture is. Then upload a photo of your plan into the presentation.  

3. Create your own timetable. Create a table with the lessons of a week at school.

• In this timetable you can distribute the time as you want. 
• Decide what days of the week you will go to the school, when the school starts and when it finishes. 
• And then what subjects you want to study. Not only add our daily subjects, but also BE CREATIVE and try to add new subjects you would like to study at the school. 

4. I have a dream. Describe your ideal class and your own timetable.

• Six sentences about your class.
• Use: 
• It has.... / There is .... / There are .....
• Prepositions of place: In, on, under, in front of, behind, next to,....
• Six sentences about your timetable.
• Use:
• I have .......... at (time)/on (day)
• Grammar ticket Present simple + times A.B. page 17.
• Key words: School subjects, Days of the week and Telling the time (Picture dictionary Unit 2 A.B page 85)

5. Make a Google Drive Presentation following the pattern given as an example.

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6. Create a post into the Kidblog. Remember write an introduction, then embed the presentation and also write a farewell in the post.

7. Send me the link of your post through the EDMODO assignment. 

YOUR EVALUATION WILL BE FOLLOWING THIS RUBRIC:

Rubrica my ideal classroom from Javier Ramos Sancha

AUTOEVALUACIÓN DE LA ACTIVIDAD

DIANAS DE EVALUACIÓN

Vamos a comenzar a autoevaluar nuestras tareas, es decir, vamos a ver qué hemos hecho y contrastarlos con los objetivos iniciales propuestos.  Con ello pretendemos conseguir que seas tú mismo quién analice tus aciertos y tus errores. Y queremos que con ello pienses también la manera de seguir avanzando y mejorando en la realización de las mismas.

Lo vamos hacer con un sistema de evaluación llamado: DIANAS DE AUTOEVALUACIÓN. Para ello nos van ha hacer falta tres cosas.

• La entrada en nuestro porfolio digital de la actividad (En este caso My Ideal Classroom)
• La Rúbrica de Evaluación.
• El documento con la Diana de Autoevaluación. 

MANEJO DE LAS DIANAS DE AUTOEVALUACIÓN.

• En cada uno de los ejes vemos una puntuación (la correspondiente a la escala de valoración de la rúbrica) y un título (el correspondiente a cada uno de los criterios a evaluar en la rúbrica)
• Tendrás que ir eje por eje, es decir, criterio por criterio y colocar un punto en la puntuación que sinceramente y objetivamente crees has alcanzado en la realización de la tarea. ES NECESARIO QUE SEAS SINCERO Y LEAS MUY BIEN LA RÚBRICA. 
• Una vez terminado unirás los puntos de los diferentes ejes hasta crear un área que colorearás.
• Ese área te demostrará cuanto has conseguido en el desarrollo de esta actividad. 

ES EL MOMENTO DE COMENZAR, Aquí te dejamos todos los materiales. 

My Ideal Classroom: Final Products

Rúbrica de Evaluación

Rubrica my ideal classroom from Javier Ramos Sancha

Diana de Autoevaluación

Diana de evaluación my ideal classroom from Javier Ramos Sancha