Ecosystem Game - Final Products Year 5A

Along this term one of our Natural Projects was Ecosystem Game, it was a project in which we play and learn about the Ecosystems as if we were biologist. By clicking in the following picture you can have a look to the website about the project. 

And now you can enjoy the final products done by the students of Year 5A. Congratulations to all of them and thanks for sharing with us. 

• Paula Agudo's Post.
• Alaine Barrecheguren's Post
• Mario Benito's Post
• Nacho Fernández's Post
• Javier Antonio Figueredo's Post
• Yeray González's Post
• Lucía González's Post
• Lorenzo Adolfo González's Post
• Sergio Gordo's Post
• Diego Iglesias's Post
• Zhong Hao's Post
• Gabriel Jiménez's Post
• Jaime Malanda's Post
• Carla Martin's Post
• Rodrigo Mata's Post
• Sara Rodríquez's Post
• Íker Rodríguez's Post
• Edgar Romero's Post
• Daira Terán's Post

Science Project: "Our Eco-decalogue"

After all the motivation and reflection about the Enviromental problems it would be time to work on it on a clear way. With this project: OUR ECO-DECALOGUE.

Let's create your Learning Diary and share it with your mates and your teacher. Here you are a useful example.

Learning Diary: Our Eco-Decalogue

STEP 1: With the Cooperative Learning Technique: SPIN THE SHEET.

The student will look for some actions to do in order to solve the problems the have discovered in the previous part. We need to finish with at least 10 different actions.The Recorder of the groups will read the final conclusions to the rest and the teacher will write them on the blackboard. With all of them we will create a final decalogue. We will write the final ones in a shared document for everybody to be sure anything is repeated.

STEP 2: Each group of four will have an action of the ten to represent and record a short video using Touchcast with the minIpads. So the student will have to write a short script about what will be in the video and which photo will they use to record it.

The video should have three very short parts:

• A situation explaining a wrong action.
• A situation explaining a good action.
• The sentences from the decalogue.

For example:

We are at home eating the afternoon snack, when the boy finishes the juice throws it to the paper bin. The mum explains  he has to recycle it and he has to throw to the yellow bin. And then you say the sentences about the decalogue.

GRAMMAR TIPS:

• Remember to use the grammar about the present simple CB 145.

STEP 3: Recording the videos at the Image Lab. For the recording we will use a special App in the Ipads to record using the Green Screen Effect. It is called Touchcast. Here you have a website created by Rosa Liarte about how to work with Touchcast

STEP 4: Let's edit the video into WEVIDEO. Create at least a title for it. You should upload your video into Vimeo.

• Title: Point         of our Eco-Decalogue.
• Description: This video was created by ........... for the project the Pollution at Colegio San Gregorio in Aguilar de Campoo.
• Tags:
• Colsangregorio.
• Science
• Year 5.
• Pollution.
• Eco-decalogue.

STEP 5: Create a QR-code using UNITAG. With the video and the QR codes there would be a group who is going to generate an Inphography using PIkTOCHART.

STEP 6: While the expert group is creating the inphography the rest of the groups are going to prepare short Power Point presentations to teach Year 1 and Year 2 about reciclying.

STEP 7: Create your final post in your portafolio.

• Hello my name is ........... 
• These are the final products of our project.......... Along this task we have learnt and thought about about............
• EMBED YOUR VIDEO. 
• EMBED THE DECALOGUE.
• EMBED THE POWER POINT PRESENTATION. 
• 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?
• The tags will be;
• Colsangregorio
• Eco-decalogue
• Pollution
• Science
• Year 5

Here you are a very helpful example about how to create your post.

STEP 8: Sent to your teacher through Microsoft Classroom. 

ASSESMENT

Teacher's assesment (60% of the final mark) Maximum 24 points.

Rúbrica evaluación tarea eco-decalogue from Javier Ramos Sancha

Self-assesment (20% of the final mark) Maximum 24 points.

Diana de evaluación our eco decalogue from Javier Ramos Sancha

Peer's assesment (20% of the final mark) Maximum 24 points.

Peer's Assessment: "Our Eco-Decalogue" from Javier Ramos Sancha

World Enviroment Day 5th June

Today we will start a new project but we are going to begin it thinking about our planet and the enviroment on the World Enviroment Day which we celebrate today. 

We are going to work on the following video using a thinking routine: I see, I think, I wonder

Let's try to explain yourself deeply, with your own words and feeling, thinking not only in the video but also in all the things it suggests to you. 

Once you have finish and before comment all your ideas and sharing with the whole class try to type it into the padlet and have a look about your partners ones. 

Now it would be great to have a look around yourselves, your daily life, your town, your school. Can you do it something to change these situations? How can you take care of the enviroment in your daily life?

We are going to use the cooperative learning technique: 1- 2- 4

1: You will think personally about these questions.

2:  You will share your ideas and complete them with your mate.

4: You will share your ideas and complete them with your cooperative group.

Now all of us are ready to work on our new science project: POLLUTION

Project: Physics in our daily life.

FUNDAMENTACION LEGISLATIVA DEL PROYECTO SEGÚN DECRETO 26/2016, de 21 de julio, por la que se establece el currículo y se regula la implantación, evaluación y desarrollo de la educación primaria en la Comunidad de Castilla y León.

Curso 5º de EP, Área Ciencias de la Naturaleza, bloque 5 La tecnología, objetos y máquinas. 

CONTENIDOS:

• Máquinas y aparatos. Tipos de máquinas. Utilidad y ejemplos en la vida cotidiana.
• Tratamiento de textos. Búsqueda guiada de información en la red. Control del tiempo y uso responsable de las tecnologías de la información y la comunicación.

CRITERIOS DE EVALUACIÓN:

1. Conocer los componentes y los principios básicos que rigen máquinas y aparatos diferenciando y enunciando ejemplos de máquinas simples de uso frecuente.
2. Emplear estrategias de búsqueda y selección de información en la red.

ESTÁNDARES EVALUABLES: 
1.1. Identifica diferentes tipos de máquinas, y las clasifica según el número de piezas, la manera de accionarlas, y la acción que realizan. 
1.2. Observa, identifica y describe algunos de los componentes de las máquinas. 
1.3. Observa e identifica alguna de las aplicaciones de las máquinas y aparatos, y su utilidad para facilitar las actividades humanas.

4.1. Efectúa búsquedas guiadas de información en la red. 
4.2. Conoce y aplica estrategias de acceso y trabajo en Internet. 
4.3. Utiliza algunos recursos a su alcance proporcionados por las tecnologías de la información para comunicarse y colaborar.
4.4. Usa de manera autónoma el tratamiento de textos (ajuste de página, inserción de ilustraciones o notas, etc.)

COMPETENCIAS CLAVE:

• Competencia en comunicación lingüística
• Al finalizar el proyecto el alumno será capaz de exponer oralmente el funcionamiento de una máquina simple usando los conectores, el vocabulario y la estructura apropiada.
• Competencia digital.
• Al finalizar el proyecto el alumno será capaz de exponer toda la información y su aprendizaje a través de diferentes herramientas web.
• Aprender a aprender. 
• Al finalizar el proyecto el alumno será capaz de elaborar un mapa mental con los contenidos del proyecto, así como reflexionar sobre su aprendizaje y el camino seguido a través de su diario de aprendizaje. 
• Sentido de iniciativa y espíritu emprendedor. 
• Al finalizar el proyecto el alumno será capaz de trabajar en equipo con independencia del role que tenga, estableciendo objetivos a corto y medio plazo. 
• Competencia matemática y competencias básicas en ciencia y tecnología. 
• Al finalizar el proyecto el alumno será capaz de expresar su aprendizaje sobre la máquinas de forma científica. 

Let's start the topic with a COOPERATIVE LEARNING TECHNIQUE: "Listener's requests"

Let's start with a new Natural Science topic. This time we will learn about SIMPLE MACHINES. We will start with a video and a THINKING ROUTINE: Generate, Sort, Connect and Elaborate. 

VISUAL THINKING: Following the routine at the end each group should have a mind map in which everybody has connected the idea. Using the basis of all of the we are going to create a big one the whole class together. This will be the guide for this project. 

Once you have created the mind map we are going to learn definitions and concrete things about each simple machine. 

THE LEVER:

A lever is a rigid bar which is balanced on a point the fulcrum. We usus to transmite force. We apply the force to the end of the lever and we move the load which is at the other end.

Depende on where we place the force and the load we can have three different kind of levers. 

Lever (PSF)  Pearson Scott Foresman  Public Domain

• Class 1 lever.
• Class 2 lever.
• Class 3 lever.

THE WHEEL:
A wheel is a circular object that rotates around a central axle. Wheels make object roll and the are some of the most important machines in our lives. 

Wagon Wheel,David Hawgood.  (CC BY-SA 2.0)

THE INCLINED PLANE

The ramp is a simple machine called an inclined plane. We use inclined planes to raise or lower objects with less force. 

Chartres, Hôtel Mostescot 08  rampe.   Coyau    CC-BY-SA-3.0

THE SCREW

If we roll an inclined plane around a cylinder or axis we make a screw. We use screws to fix pieces together when we make furniture or other things. 

Archimede's screw.    Silberwolf   CC-BY-SA-2.5

THE WEDGE

If we joing two inclened planes we get a wedge. We used wedges in many machines or tools to separate two objects when we apply a force. It forms part of axes, knives, etc..

Axt zum spalten 1.   B.gliwa   CC BY-SA 2.5

THE PULLEY: 

A pulley is a wheel with a channel which guides a rope. When we pull the rope, the object rises. We use the pulleys in lifts. 

Pulley Comrade Foot CC BY-SA 2.0 

VISUAL THINKING: Once your teacher has finish to explain you exactly what each simple machine is as a group you are going to complete the class mind map. Let's make a picture about each simple machine in a small piece of paper. Then you will stick it in the class mind map. 

Here you have some games to review your learning. They will be very useful for the tasks you have to do later.

• Neok12: Simple Machines for Kids

After learning concepts and definitions it would be good to apply everything to our real life and it is time for: LEARNING BY DOING. In the following presentation you will discover how to fix your learning. There are three tasks. 

 Send to your teacher through Microsoft Classroom. 

ASSESMENT

Rubric - Teacher's assement 60% of the final mark

Self assement target 20% of the final mark

Peer's  assement  20% of the final mark

Peer evaluation (simple machines physics in our daily lives) from Javier Ramos Sancha

A challenge about structures.

Today we are going to work with our hands the topic of stuctures. First of all I want you to remind the definition of a structure, let's share it with you cooperative group. 

What is a structure?

Now we are going to know which the material for this challenge will be:

20 Spaguetti

Security, Spaguetti, CC0 Dominio Público

A gummy

Webandi, Osos gummi, CC0 Dominio Público

Sellotape

Chenspec, Sellotape, CC BY-SA 3.0

AIM OF THE CHALLENGE: Create the highest structure to support the gummy.

TIME: 20 minutes. 

PROCESS TIPS: 

• You have to work in groups. 
• You have some paper to do some kind of prototype in case you need it. 
• At the end of the process the group who get the highest structure can eat the gummies of the other teams. 
• At the end of the work, you have to upload a picture of the structure and the whole group into the following Padlet. (use your webcam to take it) 

DO YOUR BEST!!!!

Structures ( Year 5, Natural Science)

What is a structure?

A structure is a group of elements which can support weight. There are two kinds of structures:

• Natural structures: The skeleton.
• Artificial structures: A shelf. 

Eiffel Tower, Benh LIEU SONG, CC BY-SA 3.0

The resistant of the structure depends on the material and the shape. 

Let's think on different structures you can have around you in your daily life. We are going to do it using a Cooperative Learning Technique: Let's spin the sheet. Think on one structure: the name of it and a picture. Use your notebooks so at the end each member of the group will have the four different structures. In the following presentation you will know how to work with this technique.

BRIDGES

Let's have a look to the following video, along it you will have some questions to answer it. 
It will be an assesment tool, but for that you have to register on EDpuzzle. To join your class you can use Edmodo user and password. We have created two classes, enter the code to join them:

• Year 5A: Code: onpepfu. Link to the class: https://edpuzzle.com/join/onpepfu
• Year 5B: Code: huereje. Link to de class: https://edpuzzle.com/join/huereje 

Bridges are structures that can support very large forces. They can support:

• Their own weight.
• The movement caused of the wind and the cars.

There are different kinds of bridges depending the structure:

• Bridges made up of arches, usually done by stones.

Stone Arch Bridge, Vonsky87 , CC BY-SA 3.0

• Girder bridges made up by triangular parts. They can be very long bridges.

Iron Bridge on the Camel Trail,  Andy F,  CC BY-SA 2.0

• Suspension brigde, upside-down arch with cables. 

Clifton suspension Bridge, @sage_solar, CC BY-SA 2.0

Let's investigate a bit about famous bridges. You will choose one bridge and investigate some date you will post in the following padlet. 

• Photo.
• Name and place.
• Architect and the year it was built.
• Kind of bridge and materials.

This website will help you: Hi Comsuption: The 39 most amazing bridges in the world. 

We are going to work in cooperative groups so each role will have mission to do.

• Leader: Distribute which part each person will investigate. 
• Scribe: Check all the information is complete before uploading into the padlet.
• Recorder: Write down everybody information into the padlet.
• Time Keeper: Be sure everybody does the task in 15 minutes.

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.