TALLER DE COM CREIXEM - XTEC · taller/shorter wide/narrow. Llicència retribuïda 2005/2006 Carme...

Llicència retribuïda 2005/2006 Carme Sentís Farrés

EL TRACTAMENT INTERDISCIPLINAR DE L’APRENENTATGE DE L’ANGLÈS A PARTIR DELS TALLERS DE CIÈNCIA

1

TALLER DE COM CREIXEM

Què volem ensenyar? Com erem i com som.

Aprendre que tots els animals, inclòs l’home, creixen i canvien en la mesura que es fan grans. Posar la mirada a la vida com un procés que permet la successió temporal l’abans i el després del canvi.

.

Per a què?

Coneixen’ s a nosaltres mateixos .

Entendre que hi ha diferencies entre els humans.

Com?

Desenvolupar la idea de canvi

Identificar parts del cos humà a través de l’observació, la discussió i el joc.



2

PROJECT

OOOUUURRRSSSEEELLLVVVEEESSS

HEALTH AND GROWTH

WHAT:

Help children learn all about themselves from thinking about how they have changed since they were babies.

WHY:

By looking at changes in their development children will become more aware of the passage of time and how their bodies are affected by this.

HOW:

Encourage children to look more closely at themselves and what their bodies can do.

WHO AM I ? MYSELF MY BODY HEALTH & GROWTH



3

� Teachers’ Notes Pupils should be taught:

…

MYSELF

HEALTH

MY BODY

GROWTH

WHO AM I ?

EXTERNAL PARTS

S K E L E T ON

EMOTIONAL DEVELOPMENT

THE PASSAGE OF TIME

REL ATI ONSHI PS LOOL AFTER MYSELF

FOOD DRINK EXERCISE

MEASURE

MY STORY



4

� Introduce yourself: Hello, I am / Hello my name is…

� How do I feel today?

� If you are happy … � Feeling words � Welcome to our group. How many letters are in your name? How many boys and girls are in the group? Practice numbers till 10.

� John Brown was a little Indian � How I look like, my portrait. Appearance: What do you see? How many have blue eyes?... � Storytelling: Brown Bear, brown bear,

What do you see? � My hand and my fingerprints.

� The Hockey Cokey � Variety of people � Measure words

MYSELF

REL ATI ONSHI PS

EMOTIONAL DEVELOPMENT



5

� Moving parts of the body. Recognize familiar words.

� Observing and distinguish the vocabulary. � Creative development: ”My body”.

� Head, shoulders, knees and toes

� Little Blob. � How is my skeleton?

How many bones? � The skeleton � Skeletal joint � Action rhymes : body movement. � Action words � How is our skeleton? � How are other skeletons? � Creative development: Mr Bones

� Ten in the bed

EXTERNAL PARTS

S K E L E T ON

MY BODY



6

� A metre man � Action rhyme � Measure for…Classify � Measuring me

My hand,my fingers Shorter-longest

� Sammy thumb � The hand span � Look around � Action game

My foot length Feet and shoes The larger feet-the bigger shoe size

� My body, Experimenting measuring. � My metre strip � How tall I am? � Observational walk Comparing things and me � Plasticine snakes � Length vocabulary

� Growing and changing

Comparisons � How old am I? � Jigsaw: people get older � A sequence: from childhood to maturity.

MEASURE

GROWTH

THE PASSAGE OF TIME



7

� This is the way I wash my hands � Look after myself

Clean my teeth Wash my hands.

� Keep healthy-Mind map � My favourite food

LOOK AFTER MYSELF

FOOD & DRINK EXERCISE

HEALTH

WHO AM I ?

MY STORY

� My past, my present Differences about me.

� The passage of time � A sequences of different ages � My life cycle. � My Life’s box



8

REFERENCES

o Wenham, Martin (2005) Understanding Primary Science, (2nd ed) SAGE Publications Inc ISBN 1-4129-0163-4

o Evans, Jean (2000) All about me ,Scholastic Ltd. ISBN 0439-01638-X o Seuss,Dr &McKie Roy (1969,1977) My book about me by me myself, Harper Collins

Publishers Ltd. ISBN 0-00-722473-7 o Newton , Doouglas (2004) Teaching Tricky Science Concepts ,Scholastic Ltd.

ISBN 0439-98448-3 o Evans David,(2000) Science made easy. Key Stage1 Finding out Why Things

Happen, Dorling Kindersley Limited. ISBN 0-7513-4919-4 o Hodder &Stoughton Educational (2003) Essentials in Science. Year 2 Key Stage 1

WHSmith Essentials series. ISBN 0-340-81545-0 o Starting Science 2 Living things. Key stage 1 Schofield & Sims. ISBN 0-7217-0860-9 o Vale, David & Feunteun Anne (2003) Teaching Children English, (2nd ed) Cambridge

University Press o Wright Andrew ,Betteridge David & Buckby Michael (1994) Games for Language

Learning,(13nth ed),Cambridge University Press. o Phillips Sarah (1994)Young learners (2nd ed).Oxford university Press. o Webber Beryl &Haigh Jean Inspirations for Maths, Scholastic. ISBN 0-590-76403-0 o Collins Primary Maths. ©Harper-Collins Publishers Ltd 1999. o Waddell Martin Once there were Giants,Walker Books. o Waring Geoff Oscar and the frog, a book about growing, Walker Books. o www.firstschoolyears.com o www.bbc.co.uk/schools/scienceclips o www.Kizclub.com o www.knowledgebox.com



9

OURSELVES What to do?

MYSELF

� Warm up activity

• Use two simple stick puppets and introduce the dialogue: -Hello, I am Coco. -Hello , My name is Rich.

� Using language

• Even the children in the class may already know each other, ask them to practice the dialogue to introduce themselves to the rest of the group.

Hello, My name is…

� Creative development

• Encourage the children to create their own puppet and invented a name for it. Provide a range of potential puppet-making materials. Display the finished puppets and organise the room so that they can practise the short dialogue with their puppets.

� Personal emotional development

You can talk about their feelings. Display a corner to express : How. I feel today?

This is from Green Park Primary School. Maghull. Liverpool



10

� Sing the song

If you are happy ….

• You can use the feeling words to create a new version of the song If you are happy… and enjoy singing the song with the children.

Example: “If you are excited and you Know it say Wow wee!”

This is from Green Park Primary School. Maghull.Liverpool

FEELING WORDS HAPPY WORRIED

SAD TIRED EXCITED



11

� Personal and social development

Take picture of all the children and display them on the board. Encourage the children to write their names. Use the ITC session to write the names for this activity.

� Talk about.

Look at the names of the children.

o Do any have the same names? o Count , how many letters are in your name?

Create a graph about the letters in your name:

o Listen to your name if your name is here tell me :

Hello I am….

HOW MANY LETTERS ARE IN OUR NAMES?

LESS THAN SIX

SIX MORE THAN SIX

Welcome to our group



12

(This is an example for this activity from Year 1 in St.George’s Primary School ,Maghull. Liverpool

o Counting

� Count the numbers of boys and girls in the group.

How many boys there are in our class? How many girls?

� Practise with numbers.

Count with me! Use flash cards to count to ten.

� The TEN’S

Practice with children the amount of ten. Use the number line

Different ways to count with children:

I’ve got 2 , I’ll need to get….

We start with 6, how many do I need to get 10?

From number 5, let’s get 5 over here, What number is it?

� Sing the song John Brown was a little Indian

Girls ��

��

Boys ��

��

��

1 2 3 4 5 6 7 8 9 10



13

� Observing differences

o Use a hand mirrors .Let the children to look at themselves for a couple of minutes. What do you see?

o Children draw themselves and complete their own appearance.

� Communicating

o Discuss with them about the colour of their eyes and the colour of their hair.

o Display a pictogram to show the information and discuss the results.

This activity is from Y1.Saint George’s Primary School.Maghull.Liverpool

Colour the correct boxes according what you have found out.

Hair black brown red blond Eyes blue brown green grey Skin black brown white yellow

Talk about the different colours

How many have blue eyes? How many have red hair? How many have brown hair? How many have brown eyes?

Are there more children in the class with blue eyes? Which is the most unusual eye colour?



14

� Story telling

Brown bear, brown bear What do you see?

o Read the story to the children. The pictures are going to let children recognize familiar words such as the name of the colours. Extend vocabulary about animals.

o Memory game: Make a set of matching colour cards and the matching animals cards from the story. Ask the children to cover the animals with the correct colour cards. Encourage them to use the appropriate word to describe the animal: e.g.: “This is a yellow duck”


o Hands and fingerprints

Ask the children to look at their own hands:

How are they the same? How are they different? Are there any lines on their hands?

Use the magnifying glasses to look closely at their own hands.

Encourage the children to draw round their hand on a large sheet of paper, decorated the hand and make a border around it with their own fingerprints.



15

� Sing the song

The Hokey Cokey

Arrange the children in a circle and sing the song together, with the appropriate movements. Check that the children can discriminate between the right and left sides of their body.

� Knowledge and understand the world

o Variety of people Make a display of the photographs collected and look carefully the similarities and differences between the various ethnic groups.

Talk about skin colour eyes, nose, hair

You can introduce measure words like:

Longer/shorter bigger/smaller taller/shorter wide/narrow



16

OURSELVES

What to do?

MY BODY

External parts of the body

� Simon says

o Gather the children together and play “Simon says” game,’

Simon gives directions for moving parts of the body such as :

“Touch your shoulder with your nose..”

Use picture flash cards for identifying different parts of the body, If sometimes you use the writing word of the flash card it will help built up sight vocabulary.

� Brainstorm:

o Project some pictures to the children and ask children to thing about the different parts of their bodies.

Help them to name each part of the body.



17


o Choose a boy or a girl and ask them to lie on a large piece of paper. Draw around them and cut the outlines out. Let the children paint the limbs and faces of the cut-outs and glue on facial features and hair using collage materials. o Display on the board: ”My body”

� Language

This activity was made with my pupils, CEIP Escola Bellaterra in 2002-2003



18

o Make card labels for the body parts and discuss with the children where to stick them on the display. Join the label to the relevant body part.

o Prepare a sheet of paper and encourage the children to recognize the ^body^ words through matching activities.

FOOT

LEG

NECK

HAIR

ARM

HEAD

HAND

KNEE

TOE

M

Y

B

O

D

Y

SHOULDER

This activity This activity is fromY1.Green Park

Primary School. Maghull .Liverpool This activity is fromY1.Saint George’s Primary School .Maghull. Liverpool



19

� Sing the song Head ,shoulders, knees and toes

o Sing the song with the children. Explore the body movements as the children enjoy with the song and develop control and co-ordination. Speed up in the later stages.

o Make a mobile for parts of the body based on the song.

o Display a collection of dolls, action men and other articulated figures. Let children to identify part of the human body through observation and play.

You can use pictures like the flash cards or just from magazines.



20

OURSELVES

What to do?

MY BODY

Internal parts of the body

� Raising ideas or questions

Introduce Little Blob, a very large plastic bag with eyes, nose and mouth marked on it. Give Little Blob some body organs, such as heart, lungs, stomach (made from small inflated bags or balloons) and intestines (thick string). Show to the children that he can not stand up:

“Oh, look Little Blob? Why he can’t stand up? Why does he not have a shape? What do we have inside us that give us a shape?

� Simon says:

Feel your bones!

Simon says touch your elbow put the hands on your knees

touch your hand bones touch your backbone touch your ribs.

Little Blob



21

� Knowledge and understand the world

Let children to think about their own body.

o Suggest to the children to draw how they imagine the body inside them look like.

o Talk about their drawings.

Children often know a little bit about bones. Check which of the drawings has bones , how many bones we can see on them.

Ask them: How many bones do you think we have in our skeleton? Use the number flash cards. When they say a number show the flash card number and invite them to repeat the number with you. Remember that children often like to think in big numbers.

This drawings are from my pupils in Y1.CEIP Escola Bellaterra 2003-2004



22

� Physical development

The skeleton

o Present them a model skeleton. Indicate them how we can move with our skeleton. Point which parts of the body we can move and which parts we can not. This activity let’s us to introduce the skeletal joints. o Encourage them to explore body movements and enjoy action rhymes.

I can walk I can run I can jump I can crawl I can sit down I can stand up. I can swim I can balance.

o Extend the vocabulary with new Actions words

You can reinforce the meaning of this words showing them some illustrations such as an stickman doing different actions.

� Rhyme:

I can move my head right to left,

I can move my arms up and down,

I can move my eyes side to side.

I can bend my body and pick it up!

*You need to display something on the floor that make possible to pick something up.

ACTION WORDS

DANCE ROLL STRETCH BEND SKIP HOP SLEEP EAT RUN JUMP WALk KICK



23

� Apply learning.

How is our skeleton?

o Prepare a sheet of paper with our skeleton. Ask them to look closely the shape Colour it. Use different colours to distinguish the long bones like arms and legs and the short ones

Explain that not all the bones are in the drawing because our skeleton have 200 bones. Encourage them to count how many bones they can see.

Compare the shape of our skeleton with the skeleton of other animals.

This activity is from Scholastic Teacher Bookshop Teaching Tricky Science Concepts. Scholastic photocopiable Thinksheet19



24

� Creative development Mr Bones

o Provide different size boxes, cardboard tubes and recycling material.

Encourage the children to make their own skeleton using the different materials. Talk to the children about what they have learned:

The skeletal joints let’s us to move!

o Display all the Skeletons in an exhibition place and extend the children

knowledge through books.

� Song

Ten in the bed

o The aim of this song is to make comprehensive the meaning of roll over and revise numbers 1 to 10.



25

I am a metre man

I am a metre man

I am tall ,tall ,tall I am not short, short, short

OURSELVES

What to do?

HOW I GROW ?

� Warm up A metre man

o An action rhyme

To introduce the metre you can present a puppet about 1metre long and enjoy with action rhyme. Adapted a text that requires to do actions with the body. *Some notes:

When it says I am tall, tall, tall the action is put your arms up When it says I am not short ,short ,short ,the action is bend your knees and walk. The music can be I am a Kangaroo*

o Brainstorm

Display a collection of objects such as:

Straws, strips of paper, rulers, metre sticks, clocks, jug, bowl, large can ,kitchen scales, seeds, sand, marbles. Ask the children to classify the objects. Discuss with them which ones are possible to be measured by the metre man.



26

� Observing and exploring

Measuring me

• MY HAND

o Suggest to the children to compare their hands with their partners. Introduce the vocabulary shorter or longest.

Help them to express :

“My hand is shorter than your” .or “My hand is longest that your”

o Invite children to measure their finger Record it on a sheet of paper.

.

LONGEST & SHORTEST

thumb

Fingers

Draw. around your hand. Label the longest finger. Label the shortest finger. Label the thumb



27

� Song Sammy thumb

• The aim of this song is to expend the vocabulary

Sammy Thumb, Sammy Thumb Where are you? Where are you? Here I am! Here I am! How do you do!

…

o The Hand span measure

Talk about the Hand span : • How long is a hand span?

Demonstrate a hand span and ask them if it is always the same length.

• How can I measure my hand span?

Talk with the children the correct way they can measure with their hand span: From the tip of the thumb to the tip of the little finger with the hand stretched as wide as possible

SAMMY THUMB

PETER POINTER

BOBBY BIG

RUBY RING

TINY TIM



28

� Experimenting and measuring Discuss with them what happens if we measure the same things but our hands are a different size.

o Suggest them to check in pairs how many hand span there are in 1m ribbon.

LOOK AROUND. • Find some things you think are about as long as your hand

span. • Find some things you think are about as long as 2 hand span. • Find some things you think are about as long as 3 hand span. .Draw pictures to show what you found. About as long as 1 hand span

About as long as 2 hand span

About as long as 3 hand span

This activity was made with my pupils in Y1.CEIP Escola Bellaterra 2003-2004



29

o The longest hand

o The hand game This is a pair activity game. Try to hide your hand on you back before your partner can clap on it at the end of the rhyme.

MY HAND SPAN Measure your hand span. cm Record the group’s hand spans on the chart

HAND SPAN IN CENTIMETRES NAMES 7 8 9 10 11 12 13 14 15 16 17 18 19 20 .Write your group’s names in order. Shortest hand span -------------------------------------------------------------- Longest hand span--------------------------------------------------------------------

Give me five On the side Up above Down below You are too slow!!!



30

• MY FOOT

� Experimenting and measuring o Children enjoy measuring their feet Suggest them to measure the length of

their feet.

This activity was made with my pupils in Y1. CEIP Escola Bellaterra 2003-2004

Discuss with the children if the larger feet has the bigger shoe size.

They collect their data and record the information on a bar chart.

.

FEET AND SHOEs My foot is ……cm My shoe size is……cm

NAMES My foot My shoe

Colour the largest feet in red and the bigger shoe in green

Pat

Ian

Peter

Shoe size Feet measure Big shoes Large feet



31

� MY BODY � Experimenting and measuring Encourage the children to explore all the possible measures of their body.

ROUND YOUR HEAD

WHOLE ARM

BENDING

STRIDE

H E I G H T


SPAN

ARM



32

o Register the measures in a sheet of paper

• My metre strip. Children need to prepare their own metre strip. They need to mark the measure long to the end of the paper and check that is exactly the measure. They can validate the measure in the standard unit metre. Because some of them are taller than 1 metre you can talk about the half metre, and discuss whit them which is the measure of a half metre and why. You can ask them how long it is a metre and a half.

.

MY NAME ROUND MY HEAD

THE WHOLE ARM

BENDING THE BODY

ONE STRIDE

MY FRIEND




33

• HOW TALL AM I?

Children can work together to measure each other’s height. Provide them with a 150 cm strip, marked off in centimetres. Give them a marker to mark the height of the children on the wall, a strip colour paper and a pair of scissors. They need to mark their own height on it and write their name Record the height measurements on the board.

The collection of the strips can be mounted as a graph in order of size. Comparing the results all together

.

Notice that people are not either tall or short. There are many possibilities between the very tall and the very short. The graph should show a normal distribution, that is. a larger number of children’s heights will be somewhere in the middle of the range of heights measured

HOW TALL WE ARE




34

� Apply learning . Encourage children to compare their height with the other friends and record the

names.

� Observational walk

This activity is fromY1.Green Park

Primary School. Maghull .Liverpool

Encourage the children to look around the school for things which the compare with their own height. Ask them to draw them.

Taller than me

About the same height as me

Shorter than me

COMPARING THINGS AND ME



35

� Creative development Plasticine snakes

• What to do?

The aim of this activity is to help children to understand the concept of doubling and halving a length. Provide the children with a rules ( a new one, which begin at zero to fifty) Ask children to make a plasticine snake 20cm long and then check its lengths. Ask them.” If you cut your snake in half, how long will it be? Let children predict the answer and give them the opportunity to measure a half snake. Encourage them to make more snakes, 6cm - 4cm -8cm -length. Discuss with them the different lengths of the snakes. You can introduce some new length words

LENGHT VOCABULARY

LONG SHORT

HIGH LOW WIDE NARROW DEEP SHALLOW

THICK THIN

Look! How long is it the snake?

Visit Chester Zoo with Green Park Primary School.Maghull.Liverpool



36

OURSELVES

What to do?

Growing and changing

� Raising ideas or questions

Show the children these photographs and ask them what they can see.

Make simple comparisons between the babies and the adults.

You can talk about size, colour, age. Introduce some vocabulary such as:

Baby –adult ,little-big, shorter-longer-

The aim of this activity is to express that the more obvious kind of growth is growth in size which involves the building up of new living.

o Using language

How old am I?

Ask children to present some information about themselves for example about the age: “I am …..years old” Present the information in a pictogram.

1 person

5 years old

6 years old

7 years old

HOW OLD ARE YOU?



37

• Discuss the graph with them by asking questions which encourage the interpretation of the pictogram for example:

How man y people are five, six, seven? What age are the most people in the class?

• Display the average of the ages in a pie chart. Show them how they can communicate the results visually and easily interpreted.

• Ask to the children which of them have younger brothers or sisters.

Display the results according the criteria How old they are

Children tell their own information to the rest:

e.g.: Peter: My young brother or sister is 2 years old.

6 YEARS OLD

X

5 YEARS OLD

XX

4 YEARS OLD

XXX XXX

3 YEARS OLD

2 YEARS OLD

X X

1 YEAR OLD

X

YOUNGER THAN 1 YEAR OLD

X X X

YOUNG BROTHER YOUNG SISTER



38

� A jigsaw picture

Ask the children to help you to complete the giant jigsaw picture Troll,

When it has been ready made talk with them about how people change as they get older. Display some photographs of different age groups Encourage them to organise the photographs in the correct order for age: Ask them: Where shall we start? They form a sequence from childhood to maturity. Display the poster on the board .

The youngest to the oldest



39

Health and growth

• Song This is the way I wash my hands

Sing the song and do the actions Talk with the children about how important is it to look after themselves . Ask them how many times each day they clean their teeth?

Provide children a toothbrush, Write their initial or name on it Display them on a small shelf with paper cups. They need to put their own toothbrush according to the times they clean their teeth each day

You can extend the vocabulary :

none for 0, once for 1,twice for 2, 3 times for 3

• Knowledge and understand the world.

o Display different objects that are related with washing. Ask to the children which ones they use when they want to wash their hands.

Soap-sponge-bath cube-nail brush-soap powder-pan scrub.

Reinforce the idea of keep the hands clean to kill germs.

We clean our teeth this many times each day

0 1 2 3



40

o Keeping healthy

Talk with the children about the things we need to do to keep healthy. Prepare a mind map Ask to the children to copy the words and draw the most important aspects: Eat -healthy- drink- keep fit

This activity is from Y2.Green Park .Primary School .Maghull. Liverpool.



41

o Ask to the children about their favourite food.

Try to explain them the importance of a healthy eating. Display different kinds of food from magazines and suggest the children to prepare their favourite food.

This activity is from Y1.St.George’s Primary School.Maghull.Liverpool



42

OURSELVES

What to do? My story

• Observing changes

o Suggest to the children to bring a baby photo and a recent photograph. Invite the group to look at all the baby photograph.

Can the children identify their friends? Discuss about the differences in appearance such as length, colour of the hair, height.

o Complete the differences

o Show to the children the growing of some animals.

o Ask them to draw themselves on a sequence of different ages How they imagine themselves from the childhood to the maturity

:

When I was a baby

My length My colour hair My weight

How I look like now

My length My colour hair My weight

BABY CHILD ADULT OLD



43

• Creative development

MY LIFE’S BOX

You need the parents help for this activity.

The aim is show the others the most important things in your life from the first days of your life till now. Every child needs to provide some photographs that explain their time line, they can bring special objects from their babies times such a pillow ,a toy,,,

Encourage the children to talk about themselves to their friends through “the boxes lives”.

For example: See how I grow

My first smiles, toy… I can sit up, I can crawl My first words, I can walk, I am 1 year old My first pictures I feed myself I am 2 years old My first day at school … Here I am now!

TALLER DE COM CREIXEM - XTEC · taller/shorter wide/narrow. Llicència retribuïda 2005/2006 Carme...

Documents

Transcript of TALLER DE COM CREIXEM - XTEC · taller/shorter wide/narrow. Llicència retribuïda 2005/2006 Carme...