Compartida por: Ignacio de Lucas
0 votos
| 4272 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 33a |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T and Ss say hello. Tell the Ss that they are going to learn about maps. Then show them the video “Vids4kids.tv - Learn About Maps”. The Ss watch the video for the second time.Stop the video after each segment and ask key questions about the components of a map. |
Learn about maps
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| Desarrollo | 00:35 | 2.Have Ss identify an object in the classroom by using a series of directional clues. Divide the class into pairs and have one child guide their partner to an object using directional clues. For example: Walk four steps forward. Turn left. Walk six steps forward. Turn right... 3. Use an object, such as a branch, to depict North. Explain the other cardinal directions and use a mnemonic device to aid students’ memory, such as:"Never eat soggy waffles".Have Ss draw on their notebooks a compass rose with the N for north pointing toward the top of the page. Explain to the Ss that most maps are represented with North at the top. 4. To reinforce cardinal directions, have the Ss play "Simon Says" using the terms North, South, East, and West (which is labeled on the classroom walls). 5. Then, have the Ss work in pairs. Hand each pair a laminated map of a neighborhood (we are providing the “Morelia downtown map”. Print and laminate enough copies). Use cardinal directions to direct the Ss to find a particular spot on the map |
Morelia downtown maps
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| Cierre | 00:05 | 6. Show them the video “Vids4kids.tv - Learn About Maps” one more time and ask the Ss if they have any question about what they saw in the video. |
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| Evaluación | • T checks if Ss are able to identify the cardinal directions. • T checks if Ss are able to. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4273 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 33b |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T and Ss say hello. Project and read aloud the story "What places do you have in your neighborhood?"You also can print it for the children to read and color it. |
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| Desarrollo | 00:35 | 2.Hand out “My neighborhood” map (make enough copies). Discuss with the Ss the places the childwent to and mark them with a cross on the map. Ss must circle other landmarks. For example, the police station in blue, the fire station in red, and the school in green. Review cardinal directions and have Ss tell you where specific buildings are located on the map. Have the Ss,in pairs, ask each other:"Find ____ on the map." 4. Have the Ss work in pairs to solve the “My neighborhood worksheet”. Read each question aloud and ask Ss to repeat it after you. Ask the children if they understand the question and solve any doubt that may arise. Give them enough time to answer this question. When they have finish, repeat the procedure with the following question. |
My neighborhood worksheet 
My neighborhood map
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| Cierre | 00:05 | 5.Review and discuss the answers with the Ss. Say goodbye to the Ss. |
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| Evaluación | • T checks if Ss are able to read a simple map. • T checks if Ss are able to find some locations in a map. • T checks if Ss are able to give and follow directions. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4274 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 33c |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T and Ss say hello with the song “How to read a map”. Talk with the Ss about the different symbols in a map. Project the video once again and stop it to show some symbols. |
How to read a map song
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| Desarrollo | 00:35 | 2. Read the story "Me on the Map" to the Ss (link on the “recursos” section). 3. Give each S some play dough (clay) in different colors. Have Ss roll one small ball, which will represent themselves. Then have them add a layer of play dough to that ball, which will represent their bedroom. Have them continue adding layers of play dough so each layer will represent something in their world. The first ball represents the S, then her/his room, her/his home, her/his neighborhood, her/his community, her/his state, and finally the world. When the Ss are finished, have them cut the ball of play dough in half so they can see how they are just a small piece in the world. |
Me on the map
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| Cierre | 00:05 | T and Ss say goodbye with the song “How to read a map”. |
How to read a map song
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| Evaluación | • T checks if Ss understand that a map is a symbolic representation of a surface. • T checks if Ss are able to understand that they are a small part in the world. | ||||||||
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