Compartida por: Ignacio de Lucas
0 votos
| 3049 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 22a |
| Tema | Formular y responder preguntas para buscar información sobre un tema concreto | ||||||||
| Competencia a desarrollar | Reconocer y plantear preguntas para buscar información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica temas a partir de ilustraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. The T greets the Ss and waits for a response. The T asks the Ss if they like detective shows and give them some examples (i.e. Dora, Blues clues, etc), then shows the videos "Chromatography for kids" and "Chalk chromatography. Easy Science Project" to the children. The links are in the "recursos" section. |
Chalk chromatography easy science project 
Chromatography for kids
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| Desarrollo | 00:30 | 2. The T asks the Ss if they understood the video and has them ask questions to clarify doubts. It’s important that the T corrects the structure of the questions and the answers and writes down all the questions the Ss make. 3. The T asks the Ss if they would like to be detectives and gives each one a note written with a brief text that has a single letter written with a marker of the same color but from a different brand. The T challenges the Ss to identify which is the letter written with the different marker. T asks the Ss to take turns to tell their guesses to the class. They must write them in their notebooks. Then the T has the Ss reproduce the experiment they saw in the first video. The T asks them what do they need and give them the material as they tell it to her/him. The T helps them set up the experiment when they need it. |
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| Cierre | 00:10 | 4. Once the chromatographies are done, the T asks the Ss to go around the room and ask to his classmates: Was your prediction correct? The T says goodbye to the Ss. |
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| Evaluación | Verify that the Ss use the question words and are able to answer the questions properly. • Make sure the Ss write the questions in the correct word order. • Verify interaction between Ss and interest in the subject. • Make sure the vocabulary is adequate for the ages of the Ss. • Observe if the children use the vocabulary words and the grammatical structures correctly. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3050 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 22b |
| Tema | Formular y responder preguntas para buscar información sobre un tema concreto | ||||||||
| Competencia a desarrollar | Reconocer y plantear preguntas para buscar información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica temas a partir de ilustraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. The T greets the Ss and waits for a response. The T asks the Ss: “What is electricity? The T shows them the video "Kids Block Electricity Episode" from the "recursos" section. |
Kids block electricity
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| Desarrollo | 00:35 | 2. When the video is finish, the T asks the Ss if they use electricity. T asks the Sswhat they know about electricity and what they would like to know. The T allows the Ss to ask as many questions as they like, and writes them on the board. The T asks the Sshow electricity travels or gets to the devices they use, i.e. TV, tablets, light bulbs, refrigerator, etc. The T writes the answers on the board. 3. The T then requests the Ss to go to the link in the "recursos" section. Allows the Ss to play the game for a few minutes and asks them to write down the objects that turn the light bulb on. The T asks the Ss: What do these items have in common? The T writes the question on the board. The T asks the Sswhy do these items work and why the others don’t. The T writes down the answers and allows the Ss to reach a conclusion. The T asks the Ss if they ever had an electric shock. The T explains that different materials can transport electricity and gives some examples (metals, water, our body). |
Circuits and conductors
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| Cierre | 00:05 | 4. The T asks the Sswhat are their conclusions. The T says goodbye to the Ss. |
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| Evaluación | Verify that the Ss use the question words and are able to answer the questions properly. • Make sure the Ss write the questions in the correct word order. • Verify interaction between Ss and interest in the subject. • Observe if the children use the vocabulary words and the grammatical structures correctly. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3051 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 22c |
| Tema | Formular y responder preguntas para buscar información sobre un tema concreto | ||||||||
| Competencia a desarrollar | Reconocer y plantear preguntas para buscar información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica temas a partir de ilustraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. The T greets the Ss and waits for their response. The T asks the Sswhat they remember about electricity and how it travels |
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| Desarrollo | 00:35 | 2. This will be an interactive session with some digital material with difficult information. It is vital that the T explains and simplifies all the words that can get confusing, prompts the Ss to use the question words and thecorrect grammatical structures and elicits answers from them. The T asks the Ss to go to the interactive activity "Electricity and circuits", whose link is in the "recursos" section. The T can have them work in groups or individually (groups helps to promote S-S interaction). During the length of this session the Ss should cover 3 sections (Electricity Basics, Simple Circuits and Insulators and Conductors). It is vital that on each slide the T and the Ss write at least 1 question on the board. The T clarifies all the vocabulary in simple terms. During the next couple of sessions the Ss should build up on the knowledge of the subject (electricity) integrating it through the asking of questions and answering them. The T makes sure all the Ss resolve the interactive activities and checks the answers with the group before advancing to the next slide or section. |
Electricity and circuits
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| Cierre | 00:10 | 3. Ask the Ss what they know so far about electricity and its transportation and circuits. Say goodbye to the Ss |
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| Evaluación | Verify that the Ss use the question words and are able to answer the questions properly. • Make sure the Ss write the questions in the correct word order. • Verify interaction between Ss and interest in the subject. • Observe if the children use the vocabulary words and the grammatical structures correctly. | ||||||||
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