Compartida por: Denise Salazar
0 votos
| 6362 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 11a |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Interpretar y escribir instrucciones para realizar un experimento sencillo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende e interpreta el orden y sentido de los componentes de las instrucciones para realizar un experimento | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Download the “Food Color Flowers Experiment”activityto your computer and have the class bring the necessary material to do the experiment: fresh white flowers, glass vases, water, food coloring, and scissors. 2. Show the materials to the students and have them identify each one as they name it. Help with needed vocabulary if needed. |
Food Color Flowers Experiment
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| Desarrollo | 00:30 | 3. Show the activity on the board and ask some volunteers to help you do the experiment while other volunteers read the procedure. 4. Once all the steps are done organize a class discussion about what the result of the experiment will be. |
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| Cierre | 00:20 | 5. Show the “Observation sheet” worksheet and have students copy it in their notebooks or on a sheet of paper. 6. Ask students to answer the worksheet individually. Ask them to includethe materials used in the experiment and a short conclusion, too. 6. Once they finish, have some volunteers share their work with the class. |
Observation Sheet
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the materials used in an experiment. • Students are able to express in a clear and fluent way,what happened before, during and after an experiment. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6363 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 11b |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Interpretar y escribir instrucciones para realizar un experimento sencillo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende e interpreta el orden y sentido de los componentes de las instrucciones para realizar un experimento | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Download the worksheet “Science Journal” suggested on the “recursos” sections and make photocopies in advance. 2. Explain the activity. Tell students they will watch a video of a very interesting experiment. Find the video “Money to Burn!!! PencilNeck Videos” on YouTube and prepare the activity. |
Science Journal 
Money to Burn!!! PecilNeck Videos
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| Desarrollo | 00:30 | 3. Discuss with students what they think about burning money, ask them what would happen if they did. Discuss with them if they think this is possible or not. 4. Play the video and pause it at minute 1’:00”. Ask students what they think the kids need these materials for. 5. Give away the photocopies and ask them to complete the first and second sections of the worksheet as they work in a clockwise direction. 6. Continue watching the rest of the video and once it is over, discuss the results as a class. |
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| Cierre | 00:20 | 7. Have students complete the rest of the worksheet individually. Then, have some volunteers share their work with the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the materials used in an experiment. • Students are able to express in a clear and fluent way, what happened before, during and after an experiment. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6364 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 11c |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Interpretar y escribir instrucciones para realizar un experimento sencillo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende e interpreta el orden y sentido de los componentes de las instrucciones para realizar un experimento | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | 1. Download the worksheet “Homonyms, Homographs, and Homophones” suggested on the “recursos” sections and make photocopies in advance. 2. Write on the board: Homonyms, Homographs, and Homophones and ask some volunteers to explain the difference between these three types of words. |
Homonyms, Homographs, and Homophones
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| Desarrollo | 00:30 | 3. Give away the photocopies and read aloud the explanation and the instructions for the first exercise aloud. Make sure students understand the concept and they know what to do. 4. Repeat the process with the second and third exercises. |
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| Cierre | 00:15 | 7. Once students finish the three exercises, ask them to exchange their worksheets with another classmate. 8. Ask some volunteers to write the answers on the board while the rest of the class corrects their classmates’ worksheet. |
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521 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the materials used in an experiment. • Students are able to express in a clear and fluent way, what happened before, during and after an experiment. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
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