Finally, we will explain to the students how to do an atmospheric graphic. The information they have been collecting will have to be exposed this way, so that they will be able to compare them to understand how weather changes depending on the place we are focusing.
We will introduce the class explaining the dynamic: we will divide the class into groups of 6 students who will have to answer some questions. (Previously, we will have to take into account the capacities of all the students from dividing the groups). Each group will have to choose a student as secretary-speaker.
Previously to the class, students will have to have watched one video about the atmosphere layers (https://www.youtube.com/watch?v=dEpP04EOcL4). The session will start with the teacher clarifying any doubt that students may have with the concepts of the video, this will depend on how many questions there are, but it should take about 10 minutes.
Previously to the class, students will have to have listened an audio: https://drive.google.com/file/d/1UursnvqSeYKuMBZhGaOpswst4xidkZzb/view?usp=drivesdk and watched this video: https://youtu.be/B77sebHmfdk?feature=shared
We will present the unit core to the students, introducing the main topics we will study during the unit, including the atmosphere and atmospheric phenomena, the water cycle and measurement tools of weather.
2.2. Search for simple information from different secure and reliable sources on natural, social and cultural sciences (Ob. 1.2./1.3./2.1.).2.4. Propose answers to the suggested questions, comparing the obtained information and results with the made production. (Ob. 1.1./1.2./1.3./2.1./2.2.).2.5. Communicate orally or graphically the results of the...
For the methodology, we have chosen flipped classroom. In this methodology, the teacher prepares materials as homework for the students that they have to watch and do in their houses. Meanwhile, the classes will be devoted to the active learning of the contents of the materials used as homework. Students will receive support from their peers and...
1.1 To distinguish and locate the different parts and layers of the atmosphere. (knowledge/skills)
SPECIFIC COMPETENCES.
Topic core: Life on Earth. Atmospheric phenomena and their impact on biological cycles and daily life. Observation and record of atmospheric data.
Group 2:
Our names are Marta, Pablo, Lucía and Ángela; we are students of the University of Granada and we are coursing the second year of Primary Education (bilingual group).
We come from Tabernas (Almería), Montefrío (Granada) and Pulianas (Granada).
In this project, we are going to do a Didactic Unit, trying to introduce technologies and...