Sequence of the unit
- 1. SEQUENCE OF THE LESSONS TITLE: Knowing myself. My senses SESSIONS: 11 GRADE: 2nd grade TERM: 2n term SESSION 1: Introduction - Do a KWL activity. - Discover what are inside the boxes using our senses. - Song time Materials needed - KWL chart to be completed. Put in common in a big one later on. - See annex 1 for the main activity. - Song: https://www.youtube.com/watch?v=OWW5IaDCj1g SESSION 2: Taste - Teacher will bring different foods to taste, so we can introduce the different flavours. - Main activity - Song time Materials needed - Different instruments - See annex 3 for the idea for the main activity - Song: https://www.youtube.com/watch?v=OWW5IaDCj1g SESSION 3: Hearing - Teacher will bring different instruments with different intensities and pitch. - Main activity - Song time Materials needed - Different kind of foods. - See annex 2 for the idea for the main activity - Song: https://www.youtube.com/watch?v=OWW5IaDCj1g Take into account the thinking routines and remember to use Class Dojo (annex 11)
- 2. SESSION 4: Touch - Touch different objects - Main activity - Song time Materials needed - Bring different objects with different feelings. - See annex 4 for the main activity. - Song: https://www.youtube.com/watch?v=OWW5IaDCj1g SESSION 5: Smell - Go to the kitchen/playground of the school to smell different things (main activity) - Online game to review - Song time Materials needed - Each group should have a chart to complete with the different smelling (see annex 5) - Online game: http://kidseslgames.com/vocabulary%20games/Senses/Senses%20Vocabulary%20Games.html - Song: https://www.youtube.com/watch?v=OWW5IaDCj1g SESSION 6: Sight - 5 sense board - Oral descriptions - Coaching activity Materials needed - See annex 6 for the whole lesson. Everything is detailed there. Take into account the thinking routines and remember to use Class Dojo
- 3. SESSION 7/8:Reviewing - Competition game ppt - Creating a collaborative poster - Sharing information (jigsaw) - Self-evaluation/Co-evaluation of the poster - Song time Materials needed - Competition game ppt: https://www.dropbox.com/s/cugvih2l60y9wjd/ppt%20senses%201.ppt?dl=0 - See annex 7 to have all the materials needed for both classes. You will find an example of poster that can be shown as an example to the students. - Song: https://www.youtube.com/watch?v=OWW5IaDCj1g SESSION 9/10:Culture - Watch videos - Thinking about blind people… - Sharing thoughts - Write a note in braille and discover your own note. SESSION 11:Final reviewing - On line game - Sorting game - Self evaluation *teacher’s rubric Materials needed - See annex 8 to have all the materials needed for both classes. Materials needed - On line game: http://www.englishexercises.org/makeagame/viewgame.asp?id=3961&ads=no - Sorting game material available: http://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/printables/5SensesS ortingGame.pdf?utm_source=pinterest&utm_medium=pin&utm_content=craft&utm_campaign=five_sen ses - See annex 9 fort the self-evaluation and annex 10 for the teacher’s rubric. Take into account the thinking routines and remember to use Class Dojo
- 4. ANNEX 1: EXPLANATION OF THE ACTIVITY This will be the first activity we will do to introduce the topic. Students will be in small groups (4-5 children) and each group will have 5 little closed boxes filled with different items to be identified. The items to be identified will be the same for every group. These items could be: 1st box: pieces of apple and orange 2nd box: a bell and a small doorbell 3rd box: a piece of cotton and a piece of something scratchy 4th box: a perfume and a rose 5th box: a photo and a page of a newspaper or magazine When they will be in groups, they will need to discuss which objects are inside the boxes and they will need to complete a chart like the one is added bellow: As for help, they will have different flashcards like the ones that are attached:
- 5. Finally, we will put the charts in common and we will talk, as a group, how the senses help us in our daily life and at the end of the class, the teacher will introduce the song “MY SENSES” using the following link: https://www.youtube.com/watch?v=OWW5IaDCj1g The lyric of the song is: With my eyes, I can see x3 With my eyes, I can see, I can see a rainbow. With my ears, I can hear x3, With my ears, I can hear, I can hear a bird With my tongue, I can taste x3, With my tongue, I can taste, I can taste an apple. With my nose, I can smell x3, With my nose, I can smell, I can smell a flower. With my hands, I can touch x3
- 6. With my hands, I can touch I can touch a cat. I have five sense I can see, I can smell, I can hear, I can taste and I can touch Five senses!
- 7. ANNEX 2: MAIN ACTIVITY DAY 2 (TASTE) Idea: create a tongue with cardboard and paste different foods with the flavours that they have. It should looks similar to this one: At the end, the teacher will need to introduce the structure: It tastes good/bad/delicious/strange…
- 8. ANNEX 3: MAIN ACTIVITY DAY 3 (HEARING) They will hear different instruments and they will need to classify theminto a chart that could be similar to the following one: Instead of having the pictures of alarms, whisper…. They should have the instruments that we show them so they can cut them out and paste them in the correct place. At the end teacher will introduce the structures: It sounds soft/loud/good/bad…
- 9. ANNEX 4: MATERIAL MAIN ACTIVITY DAY 4 (TOUCH) Children will touch different objects that have different feels and later, they will choose the ones that they have liked more and make a creation similar to the one below: At the end of the class, the teacher should encourage to the students to say “It feels soft/fluffy....)
- 10. ANNEX 5: MATERIALS FOR THE MAIN ACTIVITY DAY 5 (SMELL) The chart we proportionate to the different groups should be similar to the one bellow: What is it? Drawing or name It smells… very, really, a bit good, fantastic, bad, strange, sweet, strong… Flower It smells really good.
- 11. ANNEX 6 : MATERIAL MAIN ACTIVITY DAY 6 (SIGHT) Task explanation The firstpart of the activityconsistsoncompletingalittle posterlike the one itisincludedbelow.They will write all of expressionsandpastingthe imagesinthe rightplace. Later, childrenwillneedtochoose ananimal froma listanddraw or write wordsaccordingto the followingitems. All these indication will be shown in a PDI by the teacher.
- 12. EXAMPLE OF ANIMAL LIST: dog,cat, pig,horse,rabbit,mouse,dolphin,bird, crocodile. Afterdoingitchildrenwill chooseapartnerto share theirworksand make the oral descriptiontoeach other.Theywill have the followingchartto helpthem:
- 13. An example of alittle conversationpairswill have wouldbe somethinglike this: Finally,theywill be askedtoreflectabouttheirwork.Inpairstheywill needtoreflectif there is anotherbetterwayto say something.Forexample: Anotherwaytoexpress“smell verybad”istosay “stinky”. The pigit isnot onlyscratchy,sometimesitcanfeel softtoo. Theyneedtodo it inpairsbecause the pair will be encouraginghis/herpartnertothinkmore carefully abouthis/herownwork.Theybothcan participate andtheybothneedto reflectabouttheirworks.
- 14. ANNEX 7: MATERIALS FOR SESSIONS 7/8 (Reviewing) Task explanation The activityingroupsconsistson creatinga posterabouttheirsense.Forthat,firstday will workwith theirteam,lookingforimagesoninternet,basically,buttheywillalsohave the possibilitytolookfor theminmagazines.Theywill alsobe usingonline dictionariestoresolvetheirdifficultieswiththe language. The resultshouldbe somethinglikethat: Aftereachgroup have completedtheirownposter,we willcreate new groupswithanexpertof each sense (usingJigsawtechnique).Theywillneedtoshare the importantinformationwiththeir classmatesabouttheirexpertsense.Inordertohelpthemtocommunicate themselves,the teacher will provide achartwhere will be the questionstheyneedtoaskeachotherand the oral answersthey will needtosay(choosingfromdifferentoptions) andthe chartto be completedbythe children(see the material inthe followingpage). These might be the words they will need to look for in the online dictionary. They will need to use the structures we have worked on through the unit such as: I can see…
- 15. Afterexchangingthe information,everykidwill returnwiththeirinicial work-team.The lastthingthey needtodo it isto presenttheirposterstotheirclassmatesandhangthemaroundthe class.Each groupwill assessthe other’steampostersandtheirowncompletingarubric like the followingones:
- 16. - Self-assessmentposter MEANING OF THE RUBRIC Very,very good: the group has included every single thing that it is specified in the criteria. Good: the group has included nearly everything that it is specified in the criteria. Satisfactory: the group has included at least 1 of the things that is specified in the criteria. Could be better: the group do not include the things that are specified in the criteria.
- 17. - Co-evaluationposter MEANING OF THE RUBRIC Very,very good: the group has included every single thing that it is specified in the criteria. Good: the group has included nearly everything that it is specified in the criteria. Satisfactory: the group has included at least 1 of the things that is specified in the criteria. Could be better: the group do not include the things that are specified in the criteria.
- 18. Finally,the teacherwillshowthemher inphographicandvisualizedalsothe videosincludedinthe followinglink: https://magic.piktochart.com/output/18309224-senses_ana-r-gonzalez
- 19. ANNEX 8: MATERIAL FOR SESSION9/10 (Cultural awareness) EXPLANATION OF THE ACTIVITY This activity will be done in different days because of her length. It is more related to create an awareness of now everyone has developed the same senses in the same way. We will visualize different videos such as: - Coloured blind: https://www.youtube.com/watch?v=r9yFH9MmHfg&feature=youtu.be - Taste and smell disorders: https://youtu.be/Dm1YahV5JeE - Learning braille: https://www.youtube.com/watch?v=soFz7LbKc5E&t=3s After showing them, we will focus more on blind people. Then, in groups, they will need to think about 2 or 3 difficulties they think that blind people might have to face during their daily life and propose solutions. For do that, they will have a worksheet as the one attached: As this activity might be quite challenging for kids because of the language needed, the teacher show walk around the different groups in order to help them with the difficulties. Furthermore, there will be a traductor on the PDI where children can go and write the word they need to know in English.
- 20. After they complete the table, the teacher will complete the same one in the PDI with all the ideas that the different groups have think about. The following day, the teacher will show again the video “learning braille” and will show a poster where the braille alphabet is written on it. The poster will be the following one: The teacher will have a bag with all the names of the children in it. Students will need to take a paper and write a note to another student (the one that has taken from the bag) using the code of braille and then, they will exchange their messages and try to discover the message they have received. The message they write can be in catalan or Spanish, as the main point here is using the braille alphabet and be a little bit more familiarized. Finally, teacher will show real books written in braille and they touch and try to read some simple words.
- 21. ANNEX 9 : FINAL SELF-EVALUATION (Final reviewing day) My name is _______________ Red: I could do better. Ho podria fer millor. Orange: Quite good. Bastant bé. Green: Very good. Molt bé. I can remember every sense and its organ. Puc recordar el nom dels sentits i els seus òrgans. Can I complete the following sentences? I….. taste with my ….. Puc completar la frase? How well have I done your activities? Com he fet les meves activitats? How was my behaviour when doing the poster? Com m’he comportant fent el pòster? How well do you think you have learnt the contents? He après totes les coses que he treballat? Did I participate respectfully during the whole unit? He participat amb respecte durant tota la unitat?
- 22. ANNEX 10: TEACHER’S RUBRIC RUBRICA D’AVALUACIÓ: Knowing myself. The five senses Puntuació Criteri Excel·lent (4) Notable (3) Bé (2) Cal millorar (1) Els sentits Sap verbalitzar tots elssentits que tenim. Sap verbalitzar 4/5 dels sentits que tenim. Sap verbalitzar 3/5 sentits que tenim. Només sap verbalitzar 1 o 2 sentits. Els sentits i les parts del cos Sap identificar elscinc sentits i sap relacionar-los amb el seu òrgan. Sap identificar4/5 sentits i aquests que sap, pot relacionar-los amb el seu òrgan. Sap identificar3/5 sentits i d’aquestsque sap, pot relacionar-los amb el seu òrgan. Només sap identificar 1 o 2 sentits i a vegades sap relacionar-los amb el seu òrgan. Estructures gramaticals I can see/hear/taste/smell/touch with my eyes/ears/tongue/nose/hands and fingers. Can you…? Yes, I can/ No, I can’t It sounds loud/soft. It tastes sweet…. It smells good… It looks beautiful… It feels fluffy… Are you a…? Yes, I am/ No, I am not És capaç d’utilitzar les estructures gramaticals treballades amb freqüència i amb correcció. Utilitza les estructures gramaticals treballades sovint i generalment amb correcció. Utilitza algunesde les estructures gramaticals treballadesen algunaocasió, a vegades amb errors. Utilitza molt poc les estructures gramaticals utilitzades, i fa erros quan ho fa. Vocabulari Loud, soft Sweet, salty, sour, bitter Good, bad, strange, strong… Beautiful, ugly, near, far Fluffy, rough, soft, scratchy, hard… Utilitza gairebé tot el vocabulari treballat durant les sessions. Utilitza molt del vocabulari treballat durant les sessions. A vegades, utilitza el vocabulari treballat durant les sessions. Utilitza molt poc el vocabulari treballat durant les sessions. Verb/actions relacionats see/hear/taste/smell/touch És capaç de recordar tots els verbs relacions amb els sentits. És capaç de recordar la majoria dels verbs relacionats amb els sentits. A vegades recorda els verbs relacionats, i d’altres no. No és capaç de recordar els verbs relacionats als sentits. Treballs- activitats realitzades Ha realitzat amb pulcritud i amb correcció tots els treballs proposats. Ha realitzat amb bastanta pulcritud i amb bastanta correcció tots els treballs proposats. Ha realitzat alguns treballs ben fets i d’altres no tant. Ha realitzat molt pocs treballs ben fets.
- 23. Pòster Ha participat durant la realització del pòster activament i respectant als seus companys. Ha participat durant la realitzaciódel pòster respectantals seus companys. Ha participat de manera irregular durant la realitzaciódel pòster respectant, normalment, als seus companys. No ha participat gaire durant la realització del pòster ni ha respectat gaire als seus companys. Valoració dels pòsters dels companys Ha participat activament i amb esperit crític objectiu en la valoració dels pòsters dels companys. Ha participat moltdurant la valoració del pòster dels seus companys, però no sempre argumentant les seves idees. Ha participat durant la valoració dels pòsters dels seus companys però no sempre amb esperit un esperit crític objectiu. No ha participat gaire en la valoraciódels pòsters dels seus companys i no ha mostrat gaire esperit crític objectiu. Actitud i valors mostrades envers la diversitat És capaç d’entendre la diversitat com una font d’enriquiment. Li interessa aprendre i mostra respecte. A nivell general, és capaç d’entendre la diversitatcom a font d’enriquiment i sovint mostra respecte. A vegades, és capaç d’entendre la diversitatcom a font d’enriquiment mostrant respecte. Moltes vegades veu la diversitat com a punt negatiu i no mostra massa respecte. Actitud generals Mostra moltíssima predisposició a fer les activitats, participa activament durant les sessions i respecta als seus companys. Mostra una bona predisposició a fer les activitats, participa durant les sessions i generalment, respecta als seus companys. Mostra una predisposició irregular davant les activitats, participa de manera irregular durant les sessions, respecta als seus companys. Generalment mostra una predisposició negativa a treballar, no participa gaire durant les sessions i no respecta als seus companys.
- 24. ANNEX 11: THINKING ROUTINE TITLE OF THE THINKING ROUTINE Connect, Extend, Challenge EXPLANATION The routine helps students make connections between new ideas and the knowledge they already have inthe firstmomentbutitalsohelpsto reflectonwhattheyare learning.Italso encourages them to take stock of ongoing questions, puzzles and difficulties. Sometimes students are not conscious about their own learning, they are not aware they know many things that are important and interesting and this routine keeps a visible record of students' ideas. RESOURCES There will be a big mural at the end of the class similar to the one I add in the following page. Each group will need to take three little papers to write their own thoughts on it, and later, stick them on the mural. Here I add the papers they will need to take. Blue will be for connecting ideas, purple for extending ideas and green for challenging ideas or concepts. You can find more information about this routine in the following link: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_Unde rstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html
- 25. HOW AM I GOING TO USE IT? The first time we will do this activity, we will do it all together so they can learn what it is expected with this activity. At the end of the first session, the teacher will present the mural where there are different labels in different colours (blue, purple and green) and a question for them to reflect and answer. From the second day, the teacher will create 5 different groups, which will be the same as the ones they will end up working with through the unit. At the end of each class, each group will share their thoughts for five, seven minutes, and they will need to take the three kinds of paper and write their thoughts on it. Each group will go to their own mural and stick their little papers on it.
- 26. CLASS DOJO AIM OF THE TASK: - Increase student’s motivation - Consciousness about their own learning process - Engage families in their children education - Create a communityenvironment DESCRIPTION OF THE TASK: The task I am thinkingabout,itwouldbe done asa routine in class. It can be used, not only during my unitplanbut alsoduringthe whole year,ineverysubjecttheydo.The webtool I would use it is called “Class dojo” and it is a tool for the classroom management. It allows students to be more aware of their learning, how they are doing and reflect about their learning progress. Also,itisa goodtool to involvedparentsintheir children’s education, because parents can follow all the information that appears in the web in their home. As a result, parents would be more aware if theirkidsare behavingwell,if theyare participating,if theyare doingtheirhomework, if they get into a fight….Everythingcanbe seenthere.Also parents can add comments for motivate their children, if they want. Also,studentscanmake theirowncontributions,making photos to their work and sharing them later with families, or classmates. They can also make a self-evaluation regarding to their progress. It is a free web tool, and also it is very easy to use it as a teacher, as a parent and as a student. Here I add some pictures and information about what you can do with it:
- 27. Here there isthe listof yourstudents(Ihave made thisone as an example,theyare notreal students). Whenyouclick onone of your student’sname,youcanadda positive ornegativefeedback.There are some that are alreadydone,asthe onesthatyou can see inthe picture,butyou can alsocreate your ownonesin“editskills”.Youcan decide how manypointtheywill get(1,2,3,4…) or how manypoints youwant to take themout forbad attitudes. As a teacher,youcan see the progressof your studentsandalsoyoucan add photosor comments. Parentscan see these photosandthe comments,andif theywant,theycan answerto them.
- 28. As a teacheryoucan sendmessagestoall the parents,or keepprivate conversations. Here there isan example of asummaryof the day.As I have made that class,it isnot real,butwiththis application youcansee the bad and goodattitudes,inaday, week,monthorwhateveryouwant.With thistool you can make yourstudentsaware of theirlearningandyoucan make reflectthemabout howtheyare doing,whatneedstoimprove andwhatthingstheydone reallywell.
- 29. Last but not least,classdojooffersotherresourcestokeepinmindbecause theyare reallyinteresting. Theyhave videosthatteacheschildrendifferentinterestingvalues,asthe one I addhere: https://ideas.classdojo.com/f/growth-mindset-1 There are somany otherthingsyou,as a teacher,andyour studentscando withthistool.BelowIadd differenttutorialssoyoucanget a betterideaabouthow it works. WEB TOOL (link): Linkto singup: https://www.classdojo.com/es-es/?redirect=true TUTORIAL ABOUT THE WEB TOOL. Here I add a link for teachers: https://www.youtube.com/watch?v=7TgSaMydfG8 Here I add a couple of link for the parents: https://www.youtube.com/watch?v=FeCnNWBCWbQ https://www.youtube.com/watch?v=x9rhHEghXgw Here I add a link about a real example, how it is used in classes: https://www.youtube.com/watch?v=RYeKBOMr5Mo