Mª Rosario León Fernández

ELABORACIÓN DE ELABORACIÓN DE MATERIALESMATERIALES

CÓMO EMPEZARCÓMO EMPEZAR

SMELLWe can smell with our nose

TASTEWe use our tongue to taste food

HEARINGWe can hear with our ears many different sounds

TOUCHWe use our skin to touch and feel

SIGHTcan help us in everything we do.

What do we see?

Colours

Shapes

We like/don’t like to smell some things

How do things feel?

What do we taste?Flavours

Sizes and shapes

Texture

What do we hear?

Types of sounds

Sizes

Things smell nice or nasty

THE FIVE SENSESOur senses help us to know the World around us

Temperature

Elección de contenidosElección de contenidos

Unidad didácticaUnidad didáctica

Consensuar el modelo de Consensuar el modelo de programaciónprogramación

Unit of work: “WE HAVE FIVE SENSES” TOPIC The five senses Level/Age 3º level of Primary (7/ 8 years old) Content objectives

To revise body parts names. To introduce the five senses. To think about the importance of senses in our relations to the environment. To collect data and represent them in a graph. To classify sensations according to their characteristics.

Linguistic objectives

Skills:

- Listening and reading for gist. - Speaking, reading and writing using new vocabulary

Functions and structures: - Identify vocabulary related to body parts and senses. - I can …(verb) with my….(body part). - S/ he’s + verb-ing: he’s listening. - I like/ don’t like…

Vocabulary: The five senses: sight, hearing, taste, smell, touch. Body parts related to the senses: eye, mouth, tongue, ear, skin , nose… Actions related to the senses: see, taste, touch, hear, smell, listen, look… Adjectives: nice, nasty, high, soft, hard….

Materials

Posters, sense organs flashcards, feelings flashcards, handouts with tasks, food to taste, recorded sound, objects to touch and smell, links to the web.

Procedures -Finding information from different resources ( visual/linguistic/verbal)-Discussing the importance of the senses in the environment we live. (metacognitive/linguistic/verbal)-Labelling and matching pictures (Linguistic/Logical)-Recognising different characteristics of things around us through our senses (metacognitive/intrapersonal)-Completing graphs after making questions -(Interpersonal/locial/mathematical/visual)-Cooperating in groups to collect and classify information (interpersonal)-Physical Responding to music (Musical)

Assessment All the activities in the lessons give opportunities for observation and evaluation of understanding, participation, cooperation, language use and content acquisition.

Evaluation Self – assessment: children will complete a shelf evaluation sheet for them to become aware of their own progress.

Elaboración de Elaboración de materialesmateriales

• Tomados de Internet.• Tomados de Internet y modificados.• Elaboración propia.• Utilizar material visual y manipulativo.• Incluir diferentes destrezas:

- Clasificar, relacionar, completar cuadros, predecir, leer, comparar, contrastar, preguntar, contestar...

• Producto final: Exposición de carteles, murales, libros, manualidades, pinturas, canciones, representaciones,...

Recursos sacados de Internet o Recursos sacados de Internet o adaptadosadaptados

Elaboración propiaElaboración propia

Clasificar, completar cuadros...

THE SENSE OF SIGHT

Complete the table using: big, small, square, triangle, rectangle and the colours (red, yellow, green,blue, orange, black, white, pink, purple, brown, grey).

OBJECTS SIZE SHAPE COLOUR

Preguntas - respuestaPreguntas - respuesta

Técnicas en Educación Técnicas en Educación Plástica.Plástica.

PRODUCTO FINALPRODUCTO FINAL

Producto final:

Organizar el material en

Libros, folletos,

murales...

Para luego hacer una

exposición.

“MY

FIVE SENSES

BOOK”

Exposición de pinturasExposición de pinturas

ExposiciónExposición muralesmurales de de

NATURE IN DANGERNATURE IN DANGER

PRODUCTO FINALPRODUCTO FINAL