lunes, 15 de diciembre de 2014

Evaluación 1er trimestre (2014-15)

El trimestre toca a su fin y llega el momento de tomarnos unos días de relax y de compartir con la familia. Ha sido un trimestre duro donde hemos trabajado mucho, hemos conocido a nuevos profesores, nuevas formas de trabajar en clase, etc... Y otras muchas cosas que hayáis vivido durante este trimestre y que tenéis en vuestras cabezas. 

Ahora toca evaluar, toca ver lo positivo de este trimestre y aquello que quizás tenemos que hacer de forma diferente para los próximos trimestres. Y para eso necesitamos de vuestra ayuda.

La evaluación y la oportunidad de expresar vuestra opinión lo vamos a hacer a través de una  rutina de pensamiento 3 x 1 que ya hemos realizado en más ocasiones, recuerda son tres aspectos positivos y uno para mejorar. 

Recuerda dos cosas importantes:
  • Tú opinión es importante por lo tanto no hagas esto a la carrera. Tómate tu tiempo para pensarlo y reflexionar.
  • Cuando termines tendrás que pinchar en SUBMIT o ENVIAR para que tu opinión quede registrada.

sábado, 13 de diciembre de 2014

VIII Congreso TICC - Escuelas Católicas Castilla y León (Panel de Certificación TIC)

Hoy 13 de diciembre de 2014 tengo la suerte de junto a mi compañero Javier Ramo Sancha participaremos en el Panel sobre la Certificación TIC en el VIII Congreso TICC de Escuelas Católicas Castilla y León . En el mismo hablaremos sobre cómo en nuestro colegio: Colegio San Gregorio en Aguilar de Campoo, hemos trabajado hasta la obtención de la Certificación TIC Nivel 5

En el mismo tomaremos parte tres colegios:


En la siguiente presentación podréis ver nuestra exposición durante el panel de experiencias:


jueves, 11 de diciembre de 2014

PLANTS REPRODUCTION (Unit 3 - Natural Science Year 5)

Last day we were talking about PLANT NUTRITION. We are going to review today using one of our THINKING ROUTINES: QUICK WRITE / QUICK DRAW.  Remember to draw and write as faster as you can with the ideas you had about last day lesson.

Today we are going to learn a bit more about how do plants reproduce. This STOPMOTION video will help you to understand.


  • At the end of the video you have to  answer these following questions. 
    • What is it needed for POLLINATION?
    • Do you think that just the bees can help with transportation?




SEXUAL REPRODUCTION
  • Flowers are the reproductive organs of the plant.
    • The stamens are the male. They produce polen.
    • The ovary is the female part. It produces ovules which  becomes seeds.



POLLINATION
  • Tiny pollen grains form on the stamens.
  • POLLINATION is teh movement of pollen from stamens to ovary. 
  • It used to take place in the same plant.
  • Wind and insects also carry plant to other plants. 



SEEDS AND FRUITS

  • After pollination the flower changes.
  • Petals fall and ovary grows. It becomes a fruit with seeds.
  • The fruit is ripe, it falls to the ground and the seeds fall out. 
  • The seeds germinate: they open, and small roots and tiny leaves grow.

ASEXUAL REPRODUCTION
  • Some plants reproduce without flowers or seeds:
    • TUBERS: they are underground stems. It develops roots and a stem rise above the ground.  For example he potato.
    • BULBS: they also grow underground. For example onions
    • STOLONS: These are stems which extend acroos the ground. Roots grop an a new plant begins. For example strawberries. 



LET'S PRACTISE ALL WHAT YOU HAVE LEARN DURING THIS TOPIC WITH THE FOLLOWING ACTIVITIES. 


miércoles, 10 de diciembre de 2014

EUROPE: PHYSICAL FEATURES (Unit 5-Science Year 6)

Let's move onto a new topic in our Science lessons we are going to study Europe and its features: physical and political ones.

First of all we are going to look for PHYSICAL FEATURES, secondly we will learn about CLIMATES, thirdly we will have a look to POPULATION AND DIVERSITY and we will finish with the EUROPEAN UNION.

Let's start with the PHYSICAL FEATURES OF EUROPE.

Have a look to this picture and try to answer the questions:

  • Where are the majority of mountain chains in Europe?
  • Which are the three longest rivers?
  • Which is the highest mountain?

This video may clarify some concepts about Geography of Europe with some photos and explanations.

Physical features of Europe.
  1. The Great European Plain:  From the Pyrenees to the Ural Mountains.
  2. Mountains: Most of them are in the South like the Alps or the Balkans.
  3. Compact groups of mountains: These are called plateaus, like the Central Plateau in Spain, or massifs, like the Central Massif in France.
  4. Peninsulas: (A piece of land which is almost completely sourrounded by water) like the Scandinavian or the Iberian.
  5. Islands: Like Iceland or the British Islands.

Coast and Rivers.

Europe has coastlines:
  • In the north with the Artic Ocean, the North Sea and the Baltic Sea.
  • In the south - east with the Caspian Sea.
  • In the south with the Mediterranean Sea and the Black Sea.
  • In the west with the Atlantic Ocean.
There are lots of rivers which cross Europe. The longest is Volga, which is 3.692 Km.

LET'S PLAY AND CHECK YOUR LEARNING. 

Activities

martes, 9 de diciembre de 2014

PLANTS NUTRITION (Unit 3 - Natural Science Year 5)

Try to review what we have learnt about plants the last lesson. We are going to use a THINKING ROUTINE: THINK-PAIR-SHARE. Think: three ideas about the last lesson, PAIR: talk about these three ideas to your partner, SHARE: we will talk with all the class so we can create a small mind map about it.


LET'S HAVE A LOOK TO THIS VIDEO TO START WITH THE TOPIC:
  • At the end of the video you have to create a picture in your notebook in which you represent the process of PHOTOSYNTHESIS.



RESPIRATION:
  • Plants breathe.
  • They take oxygen and release carbon dioxide. 
  • It takes place in leave continually, day and night. 

PLANT NUTRITION:
  • Plants are autotrophs: they make their own food.
  • They need sunlight, carbon dioxide, water and mineral from the soil.

WATER AND MINERALS
  • They are importann for plant nutrition.
  • In the soil minerals are dissolved in water.
  • Plants absorved water through the roots.
  • RAW SAP: The nutrients travel up from the stem to the leaves.


PHOTOSYNTHESIS
  • It enables plant to make food using sunligth, carbon dioxide, water and minerals.
  • It takes place in the lives.
  • In the leaves raw sap mix with carbon dioxide and becomes ELABORATED SAP.
  • ELABORATED SAP is the food for the plant.
  • Sunlight is very important for the photosynthesis so it only takes place during the day.
  • During this process the plants release oxygen.

LET'S PRACTICE ALL WHAT YOU HAVE LEARN PLAYING THIS GAME






viernes, 5 de diciembre de 2014

PLANTS (Unit 3-Natural Science Year 5)

Today we will start with a new topic during our Science Lessons. During a couple of weeks we will talk about PLANTS. First of all it would be good to start with a THINKING ROUTINE: THE TRAFFIC LIGHTS, we will use this to check what you remember or know about plants.




We can watch a video to introduce the topic. Please during the video we will deal with a new THINKING ROUTINE: HOT WORDS, write down in your notebook important words (just words) about the video. 




PLANT GROUPS

Plants have roots, stem and leaves.
  • ROOTS: they are in the soil. They absorbed from the soil through the roots. 
  • STEM: it supports the leaves. It transports water and nutrients to the leaves.
  • LEAVES: They are used to breathe and make plant's food. 


FLOWERING PLANTS

It is the biggest group of plants. 
  • GYMNOSPERMS: 
    • Small flowers, but no fruit.
    • Seed are together in a small cone.
    • Most of them are tree: Pine trees.
  • ANGIOSPERMS:
    • They have flowers
    • They have fruit.
    • Chessnut trees.




NON-FLOWERING PLANTS

It is the smallest group of plants. They need shade and moisture.
  • MOSSES: 
    • Small plants.
    • They live on rocks, trees and ground.
  • FERNS:
    • They are larger mosses.
    • They have thick, underground stems and big leaves.



LET'S PRACTISE WITH THIS CROSSWORD

miércoles, 3 de diciembre de 2014

History about my town (English Year 5 - e-Twinning project)

Hello everybody, with this activity we will start an e-Twinning project with another two european schools:

With this project we will create a Touristic Guide about our towns. We will create a touristic guide about our different towns:
This first activity will be around the history of our towns. You will need three things to do this actívity:

  • Grammar: The past tense. 

Videos to explain grammar (Past tense)







This is a tutorial about the tool, please read it before starting.


RÚBRIC FOR THE EVALUATION

EVALUATION ABOUT PARTNERS' POLITICAL SPAIN VIDEOS (Unit 4-Science Y6)

With this post we will keep on evaluating your partner's videos and mind maps following the rubric and answering to this form.



When you finish reading the rubric and you have everything clear about your mind, you can start watching your partner's video and answering the questions to evaluate it. 
IT IS VERY IMPORTANT TO HAVE CLEAR WHAT YOU HAVE TO LOOK FOR AND WHAT THE CRITERIAS FOR EVALUATION ARE.


You will send your evaluation through this Google Form. 
DON'T FORGET TO CLICK ON SUBMIT AT THE END.
To write the comments, you have to follow this pattern:
  • REDACCIÓN EN KIDBLOG: Tienes … puntos, porque…
  • ORGANIZACIÓN EN EL MIND MAP: Tienes … puntos, porque…
  • ESTRUCTURA DEL TEXTO: Tienes … puntos, porque…
  • ORTOGRAFÍA: Tienes … puntos, porque…
  • TÉCNICA GRAMATICAL Y TIEMPOS VERBALES: Tienes …puntos, porque…
  • VOZ Y RITMO: Tienes …puntos, porque...

martes, 2 de diciembre de 2014

VIDEOS ABOUT POLITICAL SPAIN (Unit 4 - Science Y6)

Tengo el placer de presentaros los post publicados por los alumnos de 6ºA en la asignatura de Science.


Estos posts han sido publicados en el blog de aula:


Los alumnos han utilizado la herramienta de la web 2.0 http://popplet.com/ para hacer sus propios diagramas o mapas conceptuales sobre la unidad 4 Political Spain. 

Después han utilizado sus propios mapas conceptuales para construir un vídeo utilizando la web tool http://www.screencast-o-matic.com/. Ese vídeo es "upload" por ellos mismos a su propio canal de youtube para terminar con todo ello, en su propio blog, construyendo un post dedicado a resumir y entender mejor la unidad.

Más tarde lo han enviado a una asignación por EDMODO nuestra red social.

Aquí, os dejo con cada post hecho por cada alumno.





lunes, 1 de diciembre de 2014

Evaluación Juan María 2014

Pasada la semana de Juan María 2014 toca la hora de evaluar la misma.
Esperamos que hayáis disfrutado de ella y que con dicha evaluación podamos mejorar las siguientes.
Para comenzar veremos algunas fotos realizadas durante la mañana del viernes 28 de noviembre de 2014.





Y a continuación pasaremos a realizar las evaluaciones:



Y por último la rutina de pensamiento para mejorar la semana:

lunes, 24 de noviembre de 2014

A FASHION DESIGNER (English Y6)

OBJETIVOS DE LA ACTIVIDAD (Siguiendo Currículo Educación Primaria Castilla y León - Real Decreto 40/2007 de 3 de mayo):
Al final de esta actividad el alumno será capaz de:
  • Producir una conversación de forma autónoma basada en las estructuras previamente trabajadas (possesive adjectives / going to).
  • Crear un texto descriptivo mediante la interpretación de una obra creada por ellos mismos. 
  • Utilizar las TIC para la búsqueda de información y para la creación del producto final a llevar a cabo en la tarea. 
  • Reflexionar sobre su propio aprendizaje y organización del trabajo utilizando técnicas de autocorrección y evaluación. 

ENFOQUE COMPETENCIAL. 
  • Competencia Lingüísitica:
    • El alumno será capaz de:
      • Escribir un texto descriptivo basándose en la imagen creada. 
      • Utilizar los códigos de comunicación para conversar solicitando información.
  • Competencia Digital y tratamiento de la información:
    • El alumno será capaz de:
      • Dominar y aplicar a diferentes situaciones y contextos diferentes lenguajes: visual, icónico, textual, gráfico, etc...
      • Generar producciones serias, responsables y creativas.
      • Comenzar a identificar estrategias que serán utilizadas para resolver situaciones y problemas con el software y el hardware utilizado.
  • Competencia Cultural y Artísitica:
    • El alumno será capaz de:
      • Apreciar y valorar los trabajos artísticos realizados por ellos mísmos.
  • Competencia de Aprender a Aprender:
    • El alumno será capaz de:
      • Organizar el trabajo planteándose metas a corto, medio y largo plazo. 
      • Plantear actividades y organizar los tiempos.
  • Competencia de Autonomía e Iniciativa Personal.
    • El alumno será capaz de:
      • Tener una actitud positiva al cambio.
A FASHION DESIGNER
To make this task we are going to use this app:




You can use the picture below to follow instructions and log in.



Thanks to @cpaez01

  1. Create your own picture's group in THINGLINK:
    • Use your picture's group, you can find in EDMODO.
    • Use this vocabulary:
      • Words to describe clothes: baggy, checked, long-sleeved, patterned, plain, short-sleeved, striped and tight.
      • Clothes: boots, dress, jacket, jumper, leggings, shirt, shorts, sweatshirt, top,tracksuit bottoms and trainers.
    • Use the Grammar ticket POSSESSIVE ADJECTIVES (A.B. page 14) to make seven sentences:
      • MY
      • YOUR
      • HIS
      • HER
      • OUR
      • YOUR
      • THEIR
    • Insert a podcast with the description about your festival (A.B page 21, exercise 3)
      • You can use this app to rec your podcast:
  2. IMAGINARY A PARTY-PHOTO CALL: You are going to create your own collage using press clippings. The collage will consist on two pictures. One of them will be you wearing a costume and another will be a famous person wearing another costume. Take a picture of this collage and with thinglink create a picture as follows.
    • Look the Class Book page 18 .
    • Use this vocabulary:
      • Kinds of clothes: baggy, checked, long-sleeved, patterned, plain, short-sleeved, striped and tight.
      • Clothes: boots, dress, jacket, jumper, leggings, shirt, shorts, sweatshirt, top, tracksuit bottoms, trainers, cloak, bear, scarf, earrings, mask, tights, waistcoat, moustache, wig, ...
    • Use the Grammar ticket POSSESSIVE ADJECTIVES (A.B. page 14) to make the sentences and describe both outfits:
      • MY
      • HIS or HER.
    • Use the Grammar ticket GOING TO (A.B. page 16) to write the script and show it to your teacher before you make the video. You are going to be interviewed by your partner about the outfits. The costumes which you and your famous person are going to wear in an "IMAGINARY PARTY".
      • Presentation.
        • Hi, how are you?
        • Fine, thanks and you? 
        • Everything's right. My name is (interviewer's name). What's your name?
        • My name is (interviewee's name).
        • Can I ask you some questions, please?
        • Yes, of course.
      • Nub.(questions and answers about the outfits)
        • Are you going to go to the imaginary party?
        • Yes, I am.
        • What are you going to wear in the imaginary party?
        • I am going to wear (your outfit)
        • Is (famous partner) going to go to the imaginary party?
        • Yes, he/she is.
        • What is he/she going to wear in the imaginary party?
        • He/she is going to wear (his or her outfit)
      • Farewell.
        • Ok, this is all. I hope you enjoy in the party.
        • Thanks. Goodbye.
        • See you soon.
    • Insert the video on the picture. (Don't forget to write the script and show it to your teacher)
  3. To finish the task you have to embed the two pictures in your Kidblog's post. After you have to send me by EDMODO your kidblog's url.

viernes, 14 de noviembre de 2014

THE ECONOMY IN SPAIN (Unit 3-Science Y6)

Now it is time to study how the population works and how we can study the population focusing on their jobs.  In the video and the following link you can review some concepts about the economy like: population, primary sector, secondary sector....

Order the differents sector businesses which appear in the video in this table:
 PRIMARY SECTOR SECONDARY SECTOR TERTIARY SECTOR


As you know things related with Economy in Spain are changing a lot nowadays. When we talk about the active population is decreasing and the unemployed people is increase. Let's check in the internet what the unemplyed rate is at the moment. Unemployment rate 2014 (February)

PRIMARY SECTOR in Spain: 

Agriculture: dry crops such grain, grapes and olives. And also Fruit and vegetables are grown in Murcia or Valencia.
Livestock farming: Cows, sheep, pigs and poultry.
Fishing: has declined, but it still continues in some areas. 
Mining: In the north as León or Asturias, but it has declined.

SECONDARY SECTOR in Spain:

Manufacturing: Specially automobile, chemical, textile,food and  telecommunications.
Construction: It increased a lot in the last years but nowadays has declined, it is one of the industries with more unemployment people. 

SERVICE SECTOR in Spain:


This is now one of the most important sector in the Spanish economy. The main services are tourism, trade and transport. 


jueves, 13 de noviembre de 2014

THE POPULATION OF SPAIN (Unit 3-Science Y6)

It's time to move into a new topic in Science. We will change the way completely because we will pass from the Natural Science to the Social Studies. We have learnt about nature and enviroment until this moment and now we are going to deal with social facts as population, political organization, Europe, other countries.....

We are going to review some concepts about population we learnt last year. This will be useful to apply it to study the Population of Spain.


Write down in your notebook some words which appear in the video in relation with population.

Do you know what is the population of Spain nowadays? Let's check into your computer the most updated data.

And also, do you know what was the population in Spain when you were born?

Is it higher or lower than nowadays? There are two reasons for this data to change:
  • The comparaison between the birth rate and the death rate.
  • The movement of inmigrants. 

POPULATION STRUCTURE:
The population of Spain has some characteristics:
  • There are more women than men.
  • Most of the inhabitants are between 16 and 65 years old.
  • It is ageing. People are getting older.

THE POPULATION DENSITY IN SPAIN.

The population density in Spain is 93 inhabitants / km2.

In this map you can see what areas has high population density and which of them have low population density. 


miércoles, 12 de noviembre de 2014

EVALUATION ABOUT PARTNERS' THE SOLAR SYSTEM VIDEOS (Unit 1-Science Y6)

With this post we will keep on evaluating your partner's videos and mind maps following the rubric and answering to this form.



When you finish reading the rubric and you have everything clear about your mind, you can start watching your partner's video and answering the questions to evaluate it. 
IT IS VERY IMPORTANT TO HAVE CLEAR WHAT YOU HAVE TO LOOK FOR AND WHAT THE CRITERIAS FOR EVALUATION ARE.


You will send your evaluation through this Google Form. 
DON'T FORGET TO CLICK ON SUBMIT AT THE END.
To write the comments, you have to follow this pattern:
  • REDACCIÓN EN KIDBLOG: Tienes … puntos, porque…
  • ORGANIZACIÓN EN EL MIND MAP: Tienes … puntos, porque…
  • ESTRUCTURA DEL TEXTO: Tienes … puntos, porque…
  • ORTOGRAFÍA: Tienes … puntos, porque…
  • TÉCNICA GRAMATICAL Y TIEMPOS VERBALES: Tienes …puntos, porque…
  • VOZ Y RITMO: Tienes …puntos, porque...

VIDEOS ABOUT THE SOLAR SYSTEM (Unit 3 - Science Y6)

Tengo el placer de presentaros los post publicados por los alumnos de 6ºA en la asignatura de Science.


Estos posts han sido publicados en el blog de aula:


Los alumnos han utilizado la herramienta de la web 2.0 http://popplet.com/ para hacer sus propios diagramas o mapas conceptuales sobre la unidad 3 The Solar System. 

Después han utilizado sus propios mapas conceptuales para construir un vídeo utilizando la web tool http://www.screencast-o-matic.com/. Ese vídeo es "upload" por ellos mismos a su propio canal de youtube para terminar con todo ello, en su propio blog, construyendo un post dedicado a resumir y entender mejor la unidad.

Más tarde lo han enviado a una asignación por EDMODO nuestra red social.

Aquí, os dejo con cada post hecho por cada alumno.





EVALUATION ABOUT PARTNERS' ECOSYSTEMS VIDEOS (Unit 1-Science Y6)

With this post we will keep on evaluating your partner's videos and mind maps following the rubric and answering to this form.



When you finish reading the rubric and you have everything clear about your mind, you can start watching your partner's video and answering the questions to evaluate it. 
IT IS VERY IMPORTANT TO HAVE CLEAR WHAT YOU HAVE TO LOOK FOR AND WHAT THE CRITERIAS FOR EVALUATION ARE.


You will send your evaluation through this Google Form. 
DON'T FORGET TO CLICK ON SUBMIT AT THE END.
To write the comments, you have to follow this pattern:
  • REDACCIÓN EN KIDBLOG: Tienes … puntos, porque…
  • ORGANIZACIÓN EN EL MIND MAP: Tienes … puntos, porque…
  • ESTRUCTURA DEL TEXTO: Tienes … puntos, porque…
  • ORTOGRAFÍA: Tienes … puntos, porque…
  • TÉCNICA GRAMATICAL Y TIEMPOS VERBALES: Tienes …puntos, porque…
  • VOZ Y RITMO: Tienes …puntos, porque…

VIDEOS ABOUT ECOSYSTEMS (Unit 1 - Science Y6)

Tengo el placer de presentaros los post publicados por los alumnos de 6ºA en la asignatura de Science.


Estos posts han sido publicados en el blog de aula:


Los alumnos han utilizado la herramienta de la web 2.0 http://popplet.com/ para hacer sus propios diagramas o mapas conceptuales sobre la unidad 1 Ecosystems. 

Después han utilizado sus propios mapas conceptuales para construir un vídeo utilizando la web tool http://www.screencast-o-matic.com/. Ese vídeo es "upload" por ellos mismos a su propio canal de youtube para terminar con todo ello, en su propio blog, construyendo un post dedicado a resumir y entender mejor la unidad.

Más tarde lo han enviado a una asignación por EDMODO nuestra red social.

Aquí, os dejo con cada post hecho por cada alumno.