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Núria Gisbert

on 27 October 2014

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Transcript of DIDACTIC UNIT:

Subject: science.
Level: 4th Grade of Primary Education.
WARM UP activity
The Smell
1st. With your eyes closed, smell the contents of each jar your teacher passes to you.

2nd. After you smell each jar, write on the chart below the first memory that comes to your mind, the emotions you associate with that memory, and the substance you think is in the jar.
Teaching objectives
Content can be acquired in a L2.
Body parts - Senses.
Observation + exploration.
How the brain associates sensitive experiences with emotions and memories.
Vocabulary of the different 5 senses: sight, taste, smell, touch and hearing.
Use grammar.
Oral and writing English.

Structures they use
Memory: What does it make you think of?
Emotions: How does it make you feel?
What do you think it is?
Feelings: sad, happy, love, peace,etc.
I think...
It seems to be...
I like.../I don't like...
It reminds me...

Use of vocabulary of feelings.
Correct use of structures:I think, it seems to be...,
Write correct answers
Compare the answers in the "substances"column with the real anwers.
End of the speech, reflection about what they have learned.

1st. Observe the photographs.

2nd. Ask "what do you see?"

3rd. Interpret the images with the help of the teacher.

4th. Brainstorming session.
The Sight
To experience how the brain associates smells with memories and emotions.
To identify different substances by smelling.
To know vocabulary of feelings.
Structures they use
“what do you see?”
“It seems…”
Use of vocabulary of feelings.
Correct use of structures:I think, it seems to be...,
Write correct answers
Compare the answers in the "substances"column with the real anwers.
End of the speech, reflection about what they have learned.

To see six optical illusions and
Explain why the visual system might interpret them the way it does.
Popcorn popper covered with a box.
Sit the students around it and ask them: “What’s inside the box?”.
Give them time to make their predictions.
They have to use “there is” or “there are”.
Turn on the popcorn popper.
Ask the students: “How we could find out what’s in the box”
They have to discover on their own that their senses help them to find out what is inside the box.
Finally they can see, touch and taste the popcorn.
Structures they use
There is…
There are…
The name of the five senses.
Verbs related to the five senses. .

Observe the involvement of students and help them with the structures and vocabulary.

To know the senses through exploration and observation.
To learn new vocabulary related to the five senses.
To use properly the expressions “there is” and “there are”.
It is a fun memory game.
1st. Students have to use their memory and their knowledge of senses and present simple structures.

2nd. All students will sit together in a circle.
3rd. First student will say: “I see the mountains”.
Next student will say: “He sees the mountains”
Second student has to add another sentence. “I smell a flower”

4th. The student who forgets one of the sentences will be out of the game. The game will start again.
Structures they use
Structure: Present simple structure: Subject + Verb (With S third person singular) + Object
- For example: I smell a flower, She smell
a flower.
Vocabulary related to the five senses: touch, hearing, taste, sight and smell.

Teacher has to observe how the pupils are playing and to help them with some hints when they can’t continue.
Teacher will correct the mistakes that students make.

Reinforce grammar and structures of the present simple.
Learning new vocabulary provided by the students.
Improve the hearing and be able to understand what classmates say.
1st. Students will be provided with a vocabulary handout and with small dishes with food.

2nd. In groups of 5-6 people, one of the students will have his eyes covered using a band, this student will try one food and he will have to describe the flavour and guess which food it is.
Structures they use
Emotions: How does it taste? Which flavour does it have?
Does it remind you of a dish or food your parents cook at home?
Opinions: Do you like it? Do you hate it?
What do you think it is?
sweet, salty, bitter, acid, spicy, tangy, savoury.

Use of vocabulary of flavours.
Correct use of grammatical structures.
Use of vocabulary of food.
End of the activity: talk about their favourite flavours, what they like the most, what they hate, etc.

To experience through the food they eat in their everyday lives.
To identify flavours being limited to use only the sense of taste.
To gain self-confidence and good links with their classmates.
1st. Students will have a bag full of stuff.
2nd. In groups, students will pick one thing from the bag.
3rd. This thing will be the identity of one of the members of the group.
4th. The student (who doesn't know what he is) will have to ask questions in order to guess his identity.
1st. Give the students some material with different textures.
2nd. Pre-teaching some vocabulary related to the sense of touch.
3rd. In groups the students have to create a mural.
- Using materials with different textures they have to create a picture.
- Writing the name of each texture they use.
4th. Finally, the students have to present the mural to their partners.
Observe the work of students and help them with the vocabulary.
Monitoring the group dynamics and help the pupils when they need it.

To learn new vocabulary related to the sense of touch.
To respect cooperative work.
To know the sense of touch through exploration.
To have a participative attitude during the activities.
Materials with different textures.
It tastes/ tastes like/ tastes of.
I think this is...
It seems to be...
I like it/I don't like it/I hate it + because...
It reminds me of...
It's/It's not + the first time I try this...
Full transcript