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The Discovery of America

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Irene Z

on 5 November 2014

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Transcript of The Discovery of America

Detailed explanation step by step.

A different approach: new technologies, invited people in class, excursions, playing in groups or the opportunity to use their imagination.

The Discovery of America
-Miriam Babiano Manzano
-Sara García Domingo
-Lucía Herranz Ramírez

-Alejandro Lobo Fernández
-Gustavo Pérez Martos
-Irene Zarco Mendoza

General objectives
Development of the Didactic Unit
First session
Second session
Activity 1: “Who do you think we are talking about?"
Activity 1: "My name is Christopher Columbus".
Activity 2: "Round of questions".
Activity 3: "My own travelogue".
Third session
Activity 1: "Blindly sailing".
Activity 2: "Magic puzzle."
Activity 3: "Sing along".
Fifth session
Activity 1: "Learning from objects: Pre-Columbine cultures".
Activity 2: "TICs for assessment."
Activity 3: "Shiny test".
Fourth session
Activity 1: “Visit to 'Muelle de las Carabelas' Museum.”
And now... some questions:
The assessment does not interfere in their interest.
To identify Isabel I of Castile and Fernando II of Aragon as

the Catholic Monarchs.
To provide the students with the theoretical knowledge about the topic in an interesting way.

Our particular Columbus will introduce himself.
Columbus will represent a little play of his meeting with the Catholic Kings. We will have the help of some volunteers.
Columbus will continue with a longer storytelling: the problems he found, the things that he discovered...
To bring the topic closer to the students, by focusing on their points of interest about it.

Columbus will invite them to ask all the questions they have, in order to resolve the curiosity that they may have.
To fix the knowledge that children have acquired during the previous sessions.
To make the topic more interesting for the students, by becoming it more real for them.

Exposition about the XV Century in Spain: documents of that age, navigational tools, weapons, prints, clothes…
Replicas of three ships perfectly decorated.
The pier of the XV Century, that shows all the elements that could be found in a typical pier during that age, such as taverns, markets stalls, carts, and so on.
Competence in linguistic communication.

Cultural and artistic competence.

Competence of autonomy and personal initiative.

Competence of interaction with the physical world.

Social and civic competence.

Mathematical competence.

Competence for learning to learn.

Digital competence.

To explain the Discovery

of America (1492) and

Christopher Columbus'

1. Location of Spain within the world map.

2. Time measure units (century and decades).
3. Periods of history:

Ancient Age

Middle Age.

Modern Age.

Contemporary Age.
It is important no telling
students all the knowledge and facts!
They will discover by themselves
They are the most active part of their learning.
Active and cooperative method

It means an alternation of inductive and deductive learning.
Achieving our objectives
Explanations accompanied by visual aids and kinesthetic learning
Demonstration with a visual evidence.
Leaning by doing.
To learn Christopher Columbus’ history and the discovery of America.
To develop the skill to make connections between of our current life legacy from XV Century.

Brainstorm using realia and asking students questions.
After a guessing time, we will summarize students’ comments and explain them Columbus’ history and the Discovery of America.
To integrate other areas and competences in the study of social sciences.
To understand they can use their imagination at the same time they learn history.
To fix the knowledge and reflect on it day by day.
Throughout this activity, students will write a travelogue. They protagonist will be any character that would take part during the discovering of America.
Creating an historical environment at class and a sense of learning by discovering.

Our aim is to accomplish all objectives, competences and methodologies teach history in a way in which fifth-grade students have to play an active role in their learning process.
"I hear and I forget, I see and I remember. I do and I understand."
Could you think another way of assessment, apart from the assessment mentioned before, that could be used throughout this Didactic Unit?

Do you think that carrying out all the activities mentioned will be enough to accomplish all the content and objectives fixed?
Assessment of learning
Assessment for learning
Assessment as learning
teaching, learning and assessment connected
based on observation
learning has already taken place
To recognize the four different trips.
To get on with maps and orientation.
To catch children's attention on the topic introducing it in a different way.

Guide the students through the concepts by asking them questions where they can guess.
To fix and assess the knowledge of pre-Columbine Cultures.
This activity will consist on drawing the route that Columbus followed the first time to arrive to America.
To fix and assess the knowledge related with the travels of Christopher Columbus.
Students should demonstrate their knowledge about the topic to complete the puzzle with the image of Columbus' caravels.
To integrate other areas and competences in the study of Social Sciences.
To make the class more attractive and dynamic for the students.
To facilitate the memorization of important dates and events.
Students will have a transcription of the song with some graps they will have to fill before listening the song. And later... Let's sing!
Students will have to follow the instructions given in the TICS activity in order to realize what they have learned.
Selection activity
Linking activity
To fix and assess the knowledge of the Didactic Unit.
Students should relate the respective question with one answer. If it is correct, a green light will bright.
Full transcript