Introduction
Cycle water.
1.- Read and understand about water cycle.
2.- Understand and interpret order and sequence of instruction elements to perform an experiment.
Studets read a text about cycle water and identify the main idea from the textand answer some questions about it.
For homework they lookig information from internet about different experiments and we select the most interesting experiment and we rewrite the experimet process.
Task
Experiments
1.-Select and explore sets of instructions to perform a simple experiment.
2.-Write instructions.
3.-Edit sets of instructions.
Water cycle
The water cycle, also known as the hydrologic cycle, describes the process of how water moves through Earth's environment. In general, water evaporates from oceans, then it condenses in the atmosphere as water vapor cools. When enough water gathers in clouds, it precipitates back to the Earth's surface as rain, hail, snow or sleet.
The water cycle occurs due to water and temperature changes. Heating of the Earth's surface leads to the evaporation of liquid water, and then this water vapor rises up on currents of heat until it reaches cooler areas of the atmosphere, where it cools and condenses into clouds. When clouds get heavy enough with water droplets, they release water as precipitation. That water gathers in oceans, lakes, rivers and streams before it evaporates again. Some ice turns directly to water vapor in a process called sublimation; the reverse is called desublimation. Some of the water infiltrates into underground aquifers, where it sits for long periods of time and can be utilized by digging a well. Most of the Earth's overall water, 96.5 percent, is found in oceans, seas and bays. Most of the world's fresh water, 68.7 percent, is held in ice caps, glaciers and permanent snow.
Process
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LESSON PLAN 1 General Middle School No. 4 “Leyes de Reforma” Teacher: Ariadna Gabriela Medina Serrano. Grade: 3rd. Unit: 2 Block: A Week: 1 Group:F August 3th 2016 |
DIRECCIÓN DE EDUCACIÓN BÁSICA COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS” JEFATURA DE ENSEÑANZA DE INGLÉS EN SECUNDARIA |
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Social Practice of the language: Understand and write instructions. |
Environment: Academic and educational |
Specific Competency: Interpret and write instructions to perform a simple experiment |
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DOING with the language: Session 1: Select sets of instructions based on topic and purpose.
Session 2: Examine distribution and function of textual and graphic components
Session 3: Read a set of instructions
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KNOWING about the language: Session 1: Patterns of textual arrangements
Session 2: Graphic components
Session 3: Repertoire of words necessary for this social practice of the language
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BEING through the language: Session 1: Promote creative and proactive attitudes in collaborative work
Session 2: Promote creative and proactive attitudes in collaborative work
Session 3: Construct and consolidate knowledge about our surroundings |
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Product: Set of instructions album |
Step 1: Select and explore sets of instructions to perform a simple experiment. |
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Objectives (Achievement): Students listen an experiment and they tell me the information about it |
Vocabulary: experiment, rainbow, plant, sunlight and sun and spray bottle |
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Induction |
Teacher asks for What is the use of water? |
Marker Talk about experiments |
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Presentation
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Teacher shows some flashcards with the water cycle |
Flashcards |
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use
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Practice
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Students listen the water cycle and answer some questions with true or false. |
Cd/ recorder |
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Application |
Teacher sticks on the whiteboard a poster with the cycle of water and the students come to the whiteboard and complete the process. |
Poster |
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Wrap up |
Students and teacher reflect about the listening comprehension |
Marker |
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Induction |
Teacher asks to students what is the water cycle?, Why does the water cycle keep going? |
Marker Text |
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Presentation
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Teacher shows a new vocabulary about the water cycle |
Text Notebook Pencil |
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use
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Practice
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Students practice the pronunciation with the new vocabulary
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Cd/recorder Notebook/pencil |
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Application |
Students order seven sentences with the previous vocabulary and answer some questions in “quiz” |
Notebook/pencil |
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Wrap up |
Students reflect about the pronunciation |
Marker |
Homework: Students
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Induction |
Teacher practice a new experiment with the water cycle |
Marker Text |
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Presentation
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Teacher asks for the material in the experiment |
Text Notebook/ Pencil Whiteboard |
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use
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Practice
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A student describe the previous experiment with a set of instructions in the English language |
Experiment |
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Application |
Students write the steps to realize the previous experiment |
Cd/stereo Text Copies |
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Wrap up |
Students and teacher reflect about the class |
Marker |
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LESSON PLAN 2 General Middle School No. 4 “Leyes de Reforma” Teacher: Ariadna Gabriela Medina Serrano. Grade: 3rd. Unit: 2 Block: A Week: 2 Group:F August 3th 2016 |
DIRECCIÓN DE EDUCACIÓN BÁSICA COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS” JEFATURA DE ENSEÑANZA DE INGLÉS EN SECUNDARIA |
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Social Practice of the language: Understand and write instructions |
Environment: Academic and educational |
Specific Competency: Interpret and write instructions to perform a simple experiment |
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DOING with the language: Session 1: Follow instructions to confirm understanding
Session 2: Identify instructions order
Session 3: Determine components of different procedures
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KNOWING about the language: Session 1: Repertoire of words necessary for this social practice of the language
Session 2: Adverbs
Session 3: Verb tenses: simple present
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BEING through the language: Session 1: Construct and consolidate knowledge about our surroundings
Session 2: Construct and consolidate knowledge about our surroundings
Session 3: Promote creative and proactive attitudes in collaborative work |
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Product: Set of instructions album |
Step 2: Interpret instruction. |
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Objectives (Achievement): Students write the instructions |
Vocabulary: glass, water, paper |
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Induction |
Teacher shows the vocabulary |
Marker Flashcards |
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Presentation
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Teacher shows an experiment |
Experiment Glass/water/paper
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use
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Practice
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Students try to say the instructions about the previous experiment |
Marker |
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Application |
Students and teacher write the instructions of the previous experiment |
Whiteboard/marker |
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Wrap up |
Students and teacher reflect about the language |
Whiteboard/marker |
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Induction |
Teacher talks about the importance about experiments |
Marker Text |
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Presentation
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Teacher shows adverbs |
Flashcards |
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use
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Practice
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Students practice the previous vocabulary |
Notebook/pencil Text |
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Application |
Teacher sticks on the blackboard a text and they identify the adverbs |
Notebook/pencil |
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Wrap up |
Students and teacher reflect about adverbs |
Marker |
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Induction |
Teacher asks to students about the experiments |
Marker Text |
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Presentation
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The teacher shows some verbs in simple present |
Notebook/ Pencil Whiteboard Flashcards |
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use
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Practice |
Teacher asks to students practice the language about the previous vocabulary |
Flashcards |
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Application |
Teacher show another experiment and students write the instructions in simple present |
Notebook/pencil Experiment |
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Wrap up |
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Marker |
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LESSON PLAN 3 General Middle School No. 4 “Leyes de Reforma” Teacher: Ariadna Gabriela Medina Serrano. Grade: 3rd. Unit: 2 Block: A Week: 3 Group:F August 3th 2016 |
DIRECCIÓN DE EDUCACIÓN BÁSICA COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS” JEFATURA DE ENSEÑANZA DE INGLÉS EN SECUNDARIA |
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Social Practice of the language: Understand and write instructions |
Environment: Academic and educational |
Specific Competency: Interpret and write instructions to perform a simple experiment |
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DOING with the language: Session 1: Establish number of steps
Session 2: Ordinal numbers or words to indicate a sequence Session 3: Complete and write sentences with descriptions of steps and activities
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KNOWING about the language: Session 1: Graphic components
Session 2: Graphic components
Session 3: Graphic components
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BEING through the language: Session 1: Construct and consolidate knowledge about our surroundings
Session 2: Construct and consolidate knowledge about our surroundings
Session 3: Promote creative and proactive attitudes in collaborative work |
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Product: Set of instructions album |
Step 3: Write instructions. |
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Objectives (Achievement): students order sentences |
Vocabulary: experiment, first, second, third, then, and , and then, finally |
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Induction |
Teacher asks for the importance of the steps in an experiment |
Marker Talk about experiments |
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Presentation
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Teacher sticks on the whiteboard a text and students identify the steps incorrect form |
Text/tape |
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use
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Practice |
Students read the text in correct form |
Text |
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Application |
Students order an exercise in correct form |
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Wrap up |
We reflect about the language |
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Induction |
Teacher asks to students about the difference cardinal numbers and words to indicate a sequence |
Marker Text |
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Presentation
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Teacher shows two texts with cardinal numbers and other with word to check the difference |
Text Notebook Pencil |
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use
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Practice |
Students change some labels to compare the texts |
Notebook/pencil |
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Application |
Students order the text in correct form using cardinal numbers or words |
Notebook/pencil |
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Wrap up |
We analyze the cardinal numbers and words |
Marker |
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Induction |
Teacher asks to students about the previous class |
Marker Text |
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Presentation
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Teacher shows an experiment |
Text Notebook/ Pencil Whiteboard |
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use
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Practice
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Students write the instructions |
Experiment |
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Application |
Students order some unscramble sentences |
Cd/stereo Text Copies |
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Wrap up |
We reflect about the language |
Marker |
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LESSON PLAN 4 General Middle School No. 4 “Leyes de Reforma” Teacher: Ariadna Gabriela Medina Serrano. Grade: 3rd. Unit: 2 Block: A Week: 4 Group:F August 3th 2016 |
DIRECCIÓN DE EDUCACIÓN BÁSICA COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS” JEFATURA DE ENSEÑANZA DE INGLÉS EN SECUNDARIA |
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Social Practice of the language: Understand and write instructions |
Environment: Academic and educational |
Specific Competency: Interpret and write instructions to perform a simple experiment |
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DOING with the language: Session 1: Examine distribution and function of textual and graphic components
Session 2: identify use of punctuation
Session 3: support statements with illustrations
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KNOWING about the language: Session 1: Graphic components
Session 2: Patterns of textual arrangements
Session 3: Adverbs
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BEING through the language: Session 1: Construct and consolidate knowledge about our surroundings
Session 2: Construct and consolidate knowledge about our surroundings
Session 3: Promote creative and proactive attitudes in collaborative work |
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Product: Set of instructions album |
Step 4: Edit sets of instructions. |
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Objectives (Achievement): students identify graphic components and adverbs |
Vocabulary: adverbs, cardinal numbers, words, experiment |
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Induction |
Teacher asks to students about procedure in an experiment |
Marker Talk about experiments |
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Presentation
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Teacher explains an experiment and shows the instructions |
Flashcards |
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use
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Practice
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Students and teacher analyze the procedure about the experiment |
Experiment |
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Application |
Students write the procedure about the previous experiment |
Notebooks/pencil |
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Wrap up |
We analyze the importance of the procedure in an experiment |
Blackboard/marker |
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Induction |
Teacher asks to students about the use of punctuation |
Marker Text |
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Presentation
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Teacher shows a text and they identify the use of punctuation |
Text Notebook Pencil |
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use
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Practice
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Teacher gives to students a copy without the punctuation and they write them in correct form |
Notebook/pencil Copies |
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Application |
Students order some sentences in correct form |
Notebook/pencil Whiteboard/marker |
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Wrap up |
We reflect about the language |
Marker |
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Induction |
Teacher asks to students about adverbs |
Marker Text |
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Presentation
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Teacher shows some flashcards with adverbs |
Text Notebook/ Pencil Whiteboard |
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use
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Practice
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Teacher gives to students a text without the adverbs and they have to complete them in correct form |
Text Notebook/ Pencil Whiteboard |
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Application |
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Notebook/ Pencil Whiteboard |
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Wrap up |
In group analyze the adverbs |
Marker |
_________________________________
Teacher Ariadna Gabriela Medina Serrano.
Homework
Procedure: https://www.youtube.com/watch?v=2rwFK5_Vi
Evaluation
quiz
Rubric for the experiment
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Middle School 4 "Leyes de Reforma" LANGUAGE AND COMMUNICATION ACADEMY |
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RUBRIC TO ASSESS MY LANGUAGE PORTFOLIO |
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Peer-checkRubric |
Module: |
1st |
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Student: |
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Class: |
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Evaluator: |
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Date: |
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Category |
4 |
3 |
2 |
1 |
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Material |
His/her Portfolio has an extraordinary well presentation with the correct paste (color), a Title page including: the school shield, school name, subject name, teacher’s name, student’s name and the date. |
His/her Portfolio is presented only with a title page including: the school shield, school name, subject name, teacher’s name, student’s name and the date. |
His/her Portfolio has a partial paste with the Title page including: school name, subject name, teacher’s name, and the student’s name |
The Portfolio includes only a paste but not the cover page OR it has the cover page with the Title on it but not the paste. |
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MyLanguage Passport |
He/She has well recorded all his/her achievements in the English Language. (Diagnostic Test, Portfolio 1rst check, Written Peer-check “our global village) |
He/She has partially recorded his/her achievements in the English Language. (Diagnostic Test, Portfolio 1rst check) |
He/She has recorded just one of his/her achievements in the English Language. (Diagnostic Test) |
He/She has not recorded any of his/her achievements in the English Language. |
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My Language Biography All about me, How I learn, My world of English, Now I can My Future Plans |
He/she has answered properly this section, where He/She has an updated record of his/her personal language-learning history.
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He/she has answered partially this section, where He/She has a partial record of his/her personal language-learning history.
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He/she has completed only two parts of this section, |
He/she did not answer properly this section. |
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My Dossier A collection of works he / she did during the midterm in order to illustrate his / her language skills. |
He/She has collected a very well group of works, notes, exercises with a clear and well-written, coherent, legible, logic and well-ordered evidences. |
He/She has moderately group of works, notes, exercises with a clear and well-written, coherent, legible, logic and well-ordered evidences. |
He/She has collected a poor group of works, exercises with unclear and well-written, and not well-ordered evidence. |
He/She has not collected a well group of works does not have notes, and his / her exercises are not clear or legible. |
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My extra activities A collection of works he / she did during the midterm at the S.A.C. |
He/She filed any work he/she did independently to keep as evidence of his/her progress in English. |
He/She partially filed any work he/she did independently to keep as evidence of his/her progress in English. |
He/She filed two or three works he/she did independently to keep as evidence of his/her progress in English. |
He/She did not file any work in this section. |
TOTAL POINTS: _________
20%
Conclusion
Students identify the water cycle, they realize an experiment with this process and aquired new vocabulary.
Teacher Page
Ariadna Medina