THE UNIVERSE: SPACE AND TIME-Didactic Strategies to designing science activities

 

 – Task 4 - Creating learning guides for a virtual and face-to-face science class.

Elia Rosa Ruiz Torralvo

                                                                                   

                                                            Course: Didactics of Science Code:

 551033 

 

Teacher’s Name: Elia Rosa Ruiz Torralvo Grade: fourth grade	Topic: The cell  Level in English of student: A2_________________________________________
Purpose of the lesson: This activity is designed for fourth graders.   learn, understand, identify and practice the new vocabulary related to cells.	Grammar point: NA
Learning skills (how are you going to include the four skills)?   First: Presentation of the subject on cells, and interact with the students and make an acknowledgment of previous knowledge by asking them some questions so that they talk about the subject.   Second. The explanation of the subject is made, they will be shown a video so that they repeat and write in their notebook the vocabulary related to cells in English.   Third: The proposed activities are carried out, where they must write and answer the questions that the teacher will ask to find out if they have understood the subject taught.   Fourth: They will talk about the subject taught, they must also carry out an online evaluation	Vocabulary (words your students may not know): Parts of toe animal cell ·         * Golgi body. ·         * Ribosomes. ·         * Nuclear membrane. ·         * Lysosome. ·         * Endoplasmic reticulum. ·         * Nucleus. ·         * Cytoplasm. ·         * Mitochondria. Parts of the plant cell. Cellular membrane Cell nucleus: Cytoplasm: Cellular wall:
Methodologies: The task-based method will be used for teaching, where what is intended to teach the subject of cells and therefore reinforce writing, reading, speaking and listening skills, through different activities.	Techniques: The techniques that will be used are: Auditory, in this, videos will be used so that the students listen to the vocabulary related to the cells and the functions of each part. Writing. Through the use of sheets, they will be asked to write the functions of the parts of the cells. Experience, through online games they will carry out practical exercises.

Stage	Activity description	Link of the resources
Presentation: In the presentation stage, the teacher introduces and teaches the subject that the students will be required to master	At this stage, the teacher teaches them the definition of what a cell is and explains the classes that there are and their parts. He also shows them a video so that they better understand the topic to be taught. He shares a link for them to carry out the activity and begin to better understand the subject of cells. Parts of toe animal cell ·         * Golgi body. ·         * Ribosomes. ·         * Nuclear membrane. ·         * Lysosome. ·         * Endoplasmic reticulum. ·         * Nucleus. ·         * Cytoplasm. ·         * Mitochondria. Parts of the plant cell. Cellular membrane Cell nucleus: Cytoplasm: Cellular wall:	https://youtu.be/-YBEdWExplw   https://www.liveworksheets.com/iq3023110em
Practice: In the practice stage, the students engage in exercises and activities based on the subject taught in the first stage: this will usually be done with the guidance of the teacher	The teacher also shows them a video to learn the vocabulary related to the cell. 10 minutes: the teacher reviews what the students have done and asks them questions to see if they understood the topic explained in class about cells. 30 minutes: The teacher after teaching shares a new activity to do in class.	https://youtu.be/-YBEdWExplw   https://es.educaplay.com/recursos-educativos/1023985-partes_de_la_celula_en_ingles.html   https://www.liveworksheets.com/fl158298gs
Production: In the production stage, the students engage in exercises or activities based on the taught subject without the guidance of the ESL teacher	Phase 1: Students divide into working groups. Phase 2: The teacher shares some online cards on the parts of the cell so that the students can put the names corresponding to each of the indicated parts. Phase 3: A member of each group will read a part of the cell that corresponds to them.   To finish, each student must carry out the activity online and share evidence of its completion with the teacher.	https://www.liveworksheets.com/vk2179947zx     https://www.liveworksheets.com/dn1320454nl
Evaluation: During the Evaluation stage, students self-evaluate them learning on the science topic. Teachers also have an opportunity to evaluate student learning via formal summative assessments and informal formative assessments	To find out what the students learned, the teacher will carry out an evaluation on the subject of cells.	https://www.liveworksheets.com/oy1261060kp
An introduction to your learning guides.
Bear in mind that you must consider the stages worked in task number 3 of the course, then each learning guide must contain at least one (1) activity for the presentation stage, two activities for the practice stage, two activities for the production stage and one activity for the evaluation stage. Here you can find the explanation of the stages to remind you which activities you can include.
References   https://www.liveworksheets.com/search.asp?content=THe+cell   https://es.educaplay.com/   https://youtu.be/-YBEdWExplw