Programa Intel Educar

Curso Esencial
Pollution of Rivers and Streams
Pollution of Rivers and Streams
Plantilla del plan de unidad
Plantilla del plan de unidad
Autor de la unidad
Nombre y apellido
Cristbal Cruz
rea de especialidad del docente Ingls
Nombre de la institucin educativa C.E.B.G. Chitra
Ubicacin de la institucin educativa Chitra, Calobre
Otros datos de la institucin educativa Difcil Acceso*
Descripcin de la unidad
Ttulo de la unidad
ECOLOGY: PLANTS AND ANIMALS
Resumen de la unidad
This Unit will deal with Ecology, specifically, water pollution in the community. Students will
prepare flyers using the Imperative Form of Verbs in English. They will encourage people in
their communities to tae care of rivers and streams through the information presented in
the flyers. !esides, they will orally present a report of the information they searched in
internet to create the flyers.
Espacio/s curricular/es o asignatura/s
Asignatura Ingl!s
"rea Ecolog# and Preservation
Tema Preservation of t$e environment
A%o # nivel
9 Premedia
Tiempo necesario apro&imado
4 Class Periods (45 Min!
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Programa Intel Educar
Curso Esencial
'undamentos de la unidad
Contenidos
C()CEPT*A+ES PR(CEDI,E)TA+ES ACTIT*DI)A+ES
4.
ECOLOGY, PLANTS, FORES
T,
AND ANIALS.
4.!-In the forest
Defini"ion
Flo#$
F$%n$
En&$nge# s'ecies
C$%ses $n& $ffec"s
GRAAR IN CONTE(T)
* I+'e#$"i,e Fo#+
-e#.s
VOCABULARY:
ANIMALS) /$#'0 e$gle,
gol&en f#og, &ee#, "ige#,
PLANT /HERBS/SPICES:
'$l+, .$+.oo, .#$nc/,
c/$+o+ile, cinn$+on,
4.!*$1ing $ 2#i""en
'#o3ec" $.o%" $ loc$l
conse#,$"ion effo#" in "/e
sc/ool "/e I+'e#$#"i,e Fo#+ in
Englis/.
S%#,e0ing /o2 /%+$n
$c"ions $ffec" "/e li,ing
en,i#on+en".
4.!*S/o2ing $2$#eness
of P$n$+$4s ecolog0
i+'o#"$nce.
Eng$ging in soci$l
$c"i,is+ "o '#o"ec"
"/e en,i#on+en".
S/o2ing in"e#es" fo#
en&$nge#e& s'ecies
of P$n$+$.
S%''o#"ing ecolog0
c$+'$igns in "/e co++%ni"0.
(-.etivos del aprendi/a.e
$1es 2i"/ "/e $i& of ic#osof" P%.lis/e# $ fl0e# $.o%" "/e '#ese#,$"ion of "/e en,i#on+en" "o
/$n& $#o%n& "/e sc/ool "o sol,e 'oll%"ion '#o.le+s in "/ei# co++%ni"ies.
Indicadores "ogros
$5 6#i"es $ lis" of en,i#on+en"$l '#o.le+s #el$"e& "o 2$"e# 'oll%"ion in "/ei# co++%ni"ies.
.5 6#i"ing 2$0s "o #e&%ce 2$s"e $n& #e%se +$"e#i$ls.
c5 Designing $ fl0e# in ic#osof" P%.lis/e# $.o%" "/e '#ese#,$"ion of "/e en,i#on+en" in "/ei#
co++%ni"ies.
d) S%''o#"ing ecolog0 c$+'$igns in "/e sc/ool.
Preguntas orientadoras del plan de unidad
$ttp//0001intel1la/content/000/&l/es/education/234/pro.ect5design/design/curriculum56uestions1$tml
Pregunta esencial
How can I help reduce the environmental pollution of rivers and
streams in my community?
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Programa Intel Educar
Curso Esencial
Preguntas de unidad
Which of the most common environmental pollution problems
directly affect my community?
Preguntas de contenido
What is the environmental pollution of rivers and streams?
What ways to reduce waste and reuse materials can I put into
practice in my community?
Plan de evaluacin
Cronograma de evaluaciones
Formas de presentar el cronograma de evaluaciones
http://www.intel.la/content/dam/www/program/education/lar/l/es/documents/assessing!
pro"ects/strategies/ap!sample!assessment!plans.pdf
Ejemplos de mtodos, propsitos e instrumentos por cada etapa del proyecto
Antes+ (ttp+,,---intella,content,---,.l,es,education,/0#,assessin*1
pro2ects,strate*ies,*au*in*1student1needs(tml
Durante el desarrollo+ (ttp+,,---intella,content,---,.l,es,education,/0#,assessin*1
pro2ects,strate*ies,monitorin*1pro*ress(tml
7erificar comprensin+ (ttp+,,---intella,content,---,.l,es,education,/0#,assessin*1
pro2ects,strate*ies,c(ec/in*1understandin*(tml
Al concluir la unidad+ (ttp+,,---intella,content,---,.l,es,education,/0#,assessin*1
pro2ects,strate*ies,c(ec/in*1understandin*(tml
Antes de empe/ar el
tra-a.o del pro#ecto
Durante el desarrollo del
pro#ecto
*na ve/ completado el
pro#ecto
3pplyin* t(e 456
strate*y
7earc(in* 8or &n8ormation
about t(e topic in t(e -eb
(9ubric!
Presentin* t(e 8lyer done in
Microso8t Publis(er (9ubric!
Presentin* orally t(e report about
t(e in8ormation in t(e 8lyers
(9ubric!
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Programa Intel Educar
Curso Esencial
Resumen de evaluaciones
Evaluacin Proceso # propsito
Antes de empe/ar el tra-a.o del pro#ecto
Appl#ing t$e 89+ strateg#1
This strategy allows to measure the students
or groups knowledge about the topic.
Durante el desarrollo del pro#ecto
Searc$ing for Information a-out t$e topic
in t$e 0e-1 :Ru-ric;1
They have to use a browser to look for information
about water pollution. The purpose of this strategy is
to engage the students in collaborative work so they
can search in different websites information for the
flyers and for the report.
*na ve/ completado el pro#ecto
Presenting t$e fl#er done in ,icrosoft
Pu-lis$er1 :Ru-ric;
Presenting orall# t$e report a-out t$e
information
in t$e fl#ers1 :Ru-ric;
Once followed the given instructions, the students
must hand in the flyers in printed form. They have to
make copies of the flyers to distribute in the school.
They have to make a short oral report with the
information they used to make the flyer. This way
they can put into practice the writing and speaking
skills.
Detalles de la unidad
<a-ilidades previas
Conocimientos conceptuales # destre/as 6ue de-en tener los estudiantes para empe/ar la
unidad1
E.emplo
Being f!i"ir #ith the $retion n% %esign of &!&h"ets' f"(ers' n% "ef"ets)
Being f!i"ir #ith Mi$rosoft P*+"isher)
Procedimientos
I)ICI(
#sing the $!W!% chart to trac& previous &nowledge.
'nswering (uestions about the main environmental problems of their communities.
Identifying the main terms related to the preservation of rivers and streams.
'nswering (uestions about the Imperative )orm in *nglish.
'nswering (uestions about using +icrosoft ,ublisher to ma&e flyers- pamphlets- or leaflets.
DESARR(++(
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Programa Intel Educar
Curso Esencial
Watching videos about Water ,ollution.
.iscussing in class the contents of the videos.
'nswering (uestions about the contents of the videos.
Writing a list of environmental problems related to water pollution in their communities.
/earching- in collaborative form- for information in Internet about the ways to reduce waste and
reuse materials.
0ringing to the class the information they found on the web.
'naly1ing on the board the Imperative )orm in *nglish.
'nswering (uestions about the Imperative )orm in *nglish.
Writing sentences using the Imperative )orm.
Wor&ing in +icrosoft ,ublisher to ma&e a flyer about the preservation of the rivers and streams in
their communities- using the Imperative )orm in *nglish.
Writing in +.W. individually a report about the flyer done in +.,.
,rinting the flyers already finished.
CIERRE
,resenting the flyer done in +icrosoft ,ublisher about the preservation of the rivers and streams in
their communities- using the Imperative )orm in *nglish.
,resenting orally the report about the flyers they did.
.istributing in the school the flyers they designed.
Estudiante con
necesidades
especiales
Actualmente no tengo estudiantes con necesidades educativas especiales. Pero
sugiero que a los estudiantes con problemas de visin su atencin sea con aparatos
acorde a su necesidad. Tambin para aquellos que son sordos deben ser apoyados
con materiales visuales e!emplos l"minas, videos, entre otros. Para lograr una
integracin tanto con sus compa#eros y as$ un buen rendimiento en la ense#an%a
aprendi%a!e dentro y fuera del aula de clase.
)o $ispano5
parlantes
&ada escuela debe contar con avances tecnolgicos u herramientas de traduccin
para aquellos estudiantes de otras lenguas para que e'presen sus aprendi%a!es, ya
sea en entrevistas orales o pruebas escritas. ( que no se sientan recha%ado dentro del
aula o escuela donde cursa.
Estudiante
talentoso
7e su*iere cuando e.istan estudiantes considerados como talentoso o
e.cepcionales: el docente debe: a trav;s de diversas estrate*ias
metodol*icas: utili<ar su creatividad y e.periencia: por e2emplo+
Motivar por su e.celente rendimientos acad;micos
Proporcionar material complementario para acrecentar sus
conocimientos
9eali<ar traba2os *rupales donde el estudiante apoye a sus
compa=eros y sirva como monitor del docente
&nvitar y prepararlos para >ue participe en diversas actividades >ue se
reali<an dentro y 8uera de la escuela
,ateriales # recursos necesarios para la unidad
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Programa Intel Educar
Curso Esencial
Tecnologa = <ard0are (e>uipo necesario!
C)mara
Computadora(s!
C)mara di*ital
9eproductor de ?@?
Cone.in a &nternet
?isco l)ser
&mpresora
7istema de proyeccin
Asc)ner
'elevisor
@C9
C)mara de vBdeo
A>uipo de vBdeo con8erencia
Otro
Tecnologa = Soft0are (necesario!
Case de datos,Do2a de c)lculo
?ia*ramador de publicaciones
Pro*rama de correo electrnico
Anciclopedia en C?19OM
Aditor de im)*enes
Cuscador 5eb
Multimedia
?esarrollo de p)*inas -eb
Procesador de te.to
Otro
,ateriales impresos
&opies of the contents.
Suministros
)lementos esenciales que deben pedirse u obtenerse para implementar su
unidad. *o incluye art$culos de uso diario comunes a todas las aulas.
Recursos de Internet
(ttp+,,ida-ncom,arc(ives,#$0$,5ebsiteE#$7ci'ec(,05F0ds8s8GPH
http://score.rims.&23.ca.us/activity/sil&road/handout4.gif
http://www.bubblews.com/news/3567286!i!am!la1y
http://www.bubblews.com/news/3922:99!throw!the!plastic!away
(ttp+,,---docstoccom,docs,5F94%I5F,9ubrics18or1Jlyer
(ttp+,,---read-ritet(in/or*,classroom1resources,printouts,c(art1
a1F$##K(tml
(ttp+,,-(ysospecialcom,ta*,/1-1l1c(art,
(ttp+,,/rystledevera1lessonplan#blo*spotcom,#$$9,00,-ater1
cycle(tml
(ttps+,,---youtubecom,-atc(LvM$9o'4I&3P54
(ttps+,,---youtubecom,-atc(LvMHOc9pti88v&
(ttp+,,---en*lis(*rammarsecretscom,imperative,menup(p
(ttp+,,---learnen*lis(8eel*oodcom,esl1imperative1
commands#(tml
(tros Recursos
&olor Printer for making copies of the flyers.
If no electric power during the wee#
+hite Paper
&onstruction paper
,aga%ines or newspapers
-lue
.cissor
,arkers
6os pro*ramas de &ntelN Aducacin son 8inanciados por la Jundacin &ntel y la Corporacin &ntel
?erec(os reservados "#$$%: Corporacin &ntel 'odos los derec(os reservados &ntel: el lo*o de &ntel: la iniciativa de &ntel Aducacin y el Pro*rama &ntel
Aducar son marcas re*istradas de &ntel Corporation o de sus subsidiarias en los Astados Unidos y otros paBses OOtros nombres y marcas pueden ser
reclamadas como la propiedad de terceras partes
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