anotaciones+de+grupo

- **__Greeting time__**.

- Hello!! Good morning!! How are you? - What day of the week is today? (In group we guess, helping by illustrators, the day of the week and the whole date and we stick a sticker with the date) - What’s the weather like? Sunny? Cloudy? Foggy? ... (In group we guess, helping by illustrators, the weather of the day and we stick the related sticker)

- **__Farewell time__** (five minutes before the end of the lesson)

- In order to make a group reflection about the acquiring knowledge we deal a self assessment sheet. - Clean up time. They clear the table; they collect the work (sheets, materials, and self assessment sheet) and file the work in the folders.

-Poner una foto con un río, nubes y una montaña con nieve. (Lluvia de ideas) Apuntar las palabras que sean oportunas en la pizarra y que ellos la apunten en su hoja y sobre la marcha reflexionar junto a ellos através de preguntas y suposiciones.
 * 1) Aproximación al tema por descubrimiento. (Virginia)

-Apuntar el titulo en la pizarra. -Poner el video. (Pedirles que dentro del video identifiquen y redondeen las palabras dentro del video) - Poner en comun las palabras que han salido en el video. - Hacer una ultima reflexiona guiada partir de la pregunta. ¿Entonces en que sitios de la naturaleza encontramos agua? Ayudarlas ha concluir que esta en el ambiente. Que esta en todas partes.

2. estados del agua. (Maite)

Nos vamos a la cocina. Con una hoja para recoger datos. Primero metemos agua en el congelador. Y dejamos hielos en el exterior al sol. Luego les damos por grupos un bol con agua caliente. - Cubrimos el bol con un film. (Observamos que condensa) - Echamos hielos dentro del bol (Observamos que se deshacen)

De vuelta en la clase, con la ficha de conclusiones poner datos en común. - conclusiones sobre en que estados se encuentra el agua. (Sólido, líquido y gaseoso) Y que agentes producen esos cambios de estado (El calor, el frío,…) Y como lo encontramos en la naturaleza (Ríos, lagos, mares., montañas nevadas) Lluvia, nieve, niebla,…. (pegatinas con las historias)

3. Ciclo del agua (Luna)

- Presentar la foto sin flechas y sin nada en la pizarra del agua. - Rememorar lo que hemos las conclusiones del dia anterior para que les ayude a inducir el ciclo del agua. - Agrupados en 4 grupos de 5 se les reparte la foto y una hoja de preguntas que les lleve al debate y a inducir el ciclo del agua. (Como creis que se forman las nubes, que llegan al cielo? Como llega el agua a los rios??’ La nieve a las montañas… Cuando hayan hecho una serie de suposiciones…. Les repartimos una hoja con flechas que indiquen la condensación, evaporación, solidificación,…. - Poner todo en comun, ver las diferencias entre unos y otros.

4.Ensayo, preparación de los experimentos. Con todos los apuntes elaboren sus conclusiones organicen y complementen el pensamiento. Elaborar un guion para la exposición. (Maria) - El profe prepara los rincones con cada experimento. - Dentro de cada experimentos titulo en grande, los materiales para elaborarlo y la ficha del experimento. Cartelito, hoja con los pasos, hoja para registrar y materiales. - Todos los grupos haran todos los experimentos. Haremos una rueda de experimento. Tendran que recogerlo todo y escribir conclusiones antes de pasar al siguiente experimento.

5.exposiciones.(Tulio)

Todos los grupos salen exponen sus conclusiones sobre todos los experimentos. Les grabamos. Hoja de registro… para recoger informacion. Luego les podemos enseñar sus propios exposiciones.

Basic Competencies
Basic Competencies are the essential knowledge and skills acquired by students in relation to the learning targets and objectives set out in the curriculum for each key stage. The Basic Competencies represent just part of the curriculum requirement.

Linguistic competences: By being able to define and explain the different ways we can find water, to document and interpret the observations, form conclusions and identify the different materials.

Mathematic competences: The information, like the boiling point, is given through a series of numbered steps that will be provided.

Knowledge and interaction with the physical world competence: Discover and understand: the water cycle, the different states of the water (solid, liquid and vapor) and the different natural physical processes (evaporation, condensation, precipitation), through experimentating and estimating, and relating these conclusions with every day life.

Information processing and digital competence: Learning how to follow steps in order to do the experiments. Complete and expand conclusions with information from the internet or books and personal homework. Turn observations and conclusions into knowledge.

Social and civic competence: Be aware of water shortage and contamination and the role humans play in these water problems. Acquire environmentally friendly habits.

Learning to learn and to be competence: Learning how to assimilate daily and theoric facts, conclusions and informations discussing, estimating and processing. Acquire environmentally friendly habits that make them a responsible citizen.

Personal autonomy and initiative competence: In the autonomy, implication and determination of the activities and ecological consciousness.


 * Language: **

Public language: the teacher is going to make questions to the students. All of them are related to the unit and they serves to pupils to think what they are looking for with this unit and guide the process of learning. Moreover, the language that pupils use to communicate with the others is public language too.

Private language: the students have to get conclusions based on scientific evidence with the experiments and they have to take notes about their own learning. They have to register the dates they get and, when they realize all the experiments, they have to know all the steps to follow.

Non verbal language: we are going to use some illustrators, for example in the songs or when pupils tell to the other their conclusions to show better what they conclude about this unit, and mediators, it is important to support the oral language in the materials we are going to use to work in this unit ,to improve our verbal language. Affect displayers help us and pupils to express better what e say and support our oral language. We have to take into account we must keep the eye contact to observe pupils are understanding or participating in the activities of this unit.


 * Resources: **

Experiments: - hammer - some contaniners - fridge - Water - A thick nail - A wide cork - A bottle - Ice

To take notes:

- self assessment sheet - paper - pencil - stickers - files (the teacher gives one to each pupil if it is necessary)

Another resources:

- Camera


 * 3 levels of Attainment/expectations in the students outcomes: when we finish this unit our pupils will be able to: **

All children must be able to: - Take notes relatives to the unit, for example in the brainstorming. - Register the general conclusions of the group - Observe the experiments and know what steps they have to follow in each case

Most of the children will be able to: - Participate actively in the different sessions, giving some ideas - Participate actively making the different experiments - Take notes about what they observe - Tell to another partners basic information about the conclusions they have got about this unit

Some of the children could: - Register conclusions about the different experiments, in group or individually - Give ideas by using deductions - Participate in the experiments and get conclusions of each them - Tell to another partners what they have observed and their conclusions