THE WATER CYCLE (COGNITION CG (Get familiar with the water cycle. CG4 ,…
THE WATER CYCLE
Student’s daily life.
Develop interest in knowing their environment.
Increase their care about the natural resources we have.
Show interest for what they are surrounded.
Nature and environment.
Respect the ideas of their peers.
Weather, atmospheric phenomena.
To be aware of
The changes of the water from one process to another.
Why these changes happen.
Differences among them.
The correct organization of ideas.
The need to respect other kids.
The importance of giving a clear explanation.
The importance of expressing clearly the ideas giving reasons.
How to be a critical person.
To be able to
Explain what the cycle consists of to the class.
Judge other group’s murals.
Order the water cycle correctly in the mural.
Be critical when giving their opinion.
Express in a mural what they have learned.
Discuss the topic.
Organize the phenomena on the bag.
Improve and reconstruct their previous work.
Understand the different part of the water cycle and their order.
Manage to give a clearer explanation.
Copy and mimic the different processes.
Answer questions related to the story.
Give reasons to their opinions.
Express their ideas related to their own experiences.
Assess their own work and behaviour.
Play different roles in a group.
Understand what a cycle is.
Describe each phenomenon.
To know about
What happens when it rains and why: When a mass of air quickly cools, the water vapor condenses into clusters of tiny water droplets. Those droplets that make up a cloud can attract more water to themselves. When water droplets grow heavy enough, gravity pulls them down as raindrops
Why we are going to work on this subject
What a research is: The study of a subject in order to discover new information.
Gestures representing the stages.
The different processes involved in the cycle
Collection: The water from the rain accumulates in the sea.
Precipitation: The clouds turn into rain.
Condensation: The steam turns into clouds.
Evaporation: The water from the sea turns into steam.
The function of the water cycle: To maintain the amount of water than exists on the Earth, and distribute it naturally.
What we already know and what we want to learn about the topic.
The water cycle through a story.
The job a scientist does: They observe, select a problem/subject, hypothesize, investigate, find a solution and communicate the results.
The perks of the water cycle.
Get familiar with the water cycle.
Relate the concepts of the water cycle, causes, consequences, order.
Organize and give reasons for their own ideas.
Identify the different processes of the water cycle.
Understand and follow teacher’s explanations and instructions.
Define the processes of the water cycle.
Listen and identify the rain sound.
Be polite with other group members.
Memorize key language
Develop the creativity.
Give feedback to other groups.
Express their critical opinion.
Explain the cycle to the class.
Improve a previous explanation.
Discuss and achieve a conclusion.
Identify their weaker points.
Remember words related to the topic.
Express themselves in the target language.
Language for learning
Yes I do/ No I don’t.
Language to describe:
It is the process before/after…
It is caused by…
It happens when..
Language to Follow instructions.
Answer the questions.
Be in silence.
Raise your hand.
Give the pen to…
Let’s draw a cloud.
Language to express ideas.
I think… because...
In my opinion…because...
I like this one best.
Yes/ no, because…
I (don’t) agree because…
I believe... because..
Language to make hypothesis.
I am (not) very sure about…
Because there is/ are….
My hypothesis is that if I…
Language to work in groups.
You have to draw…
Can I borrow a crayon from you?
Language to give clear explanations.
Language to order:
When...happens, then it...
Firstly, secondly, thirdly, fourthly.
Language to place objects:
Next to... there is/are...
Opposite to... we can see...
Here we can see...
Language to talk about results:
As a result.
How to guess.
Is it the...?
Yes, it is.
No, it isn't.
Language through language
Confusion between English and Spanish.
Correcting feedback from the teacher and/or partners.
Discuss and agree or not.
Question students may have:
Why do you like this cloud more than mine?
Can’t we choose all of them?
Unplanned or spontaneous language.
Feedback from teacher when being asked in English should be provided.
Language of learning
To fall down, to rain, to condensate, to join, to crash, to precipitate, to arrive, to mix, to get lost, to evaporate, to fly, to crush, to play, to take, to draw, to paint, to erase.
Long, salty, playful, wonderful, beautiful, bright.big, cloudy, cold, wet, perfect, good
Water, rain, drop, cloud, storm, steam, contest, science, evaporation, sun, river, sea, swimming-pool, surface, heat, condensation, sunlight, rainbow, mural, crayons, paper, pen, collection, cycle, bag, research, hypothesis.
Well, now, later, there, very, carefully, of course.Really, slowly, too, suddenly,always, firstly, then.