Introduction:
Geography: The word geography was adopted in the second century BC by the Greek scholar Eratosthenes and means literally 'description of the Earth. " The geographical study includes both the physical environment as the relationship of humans with the physical environment, ie the actual geographical features such as climate, soils, landforms, water or vegetation, together with the elements studying human geography, such as public institutions, different cultures, communication networks and other man-made changes in the physical environment. It is, therefore, an interdisciplinary science using proprietary information from other sciences such as economics, history, biology, geology or mathematics, among others.
Academic degree:
5th. Superior grade
students Features:
Students from 9 to 10 years old just graduated from 4th. Superior grade. Basic skills.
objective:
To help students identify characteristics of the stars that make up the Solar System.
Specific objectives:
The student:
- Understanding the origin of the stars that make up the Solar System.
- Characterization of the inner and outer planets in relation to its location in the Solar System.
- Comparison of travel time and average temperature of the planets in relation to their distance from the Sun, from the information boxes.
- Recognition of rotational and translational motions of the moon.
- Description of the eclipses of the Sun and Moon and of the root causes.
- Importance of the study of eclipses for development of scientific knowledge.
- Identification of the day and night following the rotation of the Earth.
- List of seasons with the shifting of the Earth and the distribution of sunlight.
- Recognition of the light and heat suitable for life as a result of the position of the Earth to the Sun
- Identify the functions of the atmosphere for the development of life on Earth.
- Understanding the importance of life-light, heat, water and oxygen.
Learning Strategies:
Exploration of previous ideas.
Documentary research (literature and Internet)
Identifying the concepts and main ideas in the texts consulted.
emission scenarios and strategies for the contrast resolution of the cases, exposure of subjects investigated. Using ICT
Development of a Power Point presentation. Register
main ideas in the book.
Watch video digital whiteboard: enciclomedia, encarta, wwww.youtube.com, http://dsc.discovery.com/ and http://www.google.com.mx/ .
Organization of information through main ideas to produce an album for the 4 sessions will include: Drawing: Solar System, Rating: Planets in the Solar System, Description: Eclipses of the Sun and the Moon from models (drawings) and what is the cause that originate. Exhibition
album of all partners, invitation to parents. Exhibition
PowerPoint presentations, invitation to potatoes. (The same day the two exhibitions).
selection and development of materials and contents.
MATERIALS:
- Computer with Internet (Web pages with content on the subject, and Power Point).
- Prints explanatory and descriptive.
- Blackboard, chalk, notebook.
- Pizarra digital.
CONTENTS:
- Conceptual:
General characteristics of the solar system. + The planets, their size and location in the Solar System. + Location of the Earth and Moon to the Sun + position, shape, rotation and translation of the Earth. + Conditions and elements that allow the existence of life on Earth. + The presence of water and favorable weather conditions.
- Procedural:
comparison, analysis, oral communication, research, identification, development of educational materials using the computer.
- Attitudes:
Accountability, collaboration, participation, respect, informed skepticism, honesty and solidarity, creativity, autonomy, interest,
methodology of learning: Constructivist and
cognositivista.
- Lead the student learning to build on the representations and ideas they have and consider the possible challenges in learning for the student to seek solutions and build your knowledge on the subject.
- Develop learning activities in the classroom using the resources available (blackboard, whiteboard, computer) and other research topics using resources that the student has to reach outside the classroom (computer, library, magazines)
- Promote the active role of students in activities and provide individual learning opportunities with peers through collaborative work.
- Enabling critical reflection on the topic controversial situations.
Learning Activities
Home Activities:
(Duration 1 session of 40 minutes)
- After watching a series of images, the teacher will make certain questions about the unknowns that humans always have wondered: How did
the Universe, the Earth and everything that's in it?
What do you know about the origin of life and its evolution?
_ And through them and generating another set of questions the teacher will encourage brainstorming among students by ensuring that their responses highlighting the concepts
Evolution, origin of stars, planets characterization of internal and external in relation to its location in the Solar System.
- Ask students to develop a writing in his notebooks and drawings.
Development activities:
(Duration 4 sessions of 40 minutes)
- Instruct students to conduct an inquiry about the universe and the Earth and other evidence that prove the evolution of the Universe. Form teams of 5 elements and the information collected (registration, testing) organized to develop a summary table that includes some descriptive images.
- Arrange equipment for research and exhibition of the following topics: (shared equitably and strategically subjects)
a) .- The natural processes that gave rise to the Universe and Earth.
b) .- To describe the eclipses of the sun and moon from models (drawings) and what causes that originate them.
c) .- Research: When was the last lunar eclipse was observed, report results and comments.
d) .- Research: What is the movement of rotation and translation of the Earth?. To model and explain the Earth.
e) Functions the atmosphere for the development of life on Earth
. (Power Point file.)
f) importance to the life, light, heat, water and oxygen (video file).
g) Prepare drawings, writings, life on Earth before settling it and it is now. (Using the whiteboard), explain.
Note:
of 35 students of which were formed 7 teams of 5 elements each team will endeavor to highlight the collaborative work in preparation for the exposition of the subject, the materials for the exhibition, written in their journals each exposure that were made with drawings.
- Upon completion, each student will give their opinion about the exhibitions.
Closing Activities:
(3 sessions lasting 40 minutes)
- Explore the Universe and Earth.
- 7 teams Develop in a PowerPoint presentation, emphasizing the characteristics of the stars that make up the Solar System.
- present to their group and generate discussion on relevant aspects so as to encourage curiosity, skepticism and critical thinking informed the group.
- Prepare for an individual on the issues addressed in the teaching unit.
rating:
- Process formative and summative evaluation during the development of start-up activities, development and closure.
- Determine assessment strategies consistent with the purposes and designed experiments that allow evidence of learning achievement of students. (Identify the assessment rubrics development activities and products developed: Research, works in Power Point, digital whiteboard, prints, models, books, videos ... etc.
- At the end of the topic undertake their activities SEPpp Paper .11-12-13-17-18-22-25 30.
- Book of support. Laboratory pp.338 to 344.
- NOTE: These two book reviews and Laboratory SEP will be performed during the 4 sessions or the entire month of September.
ANNEX:
http://www.scribd.com/doc/17671766/A-Nexo-5
Teaching Unit developed by: Ana Isabel Barrera Villarreal. Instituto La Salle Chihuahua . Level: upper primary. See Chihuahua. July 2009.
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