Recently, in the Natural Sciences class, we have been using a visual organizer called “The Frayer Model.” We all know the importance of graphic organizers in order to organize information, as the name implies. In this case, we have used it to strengthen the vocabulary that we have acquired throughout the unit.
The Frayer Model is a specific type of graphic organizer, which works in a very simple way: Features, Image / Drawing, Example and No example.
In our class, we have used it several times throughout the unit, since it allows us to go from the general to the particular, as we have been doing when classifying from “living beings, vertebrates, mammals, carnivores …”
I think, with the help of the photographs, it’s easy to understand how it works.
(By the way, this is a resource my trainee teacher shared with me. The photographs were taken while she was delivering the lesson. )
In the following two posts: living things, non living things and… WILD THINGS! and Classifying animals according to the food they eat; you can find links to most of the resources I have used to teach my year two students to classify animals. To give a more meaningful context for a seven-year-old child we have heard and learned the story Brown Bear, Brown Bear what do you see, and we have classified the animals in the story … Then, to use language in a creative way, my students have built their own animals using Lego BINGO ANIMAL and they have invented their own stories, using Brown Bear as a model: Pink snail, pink snail what do you see? I see a red rabbit looking at me … And finally, they have chosen one of the invented animals to describe it, using all the vocabulary we have learned throughout these days: a rabbit is vertebrate, mammal, viviparous. herbivore and diurnal. The children have enjoyed themselves so much that they were eager to describe their animals.
Humerus, pelvis, radius, skull, tibia, trapezium, deltoid… These are some of the bones and muscles that 3rd grade have learned in Natural Science.
We have done different activities:
-Drawing our skeleton in our notebook
-Worked the photocopies
-Sang and danced to the song “ALL THOSE BONES”
-Mr. Bones pointed out the bones learned
-We’ve become skeletons
-I learned a song about muscles
With all these activities we are sure that we will never forget everything we have learned about our bodies.
Last week we carried out a particularly motivating activity that encourages teamwork, organization and time management as well as the search for a common goal for the whole group. It is an educational escape game. As you already know we have been working a captivating learning centre: New York…
Each work group had the mission of finding a thief and in order to solve it, they had to pass 4 tests, related to topics we studied in class before: literacy ca, que, qui, co cu spelling rules; maths, how to borrow when subtracting; and Natural Science: bones and muscles.
Little by little, the students got all the necessary clues to solve what we asked for: name and surname of the thief, name and number of the street where they lived. Finally, we showed them a map of New York, and each group had to find the exact location of the address … and they did it!
By the way, this activity was designed by Miriam, a trainee teacher who has been working with me during this term. A few days ago she delivered a FUNtastic lesson using plickers.
During two weeks we have been learning that our body is made up of tiny cells that working together in order to form tissues, organs, systems and finally organisms. We know all the systems that form our body, we have studied them, we have learned how to make our summaries and everything working in cooperative teams. We have drawn these systems on sugar paper to show them to our classmates and as our school is bilingual we have decided to join our mother tongue with english. In this way we all learn from each other.
We started the lesson listening to BONES SONG. As we have listened to it several times, some students do not pay much attention.
So, we opened the book, and we began to read: Joints make the skeleton flexible. Joints help us move. “Does anyone know what JOINTS means.” (I write the word on the board). “We’re going to listen to the song again, and when the word JOINTS appears, you tell me.” Now, everyone listens carefully, and we realize when the word appears: The place where my bones meet is called a joint. Now we can perfectly understand the sentence Joints make the skeleton flexible. Joints help us move.
Then we made the following comparison: “What’s the difference between Geyperman and this playmobil?For example, Geyperman can scratch his head. Can a playmobil scratch his head?” A student answers: – “No, he can´t. Playmobil can’t move and Geyperman can move.” – “Why can Geyperman move?“ -” Because he is flexible.“ -“Why is he flexible?” -“ Because he has … (the student pauses for a few second, has a look at the word I wrote on the board and finishes the sentence) … JOINTS.”
It is a long time since we met the well-known MATHEMAGICIAN. Well, the time has come to formally introduce another celebrity from the world of science … It is, none other than Professor Peek-a-Boo, Astrophisics and Astronomy PhD at the University of Mascachuches (Mascachuches in Spanish sounds like “candy chewer”).
In the photographs, you can see him sharing his knowledge with us, using Augmented Reality on this occasion.
It is not the first time that this great professor visits us. On another occasion he told us about the digestive system.
He was also in Salamanca, where he was part of the scientific jury in the First Lego League, a visit that was echoed by the local media.
“Today a crime has been committed at Colegio Santísima Trinidad. A teacher-in-training program has been murdered. As of yet, nobody knows who can be the murderer but we have many suspicious people. All that we know is that 4º ESO graders are in charge of solving such a cruel murder.
Our students are all a group of very talented people who have learnt a lot of subjects during the year and now is the moment to put them into practice. They are true BIO-DETECTIVES, so they have to figure out what happens and find out the real guilty. To reach their aim -to solve the bloody crime-they only have 50 minutes
We hope to give you more information as soon as possible but this is what we know so far. Our students are truly committed to resolving the murder but will they able to clarify the bloody crime? We will continue to keep you informed as soon as we have updated information.
La Salamanquesa, Daily News.
A BreakoutEDU experience
Today our students of 4º ESO and 1º Bachillerato have enjoyed a BreakoutEDU experience. The main objective of that involves students into a divergent-thinking activity. They need to be able to use contents they have learnt and at the same time, they have to do their best, working as a group and solving different riddles. This is pretty similar to an Escape-Room activity, but instead of giving the chance of each group, all the groups work together in the same place for 50 minutes and they need to follow different clues to achieve their objective.
The first steps are to design the activity and try to link the contents from the curriculum to a great story. In these steps, we would like to thank you for our teacher-in-training program Alba and María from the University of Salamanca. Alba had a great and unique idea, and we all together were able to make it real. After creating the idea, we created the workgroups. They had to be heterogeneous groups because they need to work together and complement each other. Finally, we needed an open space to organize all the clues and all the workplaces.
“We are proud of saying that all the BIO-DETECTIVES groups have arrested the murderer. It is true that there have been groups faster than others, but all of them have achieved their goal. Will they able to solve the next crime? We will continue to keep you informed of the goals of such top-notch investigators and their excellent leaders Alba and María”.