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- 1. CROSS-CURRICULAR PROJECTS Marta Rodríguez Alonso Patricia Ríos Gómez Sonia Iriondo Iván Escudero López
- 2. WHAT DO CROSS-CURRICULAR LINKS MEAN? Based on the Collins English Dictionary cross- curricular is defined as “education denoting or relating to an approach to a topic that includes contributions from several different disciplines and view points”.
- 3. DIFFERENT WAYS TO SAY SOMETHING SIMILAR Interdisciplinary and cross-curricular can be considered as synonymous. According to the law in force (Organic Law of Education, 2006), key competences involves more than simply concepts, it is including a combination of knowledge, skills and attitudes appropriate to the context.
- 4. Competences tend to solve a known problem in education, such as fragmentation and isolated skill instruction. It is seen as a way to support goals such as transfer of learning, teaching students to think and reason, and providing a curriculum more relevant to students (Marzano, 1991; Perkins, 1991).
- 5. EIGHT DIFFERENT BASIC SKILLS WHICH WERE ESTABLISHED IN EUROPE AT THE END OF 1990S: 1. Communication in the mother language; 2. Communication in the foreign languages; 3. Mathematical competence and basic competences in science and technology; 4. Digital competence; 5. Learning to learn; 6. Interpersonal, intercultural and social competences and civic competence; 7. Entrepreneurship; 8. Cultural expression.
- 6. HEREAFTER, EACH AUTONOMOUS COMMUNITY HAVE CREATED THEIR OWN GENERAL COMPETENCES AND THOSE COMPETENCES WERE INCLUDED IN THE ARTICLE NUMBER 6 OF THE LOE: - Competence in linguistic communication - Mathematical competence - Competence in knowledge of and interaction with the physical world - Competence in processing information and use of ICT - Competence in social skills and citizenship - Cultural and artistic competence - Learning to learn - Autonomy and personal initiative
- 7. TAKING THIS PREMISE AS OUR STARTING-POINT, WE HAVE DESIGNED SEVERAL ACTIVITIES THAT TRY TO FULFIL WITH SOME OF THIS COMPETENCES.
- 8. ACTIVITY 1: BREAKING NEWS With this activity, we will link language, second language and science in one single activity. LEARNING OUTCOMES: • • • • • Be familiar with English press Improve reading comprehension Know how is a newspaper article divided on (structure) Deduce the article’s main idea and composes new ones Add additional information about food and diet which is the currently topic in science • Learn some basic knowledge about deadly mushrooms.
- 9. ACTIVITY 1: BREAKING NEWS We will start exploring the newspaper, asking a few questions: Can you explain some terms such as frontpage, headline or article? What are the diferences between classic newspaper and digital versions? h ttp://www.medicalnewstoday.com/articles/266704.php
- 10. STEP 2: WRITING AS A JOURNALIST Wh- questions After that we will read the article carefully paying attention to the VOCABULARY that you don’t understand They have to rewrite the story including the main ideas. • WHAT….? • WHO…? • WHERE…? • WHY….? They can create an small dictionary on doc or pdf format • WHEN..?
- 11. STEP 3: CONNECTING THE NEWS AND SCIENCE NUTRITION AND HEALTH
- 12. BASIC COMPETENCES WORKED First of all, competence in processing information and use of ICT is required so we are working directly from the web page. Secondly we are practising linguistic communication because language skills are highly demanding. Thirdly as we will work in groups of three people, we will help to improve social skills in our students. Finally we will focus on science and interaction with the physical world.
- 13. ACTIVITY 2: IDEAS FOR FUTURE TEACHERS THE FIRST STEP OF THIS ACTIVITY IS INTEGRATE THE CONCEPT OF BASIC SKILL. STEP 1: QUESTIONS ABOUT BASIC SKILLS WHICH SKILL DO YOU IDENTIFY IN THESE DIFFERENT ACTIVITIES (there are common activities in Primary school’s): - OPERATIONS - DICTATION - MAPS - ESSAYS
- 14. HOW CAN WE IMPROVE THIS ACTIVITIES? How can we improve a simply dictation? Some ideas: - Includying some new vocabulary of other subjects. - Doing dictations in other language. - Doing with a PC. (WORD) - Searching information about the dictation after doing it.
- 15. ACTIVITY 2: LEARNING ABOUT THE DINOSAURS
- 16. STEP 1: Tell children to search information in the internet about the dinosaurs also if it is possible some photos. Even though they are going to search information that we are not going to need, is important that they do individual work. Moreover, it is important that they have the view to choose the main information. In class we are going to talk in groups about the things we have learned and searched. BASIC SKILLS: - Competence in linguistic communication - Competence in knowledge of and interaction with the physical world - Competence in processing information and use of ICT - Autonomy and personal initiative
- 17. STEP 2 HISTORY OF THE DINOSAURS: Put the information in common: The time of dinosaurs was the Mesozoic era, which began 225 million years ago and ended some 65. It covers three periods: Triassic, Jurassic and Cretaceous. Dinosaurs appeared in the epoch of the Triassic period, about 230 million years.
- 18. TIMELINE 225 million During 1500 million years. First years following its reptils. THE formation there was DINOSAURS NO LIFE 4 billion years B.P. EARTH CREATIO N 1.000 million years BP FIRST CELL 30,000 years go. Emergence of LANGUAGE 180 million years BP FIRST HUMANS 1962 the invention of the INTERNET 2013. NOW!
- 19. DO YOUR OWN TIME LINE IN GROUPS OF FOUR PEOPLE INCLUDYING SOME DATES YOU CONSIDER IMPORTANT TIMELINE During 1500 million years following its formation there was NO LIFE 4 billion years B.P. EARTH CREATIO N 225 million years. First reptils. THE DINOSAUR S 1.000 million years BP FIRST CELL 30,000 years go. Emergence of LANGUAGE 180 million years BP FIRST HUMANS 1962 the invention of the INTERNET 2013. NOW!
- 20. BASIC SKILLS: - Learning to learn - Mathematical competence - Competence in knowledge of and interaction with the physical world - Competence in social skills and citizenship - Cultural and artistic competence
- 21. FOOD WHICH TYPE OF FOOD USED TO EAT IN THE PAST AND WHICH ARE THE DIFFERENCES BETWEEN NOW? BEFORE - HARVEST: FRUIT & VEGETABLES - ANIMALS OF HUNTING NOWADAYS - FRUIT - VEGETABLES -FISH -MEAT -DAIRY PRODUCTS -CEREALS -PULSES
- 23. DO YOUR OWN FOOD PYRAMID IN GROUPS
- 25. COMPLETE THE ACTIVITY This activity can be improved creating a healthy menu:
- 26. FINISH THE ACTIVITY SOME IDEAS TO WORK WITH THIS PROJECT: - GO TO THE MARKET TO BUY THE INGREDIENTS TO COOK SOME FOOD. USING REAL MONEY AND SOME ROLES TO ACT. - A CLOSE REVIEW TO ALL THE HISTORY USING SOME THEMES THAT CAN BE INTERESTING FOR CHILDREN. - CHECK THE NUMBERS USING THEIR ADRESSES, TELEPHONE NUMBERS, QUANTITIES, KM,… MAKE THEIR OWN FOOD RECIPE TAKE SOME PIECES OF COMMERCIAL MAGAZINES AND MAKE A BIG FOOD POSTER THAT INCLUDES ALL THE GROUPS . -
- 27. 1. COGNITIVE SKILLS OF EACH PART Dinosaurus’s Acitivity recognise identify Define Step 1 Classify Food’s Activity Make groups spell match Predict Conclude Dinosauru s evaluate order Distinguish recognise List, locate divide Oder, organise Step 2 Compare, contrast, share Choose, conclude, explain Design, make up, plan classify Create poster Decide which group to pun into Categorise Guess, predict Suggest, decide, suppose Choose, justify Create, build judge
- 28. 2- BASIC SKILLS OF ALL THE ACTIVITY -Competence in linguistic communication - Competence in knowledge of and interaction with the physical world - Competence in processing information and use of ICT -Autonomy and personal initiative - Learning to learn - Mathematical competence - Competence in knowledge of and interaction with the physical world - Competence in social skills and citizenship - Cultural and artistic competence
- 29. ACTIVITY 3: EXPLORE THE INFORMATION In this last activity we will work the following learning outcomes, trying to relate more of them: •Working with new technologies. •Possibility to combine contents, depending on the interests of the teacher. All this depending on the development of each class. •Variety of work with any area.
- 30. ACTIVITY 3: EXPLORE THE INFORMATION This is a game. For children it is a game but we will try to internalize the content. Is a gymkhana, students must seek information on a power point interactive to answer some questions. The activity will be conducted in small groups heterogeneous.
- 31. ACTIVITY 3: EXPLORE THE INFORMATION This particular example is on the subject of music. Example In this example we can see that it is very easy includes content in foreign language, specific content of music, social skills… And the most important, with this type of activity the teachers can choose what want to work.
- 32. BASIC COMPETENCES WORKED •Competence in processing information and use of ICT: By working on the digital display and find information in it. •Competence in social skills and citizenship: students have to work together. For that reason they have to work the social skills and learn understood together and regulated. •Mathematical competence: in the questionnaire we can put problems thinking. •Cultural and artistic competence: in the music presentation that we have been in the example.