WATER, BABY!. ( Fourth graders - Intensive English)

´COGNITION
1. HIGH-ORDER PROCESSING
  1. ANALYZING
    1. DIFFERENTIATE THE CONCEPT OF POLLUTION AND CONSERVATION.
    2. ORGANIZING INFORMATION ABOUT WATER CYCLE AMONG DIFFERENT CONCEPTS
  2. EVALUATING
    1. CRITIQUING AND REASONING HOW TO USE WATER CONSERVATION STRATEGIES IN SITUATIONS PRESENTED BY THE TEACHER
    2. CHECKING AND ANALYZING A POSSIBLE PRACTICE OF WATER CONSERVATION IN REAL LIFE SITUATIONS
  3. CREATING
    1. PLANNING AND PRESENTING SEVERAL ACTIVITIES RELATED TO WATER CYCLE
    2. PRODUCING NEW IDEAS AND OPINIONS ABOUT THE BEST WAY TO CONSERVE WATER
2. LOW-ORDER PROCESSING
  1. REMEMBERING
    1. RECOGNIZING DIFFERENCES AND SIMILARITIES BETWEEN WATER CONSERVATION STRATEGIES AT HOME AND AT SCHOOL.
  2. UNDERSTANDING
    1. INTERPRETING THE IMPORTANCE OF WATER CYCLE IN DAILY LIFE.
    2. EXEMPLIFYING WAYS IN WHICH WE CAN AVOID WASTING WATER/.
    3. INFERRING THE MEANING OF STEWARDSHIP
    4. COMPARING PERCEPTIONS BETWEEN PARTNERS ABOUT POLLUTION AND STRATEGIES TO AVOID THEM
    5. EXPLAINING THE WATER CYCLE.
COMMUNICATION
1. LANGUAGE OF LEARNING
  1. key vocabulary about water conservation, water cycle and stewardship in their repertoire.
  2. face-to-face interaction by using key vocabulary and construction of simple sentences.
  3. Grammatical progression by suing present simple, verb to be, ordinal numbers and conditionals to describe process, opinions and ideas.
2. LANGUAGE THROUGH LEARNING
  1. feedback and evaluation tools
  2. PRESENTING EVIDENCE ABOUT DISCUSSIONS AND OTHERS EXPERIENCES
  3. INFERRING MEANING THROUGH LANGUAGE AND IMAGES
3. LANGUAGE FOR LEARNING
  1. Use of visual strategy (water cycle wheel) to recall water cycle important concepts and internalize it throughout daily life situations
  2. Use of visual strategy(poster) to promote the appropriate use of water in daily life situations.
  3. Reading simple texts that explain and conceptualize the water cycle in a familiar setting.
  4. Raise awareness about how stewardship affects the way we see our environmental responsibility and what we do help our environment.
CONTENT
1. POLLUTION
2. DESERTIFICATION
3. STEWARDSHIP
4. WATER CYCLE
5. STATES OF MATTER
CULTURE
1. Internalize the concept of stewardship in our community to increase the sense of responsibility about water conservation.
2. Understand the water cycle and how fortunate each student is to have the water supply every day, shower, eating, and drinking it from a safe and clean source.,
3. Ensuring the availability of water for future generations by raising awareness in our students about water conservation. strategies and cycle..

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WATER, BABY!. ( Fourth graders - Intensive English)

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	Erstellt von Ibeth Muñoz vor fast 9 Jahre