Here you have an useful "prezi", specially prepared for students (2 ESO, Natural Sciences) to study the unit about "Ecology and ecosystems".
These are the topics:
- Ecology.
- Ecosystems.
- Biotic and abiotic components.
- Ecological levels of organization.
- Flow of energy and food: producers, consumers and decomposers.
- Food chains and food webs.
Enjoy it!
3-D SHAPES
You can visit this webpageto improve your knowledge about 3D shapes. It has interactive explanations,too. At the end of the explanations, you can take the quiz. Have you understood the lesson?
Watch and listen to this video about solid figures:
If you want to study the main characteristics of FUNGI, here you have an useful PREZI, specially prepared for 1st secondary education students of the bilingual section of IES Gonzalo Torrente Ballester.
We are going to study Geometry. But we already studied Geometry last year. Don´t you remember? I am not sure...
So, first of all, you should read the following sheet for remembering Download it!!!
We have already explained POWERS in class.
You can download the following document to understand powers better and to practice with powers and treir properties. Click here
Studying vocabulary in the traditional way - copying words and definitions verbatim from the board - gets monotonous for the teacher and for the students. But how can you get students to learn a large set of new words without having them copy in some way? Using unfamiliar vocabulary from the students' book, "The Boy in the Striped Pyjamas," we tried an approach that gave the students the option of thinking visually or linguistically. Some students, after all, are great with words, while others prefer pictures. I often find, too, that when students see an image of something, the meaning of the word tends to stick with them better than reading a definition.
So, what did we do? With every new word, I wrote it on the board and drew a box underneath it. I asked students to come to the board and define the word in their own way, using the context provided by the book. They could write a synonym, write a definition or draw a picture to help explain the word to their classmates. The results were interesting. For example, two of the words were "candle" and "tiny." First, one student drew a candle. Then, because the box for "tiny" was next to "candle," the following student drew a tiny candle in the box for "tiny." Students also drew pictures for "wire fence," "truck" and "load." With other words, such as "box up" for example, students wrote definitions.
Giving them the freedom to think visually or linguistically resulted in a creative and meaningful way to study vocabulary and make the lesson more dynamic. Although this method can't always be used, it's something I'd recommend using more often when the material allows for it it.
Songs can be a great English-teaching tool, assuming the song is suitable for the classroom and the students' level, but the challenge is finding a creative way to use them. We decided to combine song, dance, grammar and vocabulary in a dynamic way to get the kids up and moving, while practicing English at the same time. We used "Say Something," a beautiful ballad by A Great Big World. The song worked perfectly for a variety of reasons, the most important of which was that the students loved the song. Secondly, it's slow and repetitive, which makes it easier for the students to follow, and they're not overwhelmed by new words. Thirdly, a variety of verb forms (past simple, present simple, present continuous, command, future, etc.) are used, so it was perfect for the activity we chose.
We called the activity "Grammar Dance." The students had the lyrics in hand, and for every time a specific verb form appeared in the song, they had to do a specific action, effectively making a sort of "dance" when the song was played as a whole. For example, every time they heard the present simple tense, they had to stand up. With past simple, they had to raise their hand. With future, they had to move their hand in circles, and so on. Almost every line of the song has a verb, so they were thinking about the verb tense and its associated movement with every lyric. It was funny to see them paying attention to grammar and participating in a fun, creative way at the same time.
Some English spoken countries use different kind of units to measure. It is called Imperial or Customary System. Here you are the differences between this system and the Decimal Metric System and some exercises to do.
In this unit you are going to learn what units are needed to calculate length, weigth, capacity, area and volume.
You will also learn how to change into differrent units, the relationship between valumen, capacity and mass, agricultural surfaces and another system of measuring used in UK and USA (customary or Imperial system).
En el siguiente álbum fotográfico se pueden ver las fotos de la actividad "I Easter QR Quiz"celebrada el pasado 9 de abril de 2014. En esta actividad los alumnos de 1º ESO B, organizados en grupos, tenían que buscar los diferentes códigos QR colocados en diversas localizaciones dentro del Centro. Una vez localizado el código cada grupo tenía que leerlo con sus dispositivos móviles. Los códigos, de diferente color según el tema, contenían preguntas de las diferentes materias de la sección bilingüe: Social Sciences, Natural Sciences, Maths, English. Una vez resueltas las preguntas, los alumnos disfrutaron de unos riquísimos huevos de Pascua de chocolate.
¡La actividad resultó de lo más original y divertida!
El próximo miércoles día 9 de abril de 2014 celebraremos el I Easter QR Quiz, en el que participará el alumnado de 1º ESO B, de la sección bilingüe.
Esperamos disfrutar todos de la experiencia.
Here you have a funny way to learn the different parts of a plant.
The idea is to make a foldable plant following these steps:
1) Draw a plant and fold the sheet in half.
2) Cut flaps to separate the flower, the leaves, the stem and the roots. You have to cut only the first layer!
3) Open your foldable and label it. To label it, you can use this document.
Here you can see some foldable plants, made by 1 ESO B students, in class of Natural Sciences.
Math, by nature, is formulaic, which means math classes are often formulaic, too. Students study the unit, learn formulas, learn definitions, take an exam, and then repeat the cycle in the following unit. We wanted to do something a little different with the bilingual section math classes, so we decided to make math a game.
Learning outcomes of games, expecially for exam review, are as good as or better than outcomes from "traditional" ways of instruction. So, we decided to use the American game show "Jeopardy" as inspiration because it's a great way to practice definitions and mathematical concepts. Jeopardy games have five categories, and each category has five questions. The questions are worth between 100 and 500 points, with the idea that the questions that are worth more points are more difficult.
Using a blank template from the Jeopardy Labs website (I highly recommend this site; it has a ton of pre-made templates for all subjects), I created Jeopardy games for 2nd year and 4th year exam review. See the 2nd year game, which was about square roots, here.
It took the students a bit of time to understand some of the specific rules, like the fact that they had to wait for me to read the question before they could "buzz in" to provide their team's answer. But in the end, the game was a great way to combine math, English and, most importantly, a bit of fun in the classroom.
1. Ask to your family about some important historical event between 1975-2013.
2. After watching these two videos give your personal opinion about the events of the 23-F and the control of the mass media.
Aquí tenemos algunos de los carteles que los alumnos de 1ºESO B han diseñado para tratar de localizar el nenúfar robado. Para diseñar este cartel los alumnos han tenido que utilizar la información del artículo y, tras una lectura comprensiva del mismo, han trabajado vocabulario propio de la unidad de las plantas (plant, flower, petal, stamen, leaves, botanist...). Por otro lado, a la hora de describir a la planta cuyo paradero quieren averiguar, han hecho uso de contenidos gramaticales como el grado comparativo o superlativo (it is the smallest water lily that exits, it is the rarest in the world, it is as small as a fingernail, it is smaller than a coin...).
Los alumnos de la sección bilingüe de 1º ESO B están realizando una serie de actividades relacionadas con el tema de las plantas. Una de ellas está inspirada en el reciente robo de uno de los pocos ejemplares de nenúfar enano ("Nymphaea thermarum") que existen en la actualidad. Para realizar esta actividad, los alumnos han leído el siguiente artículo en clase y han realizado una ficha para trabajar en inglés contenidos propios de la materia, tales como la nomenclatura científica, las partes de las plantas o la desaparición de especies de su hábitat natural.
The water lily “Nymphaea thermarum” has been
stolen from Kew Gardens, in London. Nowadays, the plant is almost extinct in the wild, but it is cultivated in
two places in the world: one is the Kew Gardens and the other one
is in Germany.
The stolen plant is one of the
rarest in the world: it is the smallest water lily that exists. It is as small as a fingernail (1 cm in diameter)! The flower is white with yellow stamens.
Fragile habitat
The plant has no official
common name but it is known as the "pygmy Rwandan water lily” because it
was discovered in 1987 by a German botanist at a hot spring in Rwanda. However, it disappeared from there in 2008 because of
the over-exploitation of the hot spring that kept the plants moist and at a
constant temperature.
Before the extinction, a
number of living plants were taken by scientists from Bonn Botanic Garden, in
Germany, and from the Royal Botanic Gardens in Kew, which succeeded in
propagating the delicate plant in 2009. The “Nymphaea thermarum” grows in warm mud, at 25 degrees Celsius (77
Fahrenheit). There are more than 50 living water lilies at Kew and
a small number in Germany. Nowadays, a few plants grow
again in the wild in Rwanda, but the “Nymphaea
thermarum” is critically endangered.
Crime against nature
The plant is
believed to have been stolen between 8.30 am and 2.55 pm last Thursday, a
Scotland Yard agent said. Other instances of theft
have occurred, but they are isolated and infrequent, Richard Barley, director
of horticulture at Kew Gardens, said.
Anyone with
information about the theft is asked to contact Scotland Yard on 020 8721 5934. Adapted from cnn.com
and theguardian.com
