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- Didactic guidelines -

General guidelines for teachers

This project is made up of four different missions whose main topic is electricity and electrical circuits.  There are activities to do individually, in pairs or groups. 

Canvas of the project

This project is part of a set of some projects designed to  cover all the learning standards of the Natural Science curriculum of Primary Education are published at the BOE (March 1st 2014), pages 17 - 21.  With this project you will be able to let your students be autonomous learners and guide them through their learning.

There are activities which involve individual work, collaborative pair  or group work.

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each challenge successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of the mission.

For example: 'At the end of the mission each student will have had to finish the presentation, which will be checked by the teacher'.

Each project is student-centred and has several areas of interest:

  • In each project, students have to accomplish a task, in order to learn by doing.
  • There is also a challenge in each task, where they have to collaboratively design a product. They are expected to actively work with information and communication technologies. There should be a portfolio to show all their knowlegde along this set of tasks. 
  • Students also have to complete a learning diary, using a sharing document using the different tips we offer to the students at the end of each mission.
  • We strongly recommend student to have a personal portfolio,  where they have to reflect on the different contents they are working on, they have to upload the different audios and videos they produce, and they can share. This could be done by a blog, shared document or board. 

To sum it up, they are going to work on all the contents of the syllabus of their level with a project-based learning orientation.

Assessing

For assessment, both you as a teacher, and your students, are expected to use the the following rubrics:

This project is designed to be assessed following this pattern:

  • The teacher will evaluate the portfolio with all the products produced during the project following the rubrics. It will be 40% of the final score.
  • The partners will carry out peer assessment the work and grade about how their teamwork has worked. It will be 20% of the final score . The students can generate the different criteria or items to be assessed.
  • Students will self-assess the final task using the rubric. It will be 20% of the final score.

The final score will also include a 20% for the teacher to evaluate how the students have been involved in the project or tackled the different activities.

At the end of the project the student will have been able to:

  • Know what electricity and atoms are. 
  • Discover the different sources of electricity.  
  • Create a model and an electrical circuit to light it up.

Curricular references

Contents

Contenidos siguiendo el Curriculo del  BOE (March 1st 2014), pages 17 - 21.

Bloque 1. Iniciación a la actividad científica. 

  • Iniciación a la actividad científica. Aproximación experimental a algunas cuestiones.
  • Utilización de diferentes fuentes de información (directas, libros).
  • Lectura de textos propios del área.
  • Utilización de las tecnologías de la información y comunicación para buscar y seleccionar información, simular procesos y presentar conclusiones.
  • Trabajo individual y en grupo.
  • Técnicas de estudio y trabajo. Desarrollo de hábitos de trabajo. Esfuerzo y responsabilidad.
  • Planificación de proyectos y presentación de informes.
  • Realización de proyectos.

Bloque 4: Materia y energía.  

  • La luz como fuente de energía. Electricidad: la corriente eléctrica. Circuitos eléctricos.
  • Planificar la construcción de objetos y aparatos con una finalidad previa, utilizando fuentes energéticas, operadores y materiales apropiados, realizando el trabajo individual y en equipo, y proporcionando información sobre que estrategias se han empleado.
Learning standards

Estándares de aprendizaje siguiendo el Curriculo del  BOE (March 1st 2014), pages 17 - 21.

Bloque 1. Iniciación a la actividad científica. 

1.1. Busca, selecciona y organiza información concreta y relevante, la analiza, obtiene conclusiones, comunica su experiencia, reflexiona acerca del proceso seguido y lo comunica oralmente y por escrito.
1.2. Utiliza medios propios de la observación.
1.3. Consulta y utiliza documentos escritos, imágenes y gráficos.
1.4. Desarrolla estrategias adecuadas para acceder a la información de los textos de carácter científico.


2.1. Manifiesta autonomía en la planificación y ejecución de acciones y tareas y tiene iniciativa en la toma de decisiones.


3.1. Utiliza, de manera adecuada, el vocabulario correspondiente a cada uno de los bloques de contenidos.
3.2. Expone oralmente de forma clara y ordenada contenidos relacionados con el área manifestando la compresión de textos orales y/o escritos.


4.1. Usa de forma autónoma el tratamiento de textos (ajuste de página, inserción de ilustraciones o notas, etc.).
4.2. Hace un uso adecuado de las tecnologías de la información y la comunicación como recurso de ocio.
4.3. Conoce y utiliza las medidas de protección y seguridad personal que debe utilizar en el uso de las tecnologías de la información y la comunicación.
4.4. Presenta los trabajos de manera ordenada, clara y limpia, en soporte papel y digital.
4.5. Utiliza estrategias para realizar trabajos de forma individual y en equipo, mostrando habilidades para la resolución pacífica de conflictos.
4.6. Conoce y respeta las normas de uso y de seguridad de los instrumentos y de los materiales de trabajo.


5.1. Realiza experiencias sencillas y pequeñas investigaciones: planteando problemas, enunciando hipótesis, seleccionando el material necesario, realizando, extrayendo conclusiones, y comunicando los resultados.
5.2. Realiza un proyecto, trabajando de forma individual o en equipo y presenta un informe, utilizando soporte papel y/o digital, recogiendo información de diferentes fuentes (directas, libros, Internet), con diferentes medios y comunicando de forma oral la experiencia realizada, apoyándose en imágenes y textos escritos.

Bloque 4. Materia y energía.

3.1. Conoce las leyes básicas que rigen fenómenos, como la reflexión de la luz, la transmisión de la corriente eléctrica.

4.2. Identifica y explica algunas de las principales características de las diferentes formas de energía: mecánica, lumínica, sonora, eléctrica, térmica, química.
4.3. Identifica y explica algunas de las principales características de las energías renovables y no renovables, identificando las diferentes fuentes de energía y materias primas y el origen de las que provienen.
4.4. Identifica y explica los beneficios y riesgos relacionados con la utilización de la energía: agotamiento, lluvia ácida, radiactividad, exponiendo posibles actuaciones para un desarrollo sostenible.
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Key competences

At the end of the project the student will have worked and developed these competences:

  • Lingüistic communication:
    • Student will be able to describe an electrical circuit and how it lights up a model.
  • Maths competences and basic competences in Science and Technology:
    • Students will be able to design and create an electrical circuit. 
  • Digital competence:
    • Students will be able to create a products  using an ICT Tool. (mind map, inphographic and videos)
    • Students will be able to use different links to investigate in the net.
  • Learn to learn competence:
    • Students will be able to reflex about their learning process everyday by using a tool such a Learning Diary and the Metacognition Ladder.
  • Social competences:
    • Students will be able to work in group and asses their working along the project.
    • Students will be able to make group decisions to achieve the final product.
  • Entrepreneurship competences:
    • Students will be able to work automously by following the steps of the investigation. 
  • Cultural competences:
    • Students will be able to learn about how they can improve their use of electricity. 

Timing

This project implies the use of about ten or eleven fifty-minute lessons. The timing is, obviously, approximate. It will depend on the learning pace of the students and on their interests and the activities done in class.

A clock in a hand.
Estefano. Time (Public Domain)

The ten - eleven lessons could be used according to this guide:

  • The first lesson is for the Breaking the ice. 
  • Two of the lessons will be to investigate about electricity from the physical point of view. 
  • Two lesson will be used to investigate and learn about the different sources of electricity. 
  • Another four lessons will be used to design, create a model and the electrical circuit to light it up, and the explanation of it.
  • There is an extra lesson about SHOULD/SHOULDN'T for scaffolding the understanding of the grammar the students will need to express the improvement of our uses of electricity. 
  • And the last lesson will be a good opportunity to assess students and do the collaborative assesment. And also it would be great to evaluate the project itself.