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- Didactic Guidelines -

General guidelines for teachers

This project is made up of four different missions whose main topic is inventions and machines. There are activities to do individually or in pairs. 

Canvas for the inventors project

This project is part of a set of 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 both individual work, collaborative pair 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 is a simple machine and the different kinds of it. 
  • Discover the inventions along history. 
  • Create an invention using the contents learnt about simple machines.

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 5: La tecnología, los objetos y máquinas.  

  • Conocer los principios básicos que rigen máquinas y aparatos.
  • 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 5. La tecnología, objetos y máquinas

1.1. Identifica diferentes tipos de máquinas, y las clasifica según el número de piezas, la manera de accionarlas, y la acción que realizan.
1.2. Observa, identifica y describe algunos de los componentes de las máquinas.
1.3. Observa e identifica alguna de las aplicaciones de las máquinas y aparatos, y su utilidad para facilitar las actividades humanas.

2.1. Construye alguna estructura sencilla que cumpla una función o condición para resolver un problema a partir de piezas moduladas, (escalera, puente, tobogán, etc.).

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 and invention, how it works and how it changes the life.
  • Maths competences and basic competences in Science and Technology:
    • Students will be able to design and create and invention. 
  • Digital competence:
    • Students will be able to create a products  using an ICT Tool. (mind map, timeline 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.
  • 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 inventions have changed the world. 

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.

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 machines and the different kinds of it.
  • Two lesson will  be use to investigate and create a timeline about the inventons along history. 
  • Another four lessons will be to design, create and explain an invention to change the world.
  • There is an extra lesson about PAST TENSE for scaffolding the understanding of the grammar the students will need to express the history of inventions. 
  • 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.