CROSS-CURRICULAR

PROJECTS

Marta Rodríguez AlonsoPatricia Ríos Gómez

Sonia IriondoIván Escudero López

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”.

WHAT DO CROSS-CURRICULAR LINKS MEAN?

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.

DIFFERENT WAYS TO SAY SOMETHING

SIMILAR

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).

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.

EIGHT DIFFERENT BASIC SKILLSWHICH WERE ESTABLISHED IN EUROPE AT THE END OF

1990S:

- 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

HEREAFTER, EACH AUTONOMOUS COMMUNITY HAVE

CREATED THEIR OWN GENERAL COMPETENCES AND THOSE COMPETENCES WERE INCLUDED IN THE ARTICLE

NUMBER 6 OF THE LOE:

TAKING THIS PREMISE AS OUR STARTING-POINT, WE HAVE DESIGNED SEVERAL ACTIVITIES THAT TRY TO FULFIL WITH SOME OF THIS COMPETENCES.

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.

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?

http://www.medicalnewstoday.com/articles/266704.php

ACTIVITY 1: BREAKING NEWS

After that we will read the article carefully paying

attention to the VOCABULARY that you don’t understand

They can create an small dictionary on doc or pdf format

Wh- questions

They have to rewrite the story including the main ideas.

• WHAT….?

• WHO…?

• WHERE…?

• WHY….?

• WHEN..?

STEP 2: WRITING AS A JOURNALIST

STEP 3: CONNECTING THE NEWS AND SCIENCE

NUTRITION AND HEALTH

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.

BASIC COMPETENCES WORKED

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

ACTIVITY 2: IDEAS FOR FUTURE TEACHERS

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.

HOW CAN WE IMPROVE THIS ACTIVITIES?

ACTIVITY 2: LEARNING ABOUT THE DINOSAURS

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

STEP 1:

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.

STEP 2

TIMELINE

2013. NOW!

4 billion years B.P.EARTH CREATION

During 1500 million years following its formation there was NO LIFE

1.000 million years BP FIRST CELL

225 million years. First reptils. THE DINOSAURS

180 million years BPFIRST HUMANS

1962 the invention of the INTERNET

30,000 years go. Emergence of LANGUAGE

TIMELINE

2013. NOW!

4 billion years B.P.EARTH CREATION

During 1500 million years following its formation there was NO LIFE

1.000 million years BP FIRST CELL

225 million years. First reptils. THE DINOSAURS

180 million years BPFIRST HUMANS

1962 the invention of the INTERNET

30,000 years go. Emergence of LANGUAGE

DO YOUR OWN TIME LINE IN GROUPS OF FOUR PEOPLE INCLUDYING SOME DATES YOU CONSIDER IMPORTANT

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

WHICH TYPE OF FOOD USED TO EAT IN THE PAST AND WHICH ARE THE DIFFERENCES BETWEEN NOW?

BEFORE NOWADAYS- HARVEST:- FRUIT - FRUIT- & VEGETABLES - VEGETABLES

- ANIMALS OF HUNTING -FISH- -MEAT- -DAIRY PRODUCTS- -CEREALS- -PULSES-

FOOD

HEALTHY FOOD WHEEL

DO YOUR OWN FOOD PYRAMID IN GROUPS

This activity can be improved creating a healthy menu:

COMPLETE 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 .

FINISH THE ACTIVITY

1. COGNITIVE SKILLS OF EACH PART

Dinosaurus Step 1recognise

identifyDefine

ClassifyPredict

ConcludeevaluateStep 2recognise

List, locate

Oder, organise

Compare, contrast, share

Choose, conclude, explain

Design, make up, plan

Dinosaurus’s Acitivity

Food’s Activity

Make groups

spell

match

order

Distinguish

divide

classify

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

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.

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.

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.

ACTIVITY 3: EXPLORE THE INFORMATION

•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.

BASIC COMPETENCES WORKED

HTTP://EC.EUROPA.EU/EDUCATION/POLICIES/2010/DOC/KEYREC_EN.PDF

HTTP://WWW.SLIDESHARE.NET/JPLA23/KEY-COMPETENCES-IN-THE-SPANISH-EDUCATION-SYSTEM

HTTP://PROMO.OUPE.ES/COMPETENCIASELT/PDF/KEY -COMPETENCES-IN-THE-EDUCATIONAL-SYSTEM.PDF

http://www.collinsdictionary.com/dictionary/english?showCookiePolicy=true

http://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdf

REFERENCES