INTERDISCIPLINARY PROJECT: “THE SOLAR SYSTEM”

4th YEAR PARC DE LES AIGÜES SCHOOL (FIGUERES) 2014

Hello! My name is Sílvia Alonso Rudó and I am

the teacher of the 4th year at the Parc de les Aigües school in Figueres.

I’m a teacher of the “cicle mitjà” (3rd and 4th grade).

I HOPE YOU LIKE THIS PROJECT!

Every year the students of cicle mitjà participate in an interdisciplinary project. There are two projects : “Dalí” and “Solar System”.

This year we are working on the solar system. The teachers of my cycle realized, from the

evaluations done in the last two years, that the students were very interested in the Earth and in the Moon, and there weren’t enough sessions in the project to work on them in depth. That’s why, and thanks to the GEP course, Caterina Ferrer and I decided to reorganise these two themes respectively.

Learning objectives: (content and language)• To learn the contents related to the Earth seen in this didactic unit.• To relate the contents related to the Earth with others seen in the

project.• To get the global meaning of the oral messages.• To participate actively in the oral activities using the linguistic

structures and vocabulary that appeared in the didactic unit and paying attention to the fluency and accuracy.

• To get the global meaning of the written messages.• To participate actively in the written activities using correctly the

linguistic structures and vocabulary that appeared in the didactic unit paying attention to the spelling and grammar: the Earth, the continents, the water, the air, the animals and the plants are...have.... There is/are ........ on the Earth. We are the...group. The parts of ...are...

• To use some web pages and informatics tools needed to develop the project (word, powerpoint, web sites: www.nasa.gov (nasakids clubhouse) www.pinterest.com, www.xtec.cat, www.slideshare.com).

• To contribute to the work carried out by the group .

Competencies involved:• Communicative competence (linguistic and audiovisual)• Artistic and cultural• Digital competence• Learn to learn• Autonomy and personal initiative• Knowledge and interaction with the physical world.• Social competence

Assessment: • Teacher’s rubric• Individual rubric (students).• Small group rubric (students).

WHO? This experience was carried out by the

4th year-students. WHEN? At the end of the first term during

the Sciences, Artistic and Tutorial lessons. In some sessions, two teachers are

needed.

SESSION 1. ACTIVITY 1. WE RECEIVED AN EMAIL FROM AN ALIEN

SESSION 1. ACTIVITY 2. WE DID A SEARCH FOR INFORMATION ON THE NASA WEBSITE

SESSION 2. ACTIVITY 2. WE ARE LOOKING FOR IDEAS ON THE WEBSITE PINTEREST.COM

SESSION 2. ACTIVITY 1. WE DECIDED IN GROUPS THE INDIVIDUAL ROLES OF EACH CHILD.

SESSION 3. CHILDREN LOOKING FOR IDEAS ON THE COMPUTER AND BEGIN TO CREATE THE PROJECT.

SESSION 4. WORKING COOPERATIVELY

SESSION 5. PRESENTATION OF THE WORKCONTINENTS GROUP AIR GROUP

PLANTS GROUP ANIMALS GROUP

WATER GROUP FINAL TASK: PREPARING THE EXHIBITION

SESSION 6. ACTIVITY 1. INDIVIDUAL RUBRIC

SESSION 6. ACTIVITY 2. SMALL GROUP RUBRIC

These are my personal conclusions after having implemented this project:

Positive aspects• The students became involved quickly in the working proposal. They

were completely motivated and eager to do it very well.Working in collaborative groups is also very interesting.

• Students are not sufficiently accustomed to use ICT, they loved working with new resources.

• I believe that classes are more motivating and are more consistent, using digital resources .

Negative aspects• They have worked hard to speak, at all times in English, but they don't

have enough vocabulary to do so with confidence and security.• Students are not accustomed to working in a cooperative way, it was

difficult for them to accept their roles.