04) JVS TSLM 3o/4th WEEK 4 (September 16th-20th) Activities and homework

• Vocabulary: 
  • Play a game
  • Repeat
  • Ride a bicycle

DESARROLLO

• Cambridge vocabulary (Fun for flyers 60-61)
  • Revise how to use and form the past continuous. Forms: I, HE, SHE, IT was doing...WE, YOU, THEY were doing
  • Use connectors, for example: and, but, or, because, when or while to link sentences together.
  • Simple sentences are fine, but they may be given a higher mark if you can include a compound sentence.
  • Play the word game. How many new flyers words can you make?
  • In group of 3-4
  • Find out about chess
  • Research chess on the internet
  • Draw and label all the chess pieces and draw arrows to show how each piece moves
  • Find a few facts out about the history of chess, who plays it now and where it is played. Add your chess fact sheet to their project file. Alternatively display learners’ work on the classroom wall.
  • Escucha la canción leyendo la letra "Count on me - Bruno Mars"
  • Escribe la letra de la canción en el cuaderno de language arts
  • Canta la canción junto con la pista
  • Ilustra la canción (puedes representar con dibujos tus sentimientos y emociones provocada por la canción y/o la temática de la canción)
  • Canta la canción junto con la pista 
  • Escribe los elementos, sentimientos, recuerdos, etc., que puedes conectar con la letra o la sonoridad de la canción.
  • Mi entidad, su territorio y sus límites
  • Preguntas detonadoras:
  • ¿Has visto algunos mapas de México?
  • ¿Sabes en qué entidad vives?
  • ¿Puedes localizarla en un mapa de México?
  • ¿Por qué se llama así tu entidad?
  • Límites territoriales de la entidad y de la alcaldía donde vives
  • México en América
  • Rosa de los vientos
  • Ciudad de México
• Canción:
• Mi entidad y sus cambios
• Lectura en grupo “Leyenda de los temblores” (Libro de lectura, p. 36)
• Reading power Lesson 4 (Guided group practice): Group connect
  • Read aloud a book from the Connect Bin Lectura individual “Los temblores” (Libro de lectura, p. 40)and listen for all their connections
  • Read the book again, and have each person come up and put one sticky note (with your name on it) on the page where the best connection was made, or where your thinking voice “was loudest”. Not sharing at this point, simply placing their sticky notes in the book when you get to the right place.
  • Continue to model by placing my own sticky note
  • Model how you want the other to share: “I put my sticky on the page where…”
  • Invite others to share their connections out loud with a partner. When partners are sharing, circulate the room, listening for all connections. Choose one pair of students to come up to the front to model their connections. Choose the pair who really went beyond a simple statement.
  • Suggested books for this lesson: Some things are scary by Florence Pam, Courage by Bernard Waber, and The party by Barbara Reid.
  • Movimientos del cuerpo y prevención de lesiones
  • El aparato locomotor
  • El sistema óseo

• ¿Cómo mantener la salud?
• A manera de investigación, ayúdate del libro de Español para que, en parejas, realicen las actividades mostradas en las pág. 28-35

Math: Desafíos matemáticos, p. 108

Language art: Home Fun Booklet p. 2-3

Vocabulary: Illustrate the 3 words of today’s vocabulary

• Vocabulary: 
  • Think
  • Wave
  • Round

DESARROLLO

• Cambridge vocabulary (Fun for flyers 10-11)
  • In pairs, learners choose two flags and write a sentence about each in their notebooks. They say what colour the flag is and the colour of the object on the flag.
  • One pair read out one of the sentences. The others listen and say wich flags they are.
  • Describe flags for different countries you know (including your own country’s flag)
  • Design your own flag and then describe it to their partner to draw
  • Give one magazine to each group of four learners. They choose a picture of at least one person and write a detailed description, without saying the page number
  • Group pass on their magazine and description to another group, who read the description, find the picture and show it to the first group to check it is the right picture.
  • Los componentes naturales de mi entidad
  • Ríos y lagos
  • Canales
  • Cerros y volcanes
  • Clima
  • Vegetación y fauna
  • Movimientos del cuerpo y prevención de lesiones
  • Las articulaciones
  • El sistema muscular
  • El sistema nervioso
  • ¿Cómo son los folletos?
  • Se hará un folleto acerca de las acciones a realizar en casos de terremotos
  • Buscar información
  • Comparte experiencias
  • Diagramas para resumir y ordenar información
  • Diccionario sy glosarios para aclarar significados
  • Escritura del folleto
  • Producto final: Folleto digital y físico
  • En equipos, elaborarán las actividades que muestra el libro de Español, de la p. 38 a 46
  • El folleto lo harán digital, a manera de video en iMovie
  • Recuerden elaborar el storyboard primero
• Mi entidad y sus cambios
• ¿Cómo mantener la salud?
• Investiga sobre cocina molecular  y su origen
• Investiga la relación de la cocina molecular con las tendencias culinarias o de alimentación que investigaste anteriormente. 
• Investiga sobre: ¿Qué  tipos de técnicas de cocina molecular existen?
• Investiga sobre el origen de las técnicas de cocina molecular.
• Investiga sobre el tipo de alimentos que se usa en cada técnica de cocina molecular. ¿De donde provienen, quién los produce, cómo se consumen?
• Elabora cuadros comparativos de los ingredientes
• FOLLETO PARA INFORMAR ACERCA DE UN TEMA DE SEGURIDAD
• Elabora varias preguntas para realizar entrevistas sobre el conocimiento de “cocina molecular”  que platillos se pueden preparar en diferentes países o Estados de la República con los ingredientes de esta receta.
•  Comparte la información y realiza algunas entrevistas (videoconferencias) para preguntar en otras comunidades educativas o a otras personas ¿que saben sobre cocina molecular? Y cómo utilizan los productos de la receta (yogurt). 
•  Registra tus respuestas elaborando al menos 3 enunciados completos con lo que investigaste de cada punto anterior en tu cuaderno.

Math: Desafíos matemáticos, p. 112

Language art: Español SEP 47

Vocabulary: Illustrate the 3 words of today’s vocabulary

• Vocabulary: 
  • Square
  • King
  • Queen

DESARROLLO

• Mi entidad y sus cambios
  • Población
  • Actividades económicas
  • Zonas conurbadas
• Características y actividades de la población en mi entidad
• Obtain and Communicate Information
  • natural hazard a natural event such as a flood, earthquake, or hurricane that causes great damage
  • earthquake a sudden movement of the rocks that make up Earth’s crust
  • landslide the rapid movement of rocks and soil down a hill
• Vocabulary
• Have students open to page 241 in the Be a Scientist Notebook. Read the vocabulary words listed aloud. Have students circle vocabulary words that they have heard before. Using the teacher presentation slide, display the words and their definitions. You might want to have students add the words to a word wall so they can reference them as they move through the lesson. Explain to students that they will see the words used in the content that they will be learning.

• Students should have encountered the following words in their previous learning: ecosystem and hazard. If students need to review these words, have them look them up in the Science Handbook. Make sure students understand what these words mean before continuing in the lesson.

• Crosscutting Concepts: Cause and Effect
  • ASK:
  • What changes are caused by a lack of rain for a long period of time? Sample answer: Plants do not have enough water, and might become unhealthy and die. Therefore, animals that eat the plants might also die
• If this is the first time you have taught the Crosscutting Concept of Cause and Effect, explain that scientists study situations to find cause-and-effect relationships, such as the effects of environmental changes on living things.
• Have students complete the question on page 241 in the Be a Scientist Notebook.
• Volcanoes and Earthquakes
  • How might a volcano change an ecosystem? Sample answer: Lava can burn trees and make animals move away.
  • How might an earthquake change an ecosystem? Sample answer: Trees might fall, so animals lose their homes.
• Have students read pages 144–146 in the Science Handbook, on volcanoes and earthquakes. While reading, students will encounter the following vocabulary words: environment, natural hazard, earthquake, and hurricane.
• ASK:
•  Develop Vocabulary
• earthquake Point out that the word originates from quake which means “shake” or “tremble.”
• environment Emphasize that the word originates from environ, which means “nature.”
• hurricane Point out that the word originates from hurakan which means “god of the storm.”
• natural hazard Emphasize that the word originates with azar, which means “luck, chance.”
• Have students complete the questions on page 242 in the Be a Scientist Notebook
• Research, Investigate, and Communicate: Natural Hazards
  • What is the same about all natural disasters? Sample answer: They all are serious enough to damage property and to hurt people and animals that do not escape in time.
• Have students watch the video Natural Hazards, on different types of severe weather events. Students will gather information from this video and use it to draw conclusions about what makes a natural disaster. Support students in drawing connections between the hazards.
• ASK:
• Have students complete the questions on page 249 in the Be a Scientist Notebook
• Performance Task: A Wildfire Solution
• Individuals  (30 mins)
• Materials wildfire video from the Engage section, other research materials
• Purpose Students will use evidence and engage in argument over whether small fires should be used to prevent larger fires.
• Read the steps of the investigation on page 250 in the Be a Scientist Notebook together with students.
• Ask a Question Help students ask a question that they will answer in the investigation. Remind them that asking questions is a science practice that drives every investigation. Tell them to write their question on page 250 in the Be a Scientist Notebook. Then have students explain how their question will be answered in the investigation.
• Design a Solution
• 1  Have students rewatch the wildfire video. You might want to provide them with additional research materials.
• 2  Students may create a table to organize their information.
• 3  Remind students to use their research to provide evidence for their argument.
• Talk About It: Have students share their arguments and evidence with their classmates.
  • Did you all have the same arguments and the same evidence? Explain. Sample answer: No, some people argued that all wildfires were bad because they hurt plants. Many of us argued that wildfires could be a solution but we chose different pieces of evidence to support that.
• ASK:
•  Essential Question: What are natural hazards and how can they change environments?
• Have students refer to the answer they wrote to this question on page 238 in the Be a Scientist Notebook and see if and how their thinking has changed. Discuss and share their answers as a large group. Have students answer the Essential Question on page 251 in the Be a Scientist Notebook.
• Science and Engineering Practices: I did use evidence to engage in argument…
  • How did you use evidence to support an argument? Sample answer: I said that a wildfire could be a solution to stopping bigger fires. My evidence is that park rangers can set small fires that do not kill animals or people, and that plants grow well after small fires.
• Have the students refer back to the “I will…” and “I can…” statements on pages 238 and 248 in the Be a Scientist Notebook.
• ASK:
• Help students record the “I did…” statement on page 251 in the Be a Scientist Notebook.

• ¿Cómo mantener la salud?
  • La ciencia y sus vínculos
• Movimientos del cuerpo y prevención de lesiones
• investiga sobre alginato de sodio, sus características y de donde proviene.

• investiga si el alginato de sodio sufre algún cambio químico y cual es su proceso. 
• investiga sobre el yogurt, que nutrientes aporta y qué beneficios se obtienen de él.
• Investiga que tipos de yogurt existen y cómo se elabora dentro de las corrientes alimenticias.
• Investiga sobre el origen del yogurt y de los ingredientes y de donde proviene este nombre o como se le llama en otros países.

Math: Desafíos matemáticos, p. 117

Vocabulary: Illustrate the 3 words of today’s vocabulary

• Vocabulary: 
  • Belt
  • Boot
  • Clothes

DESARROLLO

• Mi entidad y sus cambios
  • Región urbana
  • Zona industrial
  • Regiones agrícolas
  • Regiones naturales: bosques y pastizales
  •  
• Las regiones de mi entidad
• Música de fondo: 
• Scriabin: 24 Preludes, Op.11 (Lettberg, Stanev) https://www.youtube.com/watch?v=JCqbF96b30A
• Pregunta detonadora: ¿Qué objetos de tu vida cotidiana y de tu entorno producen sonidos agudos?
• ¿Con qué objetos puedes producir sonidos graves?
• Investiga en internet y en tu libro de educación artística sobre la altura que tienen los sonidos.
• Realiza de manera individual una tabla comparativa sobre los sonidos graves y agudos
• Haciendo un ejercicio de memoria auditiva, trata de recordar todos los objetos, instrumentos o animales que producen sonidos agudos y escribe sus nombres
• Haz lo mismo con los sonidos graves. Puedes incluir el nombre de alguna persona que tenga una voz muy grave.
• Elige un objeto sonoros
• En una hoja inventa dibujos o garabatos para representar sonidos graves y agudos. Utiliza colores. Por ejemplo, puedes usar el amarillo para sonidos muy agudos, el naranja para sonidos medios y el rojo para los graves.
• En equipo realizarán una composición. Elijan un pulso tranquilo, márcalo y toca tu obra musical mientras lo sigues
• Posteriormente, en grupo tocarán su composición ante los demás ¿Qué pasará si todos siguen el mismo pulso y tocan sus composiciones al mismo tiempo?
• Cuelguen sus trabajos en los cordones del salón
• Graben, en grupo, un video musical para su composición en iMovie.
• Recuerden hacer primero el storyboard
• Título: “Sube y baja sonoro”
• Publiquen su video en youtube con el nombre “JVS PROGRAMA COMPRENSIÓN A TRAVÉS DEL ARTE Y LA LITERATURA SONIDOS GRAVES Y AGUDOS”
• Comparte el link del video en facebook con los hashtags #JVS #TSLM #CrecerCreando #ArtProgram