Task 5
Lynda Yovana Bayona Loaiza
Grupo 551033_2
Tutor: Jairo Gutiérrez de Pieres
Universidad Nacional Abierta y a Distancia
Licenciatura en Lenguas Extranjeras con Énfasis en Ingles
Didactics of Science
08-08 -2023
CONTENT
Section A.
Task1: Question and answer about science and education.
Section B.
Task2: Link of digital mural on content and language integrated learning CLIL.
Section C.
Task3: feedback self learning didactics of natural science.
Section D.
Task 4: Lesson plan about natural science.
Section E. Reflection.
References.
1. Introduce yourself and write the expectations you have about the course.
Hello classmate my name is Lynda Yovana Bayona I'm currently studying Foreign Languaje at UNAD, I live in Cucuta Colombia and I love to tech English the is the main razon I am here. I feel quite happy at the beginning of this vacation course and I also have high expectations of how this course will be developed, because, I suppose it will be very interesting since the didactics of science combined with English provides knowledge of technical vocabulary. I also believe that it helps to better learning and development of language skills. Completing these two disciplines together allows for a dynamic experience broadening professional academic prospects.
2. In the collaborative forum for Task 1 answer the following questions:
• Why is it relevant to include Science in Education?
Science has always been present in all fields of our lives, which is why it is relevant to include it in education for several fundamental reasons such as: It helps to understand the world around us and in the same way allows us to explore it.
Science is a key that constantly allows human beings to solve problems and lastly, it is no secret that science goes hand in hand with technological advances that are crucial for the economic development of critical thinking that encourages understanding of the world.
• In which way you think you can use science as a language’s teacher?
Task 1
Today the transversality of other disciplines with the English language is crucial in education and science is no exception. For example, an English teacher can apply a certain topic such as the weather in their classes: vocabulary is taught, a grammatical structure to be able to describe climates in different parts of the world and if the level of English is a little higher, they could even talk about the problems that the earth is experiencing Climate changes mediate a debate that promotes the development of language skills allowing a great learning experience.
• Do you think that teaching sciences in a different way will help students? How?
Teaching science in different ways has multiple benefits. Firstly, it promotes the development of linguistic skills in students, as it exposes them to scientific vocabulary and challenges them to communicate in the target language. At the same time, this variety of approaches stimulates critical thinking, encouraging students to question, analyze, and evaluate scientific information. Active student participation is crucial in this process, and the teacher plays a key role in guiding and facilitating learning strategies that allow students to autonomously solve scientific problems.
• How does this course help me to articulate science in the classroom?
The main focus of this course is to integrate science into the classroom, specifically applied in this case to the English language. As a teacher in training, this experience will help me develop effective teaching strategies. I will learn to use appropriate teaching materials that stimulate interest and facilitate better learning outcomes for my students.
• In your opinion, which impact sciences could have in the Language Classroom?
I consider the impact of teaching science in the classroom with the English language to be quite significant. This multidisciplinary fusion provides students and aspiring teachers with an enriching learning experience. Not only does it foster critical thinking, but it also promotes the development of language skills and the learning of technical vocabulary, preparing students to effectively navigate a world of knowledge.
https://padlet.com/lyndayovanacolvariara/fundamentals-and-applications-of-clil-azc3xf4yfb1brf11
Task 3
Task 2
Lynda Yovana Bayona Loaiza
ACHIEVEMENT INDICATORS PROCEDURES / COMMUNICATIVEACTIVITIES TIME ASSESMENT
Classroom Routines: PRODUCTION STAGE
According to the dynamics used by the teacher, students are expected to progress in learning English, since they will acquire the ability to memorize concepts related to the theme of the universe addressed in class.
The first activity focuses on memorizing specific concepts related to the universe, which provides students with a meaningful and engaging learning experience. Through a dynamic game, students acquire knowledge.
B1
https://wordwall.net/es/resource/58534879
20 Minutes
• Students will have the opportunity to strengthen their knowledge while enjoying playing memory games. The main objective is to verify if the students have understood the concepts presented in the classroom through the explanation provided by the teacher. In this way, you will be able to live a fun educational experience and at the same time consolidate your learning.
The second activity consists of an interactive worksheet designed to reinforce the knowledge acquired in class about the concepts related to the universe. In this activity, students have the opportunity to look at an image and a concept, and they must match the corresponding vocabulary word. This allows them to consolidate their understanding and application of terms related to the topic studied.
https://es.liveworksheets.com/rj3481470my
• With the implementation of the interactive worksheet, students will be able to evaluate their own learning. This activity will allow them to identify and address gaps in their understanding of concepts related to the universe. By giving them the opportunity for selfcorrection and self-
reflection, they will be able to develop a greater sense of autonomy and responsibility in their learning process.
Task 4
LESSON PLAN THE CELL
Loaiza Plan n° 01
Student Teacher’s Name: Lynda Yovana Bayona
Grade: 4th City: Cúcuta
School/Institution: Col Variara Level: Beginner Time: 2 hours Date: 27/07/2023
Topic: The cell, virtual environment. Teaching Resources: Videos by You tube, Quizle, educaplay. Lifeworksheet.
Objetives:
Skills: Reading, writing, listening.
• Understand the structure of the cell
• Learn the types of cells: Eukaryotes and prokaryotes
• Know the basic cell functions
1. Warm-up
ACTIVITY DESCRIPTION
We will start a great virtual experience learning everything about the cell with an explanatory video especially for elementary school children. https://www.google.com.co/search?q=the+cell+for+primary&cs=0&biw=1482&bih=746&sxsrf=AB5stBjD8kKnQKHO_RjbMHQqnnXgTKB5Q%3A1690495857728&ei=cevCZKuNLOysptQPooaKsAk&oq=The+cell&gs_lp=Egxnd3Mtd2l6LXNlcnAiCFRoZSBjZWxsKgIIADIHECMYigUYJzIH ECMYigUYJzIFEAAYgAQyBRAAGIAEMgUQABiABDIFEAAYgAQyBRAAGIAEMgUQABiABDIFEAAYgAQyBRAAGIAESPwuUJIUWKYdcAF 4AZABAJgB6wKgAcYNqgEHMC40LjMuMbgBA8gBAPgBAcICChAAGEcY1gQYsAPCAgoQABiKBRiwAxhD4gMEGAAgQYgGAZAGCg&sclient =gws-wiz-serp#fpstate=ive&vld=cid:1ef57ad0,vid:Mbtan8B9hqE
2. Presentation:
To start one of the most important thing to learnd is past of the cell:
https://quizlet.com/co/815863964/parts-of-the-cell-flash-cards/?i=57u3fq&x=1jqt
The cell, the basic unit of life, presents a complex internal organization made up of various specialized parts.
Prokaryotes are always unicellular, while eukaryotes are often multi-celled organisms.
https://www.google.com.co/search?sca_esv=551633399&sxsrf=AB5stBiS0I8EOasItuEOjHo1LDyR20GxCw:1690496377930&q=eukaryotic+cell+an d+prokaryotic+cell&tbm=vid&source=lnms&sa=X&ved=2ahUKEwiktObg9a-
AAxUMQTABHUU3APcQ0pQJegQIChAB&biw=1482&bih=746&dpr=1.25#fpstate=ive&vld=cid:6dd18791,vid:Pxujitlv8wc
The cell and its main funtions:
https://www.google.com.co/search?sxsrf=AB5stBgeGi5k5BB1wv0-JmJK1X1ZodddA:1690498495407&q=cells+function&tbm=vid&source=lnms&sa=X&ved=2ahUKEwjGjb_S_aAAxV9FFkFHabaCNIQ0pQJegQICxAB&biw=1482&bih=746&dpr=1.25#fpstate=ive&vld=cid:58150de8,vid:1axhVwYcvV0
3. Practice:
We will live a great experience applying what we have learned.
http://www.liveworksheets.com/w/en/natural-science/7110764
http://www.liveworksheets.com/w/en/science/630176
4. Production:
Let’s keep playing and learning as well.
https://es.educaplay.com/recursos-educativos/15642794-the_cell.html
5. Assessment:
We will evaluate your skills developed through different activities proposed in the guides provided in relation to the topic of cell. You must answer each multiple-choice question. That is why it is important that you read carefully to answer correctly. Multiple selection item: two points each.
https://es.educaplay.com/recursos-educativos/15642806-the_cell.html
REFLECTION
The importance of learning and practicing English in the current educational context cannot be underestimated. In an increasingly globalized and interconnected world, English has become a channel that facilitates communication and engagement among people from different parts of the world and cultures. Proficiency in this foreign language not only opens up professional opportunities but also allows society to access a wide range of resources and knowledge available in this language.
One effective way to learn English is through CLIL (Content and Language Integrated Learning) classes, where academic content is integrated with language learning. This approach not only provides students with a more meaningful learning experience by applying English in real-world contexts but also helps them acquire language skills in a more natural and fluent manner. By learning English through content-based subjects, students not only gain academic knowledge but also develop their communicative abilities in practical and authentic situations.
The use of appropriate didactic strategies in CLIL classes is essential to ensure the success of the learning process. Teachers should be creative and innovative, using strategies that motivate students to communicate in English, fostering active interaction and collaboration in the classroom. Additionally,
the use of relevant and updated materials is crucial to maintain students' interest and attention and to facilitate their understanding and practice of the language.
In today's world, where education has been transformed by technology, it is important for educators to have the ability to design materials for both in-person and virtual learning. Technological resources such as digital tools, online educational platforms, and interactive applications can be valuable tools for learning English, allowing students to practice the language autonomously and more flexibly. Combining virtual and in-person education provides a meaningful and enriching learning experience.
In conclusion, learning and practicing English through CLIL classes and using effective didactic strategies are fundamental for students to develop their skills in this outstanding language in the current world. The key to ensuring a successful teaching-learning process lies in the creativity of designing and creating interactive activities, allowing students to feel motivated and capable of facing a globalized and competitive world where English becomes a fundamental tool that promotes personal growth.
REFERENCES
Cambridge English. (2016). Teaching science through English – a CLIL approach. https://www.geo-clil.ugent.be/wp-content/uploads/2016/03/TeachingScience-through-English-A-CLIL-Approach.pdf.
Custodio-Espinar, M. (2019). Influencing Factors on In-Service Teachers’ Competence in Planning CLIL. Latin American Journal of Content & Language
Integrated Learning, 12(2), 207–241. https://files.eric.ed.gov/fulltext/EJ1254515.pdf
Garrig, os-S. F. J. (2015). Strategies for Teaching in the XXI Century. Cambridge Scholars Publishing. (3) 28-43
https://bibliotecadigital.ipb.pt/bitstream/10198/13741/1/2015_cambridge_headpose_full.pdf
Keith, K. (2010). CLIL in Natural Science Subjects: language and task. Ikastaria, (17), 91-108. https://core.ac.uk/download/pdf/11503455.pdf
Enikő, S. (2013). Didactic Teaching Strategies For Successful Learning. Padi.psiedu.ubbcluj.ro. http://padi.psiedu.ubbcluj.ro/pedacta/article_3_2_5.pdf.
Hus, V., & Grmek, M. (2010). Didactic strategies in early science teaching. Taylor & Francis.
https://www.researchgate.net/publication/254249619_Didactic_strategies_in_early_science_teaching
Kennepohl, D. K. (2016). Teaching Science Online : Practical Guidance for Effective Instruction and Lab Work: Vol. First edition. Stylus Publishing. Situated Science Learning for Higher Level Learning with Mobile Devices, 10 (156-167). Recuperado de https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1302143&lang=es&site=edslive&scope=site
Lamanauskas, V. (2011). Some Aspects of Natural Science Literacy and Competence of Primary School Teachers. Scientiasocialis.lt.
http://www.scientiasocialis.lt/pec/node/files/pdf/vol36/5-9.Lamanauskas_Vol.36.pdf.
Ball, P. (2018). Innovations and Challenges in CLIL Materials Design. Theory into Practice, 57(3), 222–231.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=131455100&lang=es&site=edslive&scope=site
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Mardiana, Dinny & Cahyani, R. (2018). The Development of Basic Natural Science Learning Materials to Improve Students’ Competence. Journal of Physics: Conference
Series.https://www.researchgate.net/publication/325761132_The_Development_of_Basic_Natural_Science_Learning_Materials_to_Improve_Students%27_ Competence
Ministerio de Educación Nacional. (2004). Estándares básicos de competencias en ciencias sociales y ciencias naturales. MEN. Bogotá. 96-147. Retrieved from https://www.mineducacion.gov.co/1621/articles-116042_archivo_pdf3.pdf
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