MICROTEACHING

Esther Jiménez and Noelia Sánchez

• Topic: pulmonar capacity (respiratory system)

• Age of the children/academic year: 4th primary

• Chart:

Basic Our Specific Key Evaluatio WALT WILF

knowle justific compet compet n criteria
dge ation ences ences
Segundo This can 2. Plantear CCL1, 2.1 We are I’m
ciclo. 2. be used y dar CCL2, Formular learning to looking
respuesta a
La vida to learn cuestiones STEM 2, preguntas y choose for
en how to científicas STEM 5, realizar the correct childre
nuestro react to sencillas, CC4, prediccione way to act n to be
planeta. different utilizando CPSAA 5, s in different able to
diferentes cases of
-Pautas types of técnicas,
CE1 razonadas, choose
para la fire and instrumento demostrand fire. the
prevenci it is s y modelos o curiosidad safest
ón de useful propios del por el medio action
riesgos y for our pensamient natural, they
o científico,
accident daily para social y can
es. life. interpretar cultural take in
Conocim Also, y explicar cercano differen
iento de promote hechos y t fire
fenómenos
actuacio s 2.2 Buscar situatio
que ocurren
nes educatio en el medio y ns.
básicas n in natural, seleccionar
de security social y información
primeros in early cultural. de
auxilios. ages 6.
diferentes
and Identificar fuentes
develop las causas y seguras y
s critical consecuenc fiables,
ias de la
thinking utilizándola
intervenció
and n humana en
decision en el investigacio
making. entorno, nes
desde los relacionada
puntos de
vista social,
s con el
económico, medio
cultural, natural,
tecnológico social y
y cultural y
ambiental,
para adquiriendo
mejorar la léxico
capacidad científico
de afrontar básico.
problemas,
buscar
soluciones y 2.3 Realizar
actuar de experiment
manera os guiados,
individual y cuando la
cooperativa
en su
investigació
resolución, n lo
y para requiera,
poner en utilizando
práctica diferentes
estilos de
vida técnicas de
sostenibles indagación
y y modelos,
consecuent empleando
es con el
de forma
respeto, el
cuidado y la segura
protección instrumento
de las sy
personas y dispositivos,
del planeta.
realizando
observacion
es y
mediciones
precisas y
registrándol
as
correctame
nte.

2.4
Proponer
posibles
respuestas
a las
preguntas
planteadas,
a través de
la
interpretaci
ón de la
información
y los
resultados
obtenidos,
comparándo
los con las
prediccione
s realizadas.

2.5
Presentar
los
resultados
de las
investigacio
nes en
diferentes
formatos,
utilizando
lenguaje
científico
básico y
explicando
los pasos
seguidos.

3.1
Construir en
equipo un
producto
final sencillo
que dé
solución a
un
problema
de diseño,
proponiend
o posibles
soluciones,
probando
diferentes
prototipos y
utilizando
de forma
segura las
herramienta
s, técnicas y
materiales
adecuados.

3.2
Presentar el
producto
final de los
proyectos
de diseño
en
diferentes
formatos
explicando
los pasos
seguidos.

4.1 Mostrar
actitudes
que
fomenten el
bienestar
emocional y
social,
identificand
o las
emociones
propias y
las de los
demás,
mostrando
empatía y
establecien
do
relaciones
afectivas
saludables.

6.1
Identificar
problemas
ecosociales,
proponer
posibles
soluciones y
poner en
práctica
estilos de
vida
sostenible,
reconociend
o
comportami
entos
respetuosos
de
cuidado,corr
esponsabilid
ad y
protección
del entorno
y uso
sostenible
de los
recursos
naturales, y
expresando
los cambios
positivos y
negativos
causados en
el medio por
la acción
humana.
 Lesson plan:

Activity/Task Didactic Interaction Timing Procedure

Justification Pattern
Arousing 2
We show curiosity They will be minutes To begin
them a slide able to the session,
with various discuss their the children
images hypotheses will be
related to the with their seated in
formation of a two groups of
fire, and they groupmates. three. They
have to think will be
about what shown
they have in images on
common to the
figure out the classroom
topic of the projector
session. and will be
asked to
form
hypotheses
and discuss
with their
classmates
what they
think the
images
have in
common.
When they
are finished,
the teacher
will explain
that the
images
represent
situations
that could
lead to a
fire and the
session of
today will
focus on
how to
react and
what to do
in everyday
fire
 situations.

Activating 5
To activate previous You'll have a minutes We will
their prior knowledge few seconds explain that
knowledge, to discuss we will
we’ll do a with your display
true-or-false two various
activity, groupmates statements
where we’ll whether the on the
display sentences digital
sentences on are true or screen and
the screen false. that we will
and they’ll give each
have to hold group a
up one color green and a
card or red card.
another After a
depending on sentence is
whether the displayed,
sentence is they will
true or false. have a few
seconds to
discuss it
among
themselves
and decide
whether it is
true or
false.
Following
the
discussion,
they will
hold up the
correspondi
ng card,
and the
teacher will
write on the
board
whether it is
true or false
and explain
the
reasoning
behind the
answer.

To complete Content input They will be 6 Each group

two activities able to minutes will receive
with the help discuss and a sheet with
of a text that to do the a text, this
will have to two text will
read. activities help them
with their to do the 2
partners of activities. In
the group in the activity
the time we one, they
are letting will have to
them. indicate if
the
following
statements
that are
related with
the text are
true or
false. And in
the second
activity,
they will
have to
complet
phrases
with some
words that
are above.
To complete Content input They will be 5 With the
two activities, able to minutes previous
in the first one interact with sheet that
they have to the people they have,
match the of their they will
correct group have to turn
actions and in because the it around
the second exercises and do the
one they have must be next two
to correct done in activities. In
some group. the first
sentences one, they
that are will have
wrong. two
columns
that if they
match them
correctly,
they will
form correct
actions to
do in a case
of fire. And,
in the
second one,
they will
have some
incorrect
 phrases,
and they
have to
correct
them.
Think about Content input They will 2 Two
the answer to have to minutes questions
the questions share their are going to
individually, thoughts be
then in group about the projected
and finally tell questions. and firstly,
them to the the
class. students
must think
about the
answer
individually
in 30
seconds,
then they
will share
and
contrast
their
answers
with their
group of
three, and
finally they
will share it
with the
class.
To find Final activity They will be 10 Firstly, we
solutions to grouped minutes are going to
the different forming 3 present the
fires that have groups in three fires,
occurred. which they and we are
will have to going to ask
talk to each what they
other to find should do.
an answer Then, to
to what to solve these
do in the problems
case of their we are
photograph going to
y. divide the
class into
three
groups and
each one is
going to
have a
different
case of fire.
After that,
they will
have some
time to
think about
what they
will do.
Finally,
each group
has to say
their
solution and
each group
is going to
have a
checklist of
what is
correct and
they will
have to
mark the
things that
the other
group has
said
correctly.