FC+activity

=**FC activity:** “Forces and machines” =

Our lesson is called “Forces and machines” It it meant to be for a **group of sixth grade**. The methodology we have followed is flipped classroom, therefore two videos with questions in them have been created. This audiovisual techniques will be used as work at home, where they will have to pay attention to the information said in the video, because then they will have to answer to the questions. Once this is done, the pupils came to class and they continue working some others activities in pairs or groups. We have divided the lesson in four sessions in class, moreover, the time they will spend at home doing the activities proposed.

ACTIVITIES

In class they will play the pair Game, create an invent and individually make a mindmap.



 * 1) **Videos:**


 * with questions in the video (Edpuzzle)

The students will watch a video at home, which explains some basic concepts about forces and machines.During the video they will have to answer some questions that will appear on screen.


 * Kahoot

The students will watch a video at home, which explains the theory of gravity.Then they will log in kahoot where they will answer some questions about the video.

Learning channels: auditory and visual.

Multiple Intelligences: linguistic;visual.

Bloom taxonomy: all of them except create and evaluate.

Assessment: the results are sent to the teacher immediately after the students have answered to all the questions.

media type="custom" key="29591123" width="204" height="204"

https://create.kahoot.it/l/#user/dbf1918d-99b7-41c9-83af-62bdb3a6e38a/kahoots/created []

** 2. Pair game ** There will be a deck of cards upside down, in which you can find pictures on some and the name of the pictures on others. The students will play in pairs and they will have more points if they have discovered more pairs than their partner. Objective: connect the picture with the way is written.

Timing: 20 minutes

Learning channels: visual and tactile.

Intelligences: linguistic, visual and interpersonal.

Bloom: understand and remember.

Assessment: direct observation

Picture of the game:

 ** 3. Become a genius! **

Description: the students will make a catapult based on what was studied in class. The students must bring the necessary material to create the invention. Finally, they will have to make an oral presentation about their inventions.

Objectives : learn how to implement what has been studied in class about machines and inventions. Provide a clear information and know how to express it correctly.

Timing: 50 minutes.

Learning channels: tactile

Intelligence: visual, linguistic and spatial.

Bloom: create and understand.

Assesment: a) Invention:


 * || 4. || 3. || 2. || 1. ||
 * Creativity || The invention was very creative || The invention was quite creative || The invention was not very creative || The invention was not creative ||
 * Adequacy || There is a great adequacy || There is a good adequacy || there is a poor adequacy || There is not adequacy ||
 * Works in pairs || Work in pairs is perfect || Work in pairs is correct || Work in pairs needs to be improved || Work in pairs is not correct ||
 * Functionality || The functionality of the invention is perfect || The functionality of the invention is correct || The functionality of the invention needs to be improved || The functionality of the invention is not correct ||

b) Exposition


 * || 4. || 3. || 2. || 1. ||
 * Creativity || The exposition was very creative || The exposition was quite creative || The exposition was not very creative || The exposition was not creative ||
 * Pronunciation || The pronunciation was very clear || The pronunciation was quite clear || The pronunciation was not very clear || The pronunciation was not clear ||
 * Fluency || The fluency was perfect || The fluency was correct || The fluency needs to be improved || The fluency was not correct ||
 * Adequacy || There is a great adequacy || There is a good adequacy || There is a poor adequacy || There is not adequacy ||




 * 4. Mind map **



Description: this activity will consist on making a mindmap individually. Each child will take the most important ideas from the lesson and organise them in a mindmap including pictures to make it even more visual and clear.

Objectives: learn how to be more creative, synthesize and organize the information.

Timing: 30 minutes

Learning channels: visual,due to a mindmap needs to have a visual impact on who is reading it, so the ideas have to be well organized. Intelligences: visual and linguistic.

Bloom: create

Assessment:


 * || 4 || 3 || 2 || 1 ||
 * Creativity || The map was very original. || The map was quite creative. || The map was not very creative. || The map was not creative at all. ||
 * Relation || There is an outstanding connection between the concepts. || There is a good connection between the concepts. || There is a poor connection between the concepts. || There is no connection between the concepts. ||
 * Analysis and synthesis || Key words have been perfectly chosen. || Key words have been properly chosen. || Key words have not been very well chosen. || Key words have not been selected. ||
 * Presentation || The presentation is brilliant. || The presentation is quite good. || The presentation needs to be improved. || The presentation is poor. ||

Bloom Taxonomy

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 Final exam 45%
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