Hi everybody! The activity I propose is planned for first grade primary class. They create a vegetable farm where they "grow" vegetables and fruits, individually. It is a small class and they are only 7 kids, so no small groups are needed. This activity is related to jobs (social science) and food (english).  Material: - A3 paper - pencil / rubber / scissors - manley crayons - glue - printed images - brown paper As they are young, they have choosen their vegetables and fruits to print and then, they colour them as well as the rest of the elements. When they finish it, they have to present their vegetable farm to the rest of the class. Of course, grammar strucutres and vocabulary are practised in class. Hope you like this idea  M. Inmaculada Martínez

  We are dealing with “Spain in the middle ages” in a 5 th  and 6 th  grade classroom.  This is an extension activity where students have to explain what they know about some aspects of the middle ages.  I want my students to describe in a written way and then orally:  -  the feudal system of this period (king, nobles-clergy-lords, knights, peasants-serfs) and how people looked like (students are learning clothes, materials and patterns in the English area and the structures of “made of”, “look like” and the past simple of regular and irregular verbs).   - How the cities were in the period of Al-Andalus (mosques, walls, forts, souk, public baths, etc) and give examples of cities where nowadays we can see these parts (Toledo, Córdoba, Granada, Ávila, etc). Students individually have to do a written description of these two mandatory points. They are allowed to have a look at the textbook and the OneNote (bloc de notas) where they have plenty of inf...

  TASK FOR   SECOND AND THIRD LEVEL STUDENTS   MATERIALS   - Use Internet to find the information required and pictures. For example: https://www.nationalgeographic.es/historia/2018/10/del-antiguo-egipto-la-actualidad-las-mujeres-que-han-gobernado-el-mundo   https://www.abc.es/familia/mujeres/abci-estas-unicas-quince-mujeres-jefas-estado-mundo-201810270234_noticia.html?ref=https:%2F%2Fwww.google.es%2F   - A3 size card to make a Poster/ Leaflet/Lapbook - Pencil /ruler/rubber... - Crayons/ Markers/ Coloured pencils - Glue stick - Scissors   PROCEDURE   1.-We divide the students into teams of three kids each.   2.-Teacher gives each team the name of a woman who has ruled a country o territory in history, for example:    .-MICHELLE BACHELET (Chile)                    .-ISABEL II (España)  .-REINA VICTORIA (Inglaterra)  ...

Activity shared by Javier García. Click on the picture to download the task.

Hello everyone! I will like to explain one activity that is related to social science content and it is  the water cycle.  This activity is aimed at the children’s of Primary school learning the vocabulary on the  topic of  Social Science “The Water Cycle”, to be more precise they will get acquainted with its 4 stages:  Evaporation, Condensation, Precipitation, Collection.  The students will eventually do both oral and writing activities which will consist in their presentation and further explanation of each of the stages of the water cycle.  After the explicit explanation of the teacher of the stages of “The Water Cycle”, firstly the students are going to do a small test in writing, where they will be given a certain picture representing the  basic notions of the topic, they will have to fill in the gaps, writing down the names of the elements  of the topic. Then they will be divided into groups of 4, each group w...

This is one activity that we always do to wrap and close up our Solar System Unit. The activity consist on the exposition of the Solar System models previously created by our students. Pupils can create their models in groups or on their own, and they can use any materials they can think of. They bring the models to the class and explain the materials that they have chosen and why, the differents planets and their characteristcs, etc. M. Lourdes Santamaria

The activity that I have thought is Taboo Game. Students would have to pick a card and try to explain the main word without saying forbidden words. The rest of students will have to guess the main word using concrete oral structures. From my own personal experience as a Primary teacher, some students would feel fear when they have to talk in front the rest of class. I think that playing games, such as Taboo Game, could make our students to try to jump this barrier and use their English language to be understood. Not only Taboo does give us the change of improving our content skill, but it will also help us to express what we know, how to interact with each other and how to make use of specific questions like: Is it...? or maybe Could it be...? This could be used as a pattern in terms of communication. Alberto de Miguel

In groups, pupils draw different landscapes ( mountain, sea, plain...) in their dry erase pockets using markers. Once they finish, they describe what they have drawn and putting black cardboard in the plastic pocket children look for items using a magic torches. Example: This is a sea landscape. There are rocks. Rocks are minerals. There is an octopus, an octopus is an animal. you can find salt water in sea landscapes. Dry erase pockets are a useful tool for teaching CLIL subjects. Children love using their magic torches. you can find them on aliexpress or amazon. Laura Sáenz

My activity consists on a project where each pupil has to investigate about one European country. The information that they have to get is: The flag The shape of the country The countries/seas/oceans that are the borders Its capital city The area (km 2 ) The President of this country The currency Its official language Population (number of inhabitants) Typical food Places to visit Once they have the information, they have to create a flipbook similar to the ones that I show you in the photos. Finally, they explain orally to their classmates what they have studied and what they already know about that country. They are going to use vocabulary related to tourism, figures, food, etc. Beatriz Lastra

Communication: Facilitating and Assessing the 21st Century Skills in Education “Every art communicates because it expresses. It enables us to share vividly and deeply in meanings… For communication is not announcing things… Communication is the process of creating participation, of making common what had been isolated and singular… the conveyance of meaning gives body and definiteness to the experience of the one who utters as well as to that of those who listen.” – John Dewey The idea of Communication really is more then a skill… it is a foundation for learning. A baby learns the art of Communication through the very need to Communicate. When students first begin their schooling they are are filled with the desire to communicate. They understand that communication is a two way street. Somewhere along the way learning in school begins to become a one way street. Students become communicated at , expected to absorb knowledge through listening. While listening is a communicat...

Here you have a link with games and songs for the little ones. https://global.cbeebies.com/ And do you know "Happy learning videos"? It's very useful to develop communication with a variety of topics for Science and Social Science. You can exploit content videos for communication in different ways. Click on  the picture to follow the link. Keep on sharing. Laura Riesco

Reading and telling stories is the best way to develop communication skills in your Social Sciences lessons. Here is a fantastic resource with lots of online stories to read with your students, with different topics and levels. Don't hesitate to use these ideas and resources for the course Tasks. Hope you like it. Laura Riesco