MACARENA DELGADO

How Much Sugar?

Grade Level: 3 rd E.S.O; Subject: Biology

As the amount of sugar is to high the common foods the aim of the project is to find out whether people are aware of the amount of sugar found in everyday foods.

The purpose of this activity is to measure out the sugar of various foods and find out whether people can correctly determine how much sugar is in certain common foods.

Humans crave sugary foods for a good reason. Sugar packs a lot of calories into a small amount of food. We pack sugar into many foods we wouldn’t think to find it in and overload our systems to the point where we can develop diabetes. Much of the sugar we consume every day is hidden in foods that we wouldn’t expect to find it in.

Materials:

• At least 2 kg of sugar

• A scale

• Various everyday foods (you can use processed foods like soda, candy, and crackers that display the sugar content on the label as well as raw foods such as fruits, vegetables or grains and find out the sugar content on the internet)

• Plastic bag

• Glue, cardboard,scissors,etc..

Procedure:

Students will be divided into mixed-ability groups and they will have the following instructions:

1. Collect a number of different foods that you would like to see the sugar content for.

2. Using a scale, measure out the amount of sugar in your first food.

3. Place the sugar in an empty small plastic bag.

4. Label the plastic

5. Bag to show how many grams of sugar you placed in it.

6. Repeat steps 2-4 for your different foods.

7. Record the results.

8. Design and create a poster to show the results.

VIRGINIA NAVARRO

 LEVEL: 1st year of ESO

• Scaffolding authentic materials

I will present the following pictures to the students (Click on the photo below) 

Source: http://www.cellimagelibrary.org/browse/celltype

This is for finding out what learners already know about the science topic. Brainstorming ideas about the new topic. This is planned for whole class work. I let them say some words or ideas in L1 and then translate. start with a question: What can you see in the picture? Are all the photos the same color, shape, etc.? What is the instrument below? What is it for? Can you see cells with your naked eye

• Using K-W- L chart

Students draw the chart in their notebooks and comment it to the whole class

• Using graphic organizers with illustrations to offer a visual support 

Basically, the graphic below has got the same information as the text shown in activity number 5. The graphic is taken from an English website, ThoughtCo. 

Click on the photo to read the article

• Asking questions about the graphic above

Look at the picture above. Answer the questions below:

·         Do all cells have similar chemical composition?

·         What is the basic unit of life?

·         What are all living organisms made of?

Attention to diversity. ACTIVITIES

*For stronger students:  

To make a Graphic organizer using ICT,  e.g. Mindmeister: https://mm.tt/map/2247714119?t=U0NZSBw7DB or in your notebook.// Write questions about the graph//Add more information or examples on the mind map.

* For weaker students:

To write down new vocabulary and explain it using visuals.// Give them the graph with information-gap to fill in, in pairs.

LAURA SÁNCHEZ

 AREA: SCIENCE

COURSE: 3RD GRADE OF PRIMARY EDUCATION

MAIN OBJECTIVES:

- Understand some of the main advances and inventions in our history.

- Learn the different revolutions and their connection with certain inventions which supposed a change in our way of life.

- To be aware of the importance of certain inventions for the humanity.

We have been learning about inventions and machines in Natural Sciences. I noticed some students do not study and do not remember the name of certain machines (the machines less used in every day routines) so, I prepared a quiz to help them to remember the main vocabulary (CLICK ON THE PHOTO)

Regarding the vocabulary, they improved their knowledge, and the game helped them to memorize the main words of the topic.

Another problem for students was to differentiate the four different revolutions that happened throughout the history: Communication Revolution, Information Revolution, Transport Revolution and Industrial Revolution. Before reading the Science Class Book, I wanted to help them to clarify the meaning of each term. So I provided some scaffolding technique by preparing a document with the four concepts and definitions in different columns and they labeled and matched each definition with its name. For instance,

Industrial revolution  People could work at factories and objects made with machines.

After that, I passed some pictures of different important inventions in our history, since the telegraph, the printing press or a stagecoach to an e-book. When we analyze what could be each picture, we attach the pictures to the Revolution the invention belongs to.

For instance,

Steam engine belongs to… the industrial revolution.

I like my students practice the scanning technique for reading. The objective was, in pairs, try to find (looking at the pictures and also searching the bold words of the topic) the name of that inventions. After that, they wrote the names of the inventions and we correct them. I teach them the appropriate pronunciation of the words. Therefore, they conclude the activity talking a little bit. They must say the name of the revolution, its definition and the inventions that belongs to it.

We have to take into account, that I teach in a rural area, close to Burgos and there are only 13 students in my class, so it is easy for me to make that kind of activities, being their guide but involving them in their own learning.