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FUNDAMENTACION LEGISLATIVA DEL PROYECTO SEGÚN ORDEN EDU/519/2014, de 17 de junio, por la que se establece el currículo y se regula la implantación, evaluación y desarrollo de la educación primaria en la Comunidad de Castilla y León.
Curso 5º de EP, Área Ciencias de la Naturaleza, bloque 5 La tecnología, objetos y máquinas.
CONTENIDOS:
- Máquinas y aparatos. Tipos de máquinas. Utilidad y ejemplos en la vida cotidiana.
- Tratamiento de textos. Búsqueda guiada de información en la red. Control del tiempo y uso responsable de las tecnologías de la información y la comunicación.
CRITERIOS DE EVALUACIÓN:
- Conocer los componentes y los principios básicos que rigen máquinas y aparatos diferenciando y enunciando ejemplos de máquinas simples de uso frecuente.
- Emplear estrategias de búsqueda y selección de información en la red.
ESTÁNDARES EVALUABLES:
1.1. Identifica diferentes tipos de máquinas, y las clasifica según el número de piezas, la manera de accionarlas, y la acción que realizan.
1.2. Observa, identifica y describe algunos de los componentes de las máquinas.
1.3. Observa e identifica alguna de las aplicaciones de las máquinas y aparatos, y su utilidad para facilitar las actividades humanas.
4.1. Efectúa búsquedas guiadas de información en la red.
4.2. Conoce y aplica estrategias de acceso y trabajo en Internet.
4.3. Utiliza algunos recursos a su alcance proporcionados por las tecnologías de la información para comunicarse y colaborar.
4.4. Usa de manera autónoma el tratamiento de textos (ajuste de página, inserción de ilustraciones o notas, etc.)
COMPETENCIAS CLAVE:
- Competencia en comunicación lingüística
- Al finalizar el proyecto el alumno será capaz de exponer oralmente el funcionamiento de una máquina simple usando los conectores, el vocabulario y la estructura apropiada.
- Competencia digital.
- Al finalizar el proyecto el alumno será capaz de exponer toda la información y su aprendizaje a través de diferentes herramientas web.
- Aprender a aprender.
- Al finalizar el proyecto el alumno será capaz de elaborar un mapa mental con los contenidos del proyecto, así como reflexionar sobre su aprendizaje y el camino seguido a través de su diario de aprendizaje.
- Sentido de iniciativa y espíritu emprendedor.
- Al finalizar el proyecto el alumno será capaz de trabajar en equipo con independencia del role que tenga, estableciendo objetivos a corto y medio plazo.
- Competencia matemática y competencias básicas en ciencia y tecnología.
- Al finalizar el proyecto el alumno será capaz de expresar su aprendizaje sobre la máquinas de forma científica.
Let's start with a new Natural Science topic. This time we will learn about SIMPLE MACHINES. We will start with a video and a THINKING ROUTINE: Generate, Sort, Connect and Elaborate.
VISUAL THINKING: Following the routine at the end each group should have a mind map in which everybody has connected the idea. Using the basis of all of the we are going to create a big one the whole class together. This will be the guide for this project.
What is a structure?
A structure is a group of elements which can support weight. There are two kinds of structures:
- Natural structures: The skeleton.
- Artificial structures: A shelf.
Eiffel Tower, Benh LIEU SONG, CC BY-SA 3.0
The resistant of the structure depends on the material and the shape.
Let's think on different structures you can have around you in your daily life. We are going to do it using a Cooperative Learning Technique: Let's spin the sheet. Think on one structure: the name of it and a picture. Use your notebooks so at the end each member of the group will have the four different structures. In the following presentation you will know how to work with this technique.
BRIDGES
Let's have a look to the following video, along it you will have some questions to answer it.
It will be an assesment tool, but for that you have to register on EDpuzzle. To join your class you can use Edmodo user and password. We have created two classes, enter the code to join them:
- Year 5A: Code: onpepfu. Link to the class: https://edpuzzle.com/join/onpepfu
- Year 5B: Code: huereje. Link to de class: https://edpuzzle.com/join/huereje
Bridges are structures that can support very large forces. They can support:
- Their own weight.
- The movement caused of the wind and the cars.
There are different kinds of bridges depending the structure:
- Bridges made up of arches, usually done by stones.
Stone Arch Bridge, Vonsky87 , CC BY-SA 3.0
- Girder bridges made up by triangular parts. They can be very long bridges.
Iron Bridge on the Camel Trail, Andy F, CC BY-SA 2.0
- Suspension brigde, upside-down arch with cables.
Clifton suspension Bridge, @sage_solar, CC BY-SA 2.0
Let's investigate a bit about famous bridges. You will choose one bridge and investigate some date you will post in the following padlet.
- Photo.
- Name and place.
- Architect and the year it was built.
- Kind of bridge and materials.
This website will help you: Hi Comsuption: The 39 most amazing bridges in the world.
We are going to work in cooperative groups so each role will have mission to do.
- Leader: Distribute which part each person will investigate.
- Scribe: Check all the information is complete before uploading into the padlet.
- Recorder: Write down everybody information into the padlet.
- Time Keeper: Be sure everybody does the task in 15 minutes.
SIMPLE MACHINES.
We are going to continue learning about MACHINES, today we are going to focus our attention in the SIMPLE MACHINES. To start with the topic we are going to watch a video and think about it a bit using a THINKING ROUTINE: I used to think .......... but now I think.
For the first part of the Thinking Routine write I used to think....... What do you know about Leonardo Da Vinci? Who was? Do you know why he was important?
Now let's have a look to the video:
For the second part of the Thinking Routine write But now I think...... What do you know about Leonardo Da Vinci? Who was? Why was he important for? Was he just a great artist?
THE LEVER
A lever is a rigid bar which is blanced on a point, the fulcrum (Ful), the pivot in which the lever moves. We use it to transmit force. We apply a force (F) to one end of the lever, and we move the Load (L) which is in the other end.
Lever Drawing, Koltepranita, CC BY-SA 3.0
There are three different kinds of lever depending on where the different elements of the lever is. We can have a look of them in the following picture. We have some levers in our body!!!! Do you know?
Muscle Levers, spanglerscience
- First-class: Fulcrum is located between the force and the load.
- Second-class: Load is located between the fulcrum and the force.
- Thrid-class: The force is located between the fulcrum and the load.
THE WHEEL
A wheel is a circular object that rotates around a central axis and allow objects to roll.
Handicap ramp, George Norkus, CC BY 2.0
THE SCREW
If we wrap an inclined plane around a cylinder or axis we make a srew. We use screws to fix pieces.
Screw, Tomasz Scieniki, CC BY 3.0
THE WEDGE
If we join two inclined planes we get a wedge. We use wedge in many machines or tools to separate two objects when we apply a force, like an axe.
Wood splitting wedge, Selit, CC BY-SA 3.0
THE PULLEY
A pulley is a wheel with a groove which guides a rope. Twe we pull the rope, the object rise.
Water well pulley, Ezhuttukari, CC BY-SA 3.0
WHAT IS THE MOST IMPORTANT SIMPLE MACHINE IN YOUR LIFE?
Simple machines make our life really easy, and we are surrounded by lots of them. Are you aware about it? Maybe not, with the following task we want you to be aware about all of them and how important they are.
Let's think in your daily life and try to identify what the most important simple machine for you. Once you have decided let's join the padlet. Write a note on it with:
- Name of the simple machine.
- Why is it important for you?
- Make a picture about the situation in where you use it and upload a photo. We can lend you the mini Ipads.
Here you have a list of youtube where you can find more information:
https://youtu.be/LiarGb_LK10?list=PLuUNW_GvCGDF9ZyOaOUB0BF7KBcRmbecZ
Here you have some games to review your learning. They will be very useful for the tasks you have to do later.
After learning concepts and definitions it would be good to apply everything to our real life and it is time for: LEARNING BY DOING. In the following presentation you will discover how to fix your learning. There are three tasks.
ASSESSMENT
Rubric - Teacher's assessment 60% of the final mark
Rubrica simple machines physics in our daily lives from Javier Ramos Sancha
Self assessment target 20% of the final mark
Diana de evaluación simple machines physics in our daily lives from Javier Ramos Sancha
Peer's assessment 20% of the final mark
Peer evaluation (simple machines physics in our daily lives) from Javier Ramos Sancha
You will be awarded with this badge
PHYSICS IN OUR DAILY LIVES.
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