Programa Intel Educar

Curso Esencial
Layout Sheet of Unit Planning
Layout Sheet of Unit Planning
Click on the description of the text, then type in your own text. Click on the description of the text, then type in your own text.
Author of the Unit Planning
Name and Surname Edelka Bozzi
Name of the School Instituto Daid
!ocation of the educational institution !assonde Su"ur"
#ther details of the educational
institution
$he Instituto Daid school was founded in %&'( "y the
Educator )oraida *ar+a ,n-uizola. $oday it was awarded with
the title of school of excellence "y the .uality of education that
is tau-ht in classrooms, "y the exhaustie campai-n that is
constantly made to consere the social, cultural and charita"le
alues.
Description of the Unit
Title of the Unit
/Sun, mountain and rier./
Summary of the Unit
One important grammar structure in the process of learning the English Language is the Second Conditional. This
unit will take into consideration two essential grammar concepts: such as concepts of expressing imaginary present
or unlikely future situations. In this sense it will focus the issues of surial adice! surial kit! geographical
features! and weather.
Space /s/ curriculum /s / or su!ect /s
$opic0 Surial ,dice in a Dan-erous Natural Enironment.
,rea0 1ersonal 2rowin- and Success
Su"3ect0 En-lish
2rammar Structure0 Second Conditional
"ear and Le#el
4I !eel
Appro$imate re%uired time
5our weeks
5undamentals of the unit
Contents
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Programa Intel Educar
Curso Esencial
LEA&'I'( )*+ECTI,ES
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C#NCE1$<,! 1=#CED<=,! ,$$I$$<DIN,!
Second
Conditional
Ima-inary
present
situations.
Ima-inary
future
situations.
If> simple past0
wouldn?t
1resentation of
second
conditional
-rammatical
rules.
2uidelines to use
*onta-e tool to
make their oral
presentations.
2uidelines to use
@oki pa-e.
Deelopin-
respect for
indiidual
differences in
peers.
1romotin- -ood
manners while
interactin- with
others.
Aorkin-
cooperatiely
with peers or
work teams
inside and
outside the
classroom.
Programa Intel Educar
Curso Esencial
GENERAL OBJECTIVE
Integrates and develops listening, speaking, reading and writing skills to express ideas, opinions and
desri!es personal a""airs#
ACHIEVEMENTS INDICATORS
Communicates their ideas or opinions about some dangers in natural environments.
Advises people in dangerous natural environments.
Selects the items in a survival kit.
Talks about plans and intentions.
Makes notes about their ideal vacation.
(uiding %uestions of the unit plan-
Essential %uestion
$%& is it i'portant to onserve li"e(
)*+or ,-. es i'portante onservar la vida(
Unit %uestions
/ow wo-ld we en0o& nat-re wit%o-t endangering o-r lives(
)*C1'o podr2a'os dis"r-tar de la nat-rale3a sin poner en peligro n-estras
vidas(4
/ow wo-ld &o- "eel i" &o- were in a dangero-s nat-ral
environ'ent(
)*C1'o te sentir2as si est-vieras en -n entorno peligroso de la nat-rale3a(4
Content %uestions
$%at wo-ld &o- do to s-rvive in a dangero-s nat-ral
environ'ent(
)*5-. %ar2as para so!revivir en -n a'!iente peligroso de la nat-rale3a(
Which would be the items in a survival kit?
(Cules seran los tems en un kit de supervivencia?!
$%at wo-ld !e so'e tips "or an ideal vaation(
)*C-6les ser2an alg-nas s-gerenias para -nas vaaiones ideales(
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Programa Intel Educar
Curso Esencial
E#aluation Plan
Chronogram of e#aluation
*efore starting the
.or/ of the pro!ect
During the
de#elopment of
the pro!ect
)nce completed the pro!ect
Brainstormin-
BCAC! DSE,F
D Bnow, Aant to
know, !earnedF
Check list
=u"ric for
*onta-e
Surey0
Euestionnarie
Summatie:
"u#ric for Oral presentation
"u#ric for $oki
Summary of E#aluations
Initial actiities are emphasi%ed through ealuations of a #rainstorming as well as the instrument mentioned the &'(' L. )or the
deelopment and closing of the pro*ect it will #e used arious instruments such as check list! +uestionnnarie! and ,rogress "eport. -t
this stage an oral presentation will #e ealuated using .ontage where coealuation! autoealuation and heteroealuation will #e taken
into consideration.
Ealuaci/n ,rocess and ,urpose
The lesson class will start with the
0warm up0 actiity #ased on a
#rainstorming . The students will
write their ideas in a document that
will #e opened in the we#. Then!
they will share it with their partners
in order to know thier opinions.
Students will access to their personal
accounts to answer a &1(1L. on
line. - Check'list! +uestionnarie are
taken into account for the
deelopment of the pro*ect and its
final part will include some ru#rics to
ealuate the montage! the oral
presentation and the oki we#site
page.
The lesson class #egins with a &(L 2S3-4 in which
students will write a#out what they know of dangerous
situations in some natural enironment.
Students will open their emails to answer an on line
surey with ten +uestions content.
The students will answer ten +uestions in groups of fie
in order to #e ealuated through the construction of a
montage.
They will research on the proper e+uipment or kit of
surial which will #e ealuated with a checklist list.
They will create a 0$oki we#site0 to point out the tips for
a safe trip. It will #e ealuated through an oral header.

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Programa Intel Educar
Curso Esencial
Details of the unit
Pre#ious s/ills
Select the "i"lio-raphic information.
=esearch access to the use of the Internet.
,sk students to "rin- their laptops, ta"lets or cell phones
,sk students to open a 2mail and outlook account.
Send messa-es to my students throu-h the Ahats,pp.
1roper use of the *icrosoft Aord pro-ram, *onta-e, and 1rezi
Inesti-ate if the students hae knowled-e of the use of 1rezi. ,nd if students know how to work on the
we" site.
Procedures
ACT"#"T$ " ("%"T"A&!
'()*+CT, Surve- online. /oogle *rive presentation and bar graph.
C&ASS )012CT"#2, Communicates their ideas or opinions about some dangers in natural environments.
C)M'2T2%C2, +se and management o3 the Tics. collaborative and critical thinking.
TI7E8 T$O $EE9:
CLA:: $OR9 5;E:TION: 8
<# =irst, t%e st-dents partiipate individ-all& answering a !rainstor'ing, and a :5A, taking into onsideration t%e
proposed ,-estion, in ol-'ns 9 and $ )ol-'n L, "ills at t%e end o" t%e ativit&48 w%& is it i'portant to onserve
li"e(
># :eond, in tea's, st-dents respond to t%e ,-estion8 $%at are so'e dangers in nat-ral environ'ents( )$%at are
so'e o" t%e dangers o" nat-re environ'ent(4 and t%e& do it into a presentation online o" Google ?rive#
@# :t-dents explain t%eir answers t%ro-g% a '-lti'edia pro0etor in t%e la!orator& o" lang-ages#
A# :t-dents working as a tea' will answer a s-rve& online sent to &o-r personal eB'ail or =ae!ook in t%e
lassroo' and t%e& will -se t%eir laptops, ell p%ones, o'p-ters, translators and ditionaries on t%e we! in
order to -nderstand t%e s-rve&#
C# :t-dents in t%e lassroo' !& rando'l& tea' work st-dents will ta!-late wit% a !ar grap% t%e val-es res-lting
"ro' t%e s-rve&, and t%en t%e& will dis-ss i" "or ever& response t%e 'a0orit& was rig%t or wrong, -sing t%e
validation o" res-lts wit% online resear% in t%e lassroo' and %isD %er text!ook#
E# Ea% tea' will work wit% roles assigned !& t%e tea' t%en t%e& will expose t%e grap% and anal&sis o" answers !&
tea'#
F# Eval-ation8 t%e st-dent o'pletes a la&o-t s%eet given !& t%e tea%er known as a 9B$BL8 ) $/AT I
9NO$,$/AT I $/AT TO LEARN, $ANTE? I LEARNE?4
:CA==OL?ING TOOL:8
5. Surey on 6oogle drie
https:77docs.google.com7forms7d75k89C:px"%SLr,;<#&rIcm"(=gs;I>E?C@Ak=>,B$C5s7iewformD
cEAFwE5FuspEmail1form1link
># :t-dentsGroles 8
http,44www.-oublisher.com4p456789:;(oles4

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Programa Intel Educar
Curso Esencial
8. &(L
https:77docs.google.com7drawings7d75=@;GA>$:flrAiCtL8"*#"El#1H'I=&?9eny3oIdf:gE7editDpliE5
:. Crainstorming : https:77docs.google.com7drawings7d75geT?OJgoOoe1BJ(t)9S:paII*S6f))3Cw?fC3C*K9Ts7editD
uspEsharing
-CTI$IT? I. 2KE$ELO,.E;T4
OC>ETI$E: -dises people in dangerous natural enironments.
,"OK9CT: (ord.ap! ,resentation on .ontage
CO.,ETE;CES: Colla#oratie work team ! critical thinking and uses of the Tics.
TI.E: O;E (EE&
CL-SS (O"& 39ESTIO;S :
(hat would you do to surie in a dangerous natural enironmentD
2L3uM harNas para so#reiir en un am#iente peligroso de la naturale%aD
(hich would #e the items in a surial kitD
2CuOles serNan los Ntems en un kit de superienciaD4
(hat would #e some tips for an ideal acationD
2LCuOles serNan algunas sugerencias para unas acaciones idealesD
5. The students draw up a (ord.ap indiidually using Smart-rt in ,ower,oint online #ased on the su#*ect of what
items should #e taken to a dangerous place of nature 2mountains! riers! lakes! #eaches! sea and olcanoes4.
Then the students will pu#lish their presentations at the )ace#ook group commenting them and demonstrating
respect and the use of the neti+uette in the comments.
I. The students will read indiidually on the internet the techni+ues to surie in a natural enironment and will
write a comment on a specific' site! according to decision of each team.They will use specific criteria to ealuate
and select the we# site information.2 criteria: Koes it hae an authorD! Is the information updatedD Ko you hae
references or links to other authors or relia#le agenciesD4. They will #uild an instrument and it #e pu#lished on
)ace#ook classroom group 2xi greatheat IK4 which ealuates the sources used.
8. Students will work as a team fulfilling their roles. They form groups with different sources studied inorder to
coer all types of places and prepare a .ontage presentation with different suggestions to surie in different
dangerous natural enironment. Then! #y common agreement! they will present their points of iew in the
classroom using multimedia e+uipment.
B. They will open a folder in One Krie where they should organi%e information and directions of the search.
G. The students will watch a ,re%i presentation a#out the steps to register or make an account on .ontage.
H. Students will make notes of the different steps or procedures to create an account on montage and it will #e
copied in their English folder.
=. Students will proceed to make the mural newspaper montage with the inestigated information and the
indications.
@. They will present the .ontage newspaper using multimedia e+uipment in the classroom and then they will
pu#lish it in the )ace#ook 6roup classroom! taking into account the security measures in social networks.
J. They will make an ealuation matrix per group in order to auto ealuate the actiity.
5A. The students will organi%e their ,re%i presentations as a final product of their experiences of learning a#out
suggestions or tips to surie in a dangerous enironment of nature.
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Programa Intel Educar
Curso Esencial
SC-))OLKI;6 TOOLS:
6uidelines to registe ron .ontage:
5.6uidelines to registe ron .ontage:
http:77pre%i.com7'cpcmutisig+7pasos'para'registrarse'en'montage7
http:77pre%i.com7'cpcmutisig+7pasos'para'registrarse'en'montage7Dutm1campaignEshareFutm1mediumEcopy

I. http0IIwww.wordreference.comI
es.wikipedia.or-
Aord reference dictionary0 http0IIwww.wordreference.comIdefinitionI


8. "eading: http:77writingmatters.org7node7HAG
B. "eading: http:77www.surienature.com
G. ,ronunciation dictionary: http:77dictionary.cam#ridge.org7es7diccionario7ingles'americano7pronunciation
8. Closing actiity
,roduct: an oral presentation on $oki site a#out tips for an ideal acation.
Competence: 9se and application of the Tics.
Class O#*ectie: Communicates their ideas or opinions a#out an ideal acation.
Time: a week
Class work +uestion: (hat would #e some tips for an ideal acationD
5. They will respond to the +uestion in pair group: (hat would #e some tips for an
ideal acationD
I. They will discuss what would de some of the suggestions for an ideal acation
through an Internet article.
8. The students will open a $oki account.
B. They will follow the $oki instructions to #e registered on this site.
G. They will chose their faorite character in order to create their $oki on the
Internet.
H. The students will edit their presentations on the $oki site! with their suggestions
for an ideal acation and pu#lish it.
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Programa Intel Educar
Curso Esencial
=. The students will pu#lish their $okis on the 6roup work at )ace#ook.
@. Students will present their okis in class and discuss the results.
SC-))OLKI;6 TOOLS:
$oki: http:77iessierrafila#res.files.wordpress.com7IAA@7557manual'oki.pdf
Students .ith special
needs
(ith the support of the Educational ,sychology Kepartment and the special attention
of the I,PE institution ! it will #e proided teaching material to students with special
needs to make ad*ustments in their pro*ects.
Cy the time there is not any student in this leel with special needs.
'on0Spanish0spea/ing
Students
$here is not attend nonCKispanic studentsCCspeakers at this leel of tenth
-rade at our institution.
)utstanding student
#utstandin- students can tutor and assi-ned work with more adanced
de-ree of content will "e -ien to them. $hey help their peers in terms of
pronunciation and -rammatical structures and use of $ics $hey will work
Especially in the edition of the @oki presentation.
1aterials and resources re%uired for the unit
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Programa Intel Educar
Curso Esencial
Technology 2 3ard.are De.uipo necesarioF
Camera
Computers (s)
Di-ital Camera
D@D 1!,LE=
Connection to Internet
!aser Disc
Printer
System of pro3ection
Scanner
$eleision
@C=
@ideo Camera
@ideo conference e.uipment
#thers
Technology 2 Soft.are DnecesarioF
Data"aseIworksheet
Dia-rammerMs pu"lications
ECmail pro-ram
Encyclopedia on CDC=#*
Ima-es editor
Ae" search
1ultimedia
Creation of we" pa-es
Aord processor
#thers 4hatsApp 5
Smart0phone5 Students Data
Printed materials
(e#ster Kictionary
Text#ook: Insights ;QG .acmillan.
(ork#ook: Insights ;QG .acmillan
Supplies
Essential elements which must #e ordered or o#tained to implement your
unit. It does not include eeryday items common to all classrooms.
Internet resources
http0IIen.wikipedia.or-IwikiINaturalNenironment
http0IIen.wikipedia.or-IwikiISurialNkit
http0IImodernsurial"lo-.comIsurialCkitI%8CessentialCitemsCinCaC
surialCkitI
http0IIwww.isu.eduIoutdoorIsurkit.htm
http0IIwww.thespectrum.comIstoryIlifeIlifeC
columnistsI78%GI8'I8(ItenCtipsCmakeC"estCsummerC
acationI&&%H87JI
)thers resources
Interiews.
!os pro-ramas de IntelO Educaci:n son financiados por la 5undaci:n Intel y la Corporaci:n Intel.
Derechos reserados 67889, Corporaci:n Intel. $odos los derechos reserados. Intel, el lo-o de Intel, la iniciatia de Intel Educaci:n y el
1ro-rama Intel Educar son marcas re-istradas de Intel Corporation o de sus su"sidiarias en los Estados <nidos y otros pa+ses. P#tros nom"res
y marcas pueden ser reclamadas como la propiedad de terceras partes.
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