In our project’s classroom the organization is
in a different way as in other subjects. In this subject, called Projects, the
students work in groups most of the time, so the tables are bigger enough to
place 4 students face to face.
1st Session: What is it in the
centre?
1.Activity of previous knowledge of the
contents: like a game they have to write the most words related to… (different
topics related to Greece). In groups
and with time countdown.
2.Activity introducing the Project: motivation
activity: short performance made with volunteers. The main character is going
to be Sophie of Samos, daughter of Aristarchus, the great astronomer. She is 12
year old greek girl living in Athens. Is 280 century B.C.
She heard his father arguing hard with other philosophers and scientists about
what is it in the Centre of the Universe… And she wants to know the truth.
2nd Session: Where is Athens?
3. Where is Athens?
Watch the video “introduction to the Greeks” and locate different geographical
important sites in a map (the country, the sea, the main polis, countries in
their sides…)
4. The Polis: how do they organize? They need
scaffolding with keywords with flashcards that they will construct, and read a
text about the City-States. After that they will make a mindmap with the words
in bold from the text (production scaffolding).
3rd session: Democracy
5. Democracy: who rule Athens?
They have to search hidden words related to Greek Society in a crossword, with
the words given in a WordLe (scaffolding).
6. After that introduction, we will have an
activity of an “Expert Groups” mixed with a role playing game based on the
society in Greece: citizen,
foreigner, women, slaves. We will discuss and give opinion about this social
organization.
7. Check what we have learned with a “Test
yourself” (hotpotatoes)
4th session: Peaceful people?
Conquerors? Traders?
8. More keywords to help the activity. We have
to read a text and create a mindmap, underlining the main words. The mindmap is
given, they have to fill the gaps (scaffolding).
9. Watch the trailer of the film: “The 300”.
Opinion about the difference between Sparta
and Athens,
and nowadays. We give them useful expressions and time to prepare themselves.
5th session: Science, Maths,
Philosophy…
10. WordLe with names of the most famous
Greeks. The have websites in moodle where they can find the dates and the facts
and build a Timeline online.
11. Astronomy. Another short performance acted
by the students. Aristarchus is watching the night sky. He can distinguish
between stars, planets, satellites… Aristarchus asks Sophie for help. He needs
to make a moon daily register (with a template)
We show the students a picture of a night sky.
They have to write a question about something of the Universe they want to
know. Search an image in the net and send the question as a task in moodle. (at
the end of the unit we speak about all this questions… how many of them can we
answer?)
6th session: Is the Earth or is the
Sun?
12. Aristarchus is in a trouble. Aristotle is
more famous than him. Everybody believes Aristotle’s ideas about astronomy, but
he thinks he’s wrong about what is it in the centre of the Universe… Short
performance again (in this case we imagine we are in Epidaurus Theatre, we have
the image in our digital board).
- Video showing a selected piece of the film
“Agora” where Hypatia discovers the ellipse in the Earth’s orbit.
13. Heliocentric versus Geocentric. Drawing
each theory and explain it with their own words. Search information on
internet.
14. Exercice: correct the sentences about the
two theories.
7th session: going deeper in the Solar
System knowledge (I)
15. Aristarchus is a hard working man. He never
give up. He is one of the first scientists in history…
What is it in the Solar System? Reading a text
and organize the ideas about what are the celestial bodies in the Solar System,
which are the inner planets, which the outer planets, which the dwarf planets,
the Kuiper belt, etc…
16. Organize all the main concepts in last
exercise in a mindmap with pictures of the website of NASA. The words used in
the mindmap are given in bold in the text. (scaffolding for production)
We revise the registers of the Moon.
8th session: going deeper in the Solar
System knowledge (II)
16. Video: “Spyboots the solar system”.
Activity 1-2-4. First individually every student takes a sheet and writes the
major number of words they can remember, of the song, related with the subject.
Listen again and check it with a partner. After that they put in common the
four members in the group (as a reception scaffolding activity)
17. We
increase our knowledge of the Solar System and all the celestial bodies in it.
Every group has to check the information of every planet, but is mixed! They have
to decide which sentence is for every planet. (webs helping in moodle). They
will need this information for the next activity.
9th , 10th, 11th
and 12th session: A Solar System in a rope!
18. How big is the Solar System? Can we imagine
the distances between the planets and the Sun? Let’s make an exercise
calculating the distances and diameters of the planets to scale.
To motivate the activity we watch the video in
youtube: “Solar System to scale”
19. Construct the Solar System to scale in the
Technology Workshop, with the correct tools, DM boards, painting them as they
are in real, and hanging them in a rope where the distances between them are
also to scale.
20. The evaluation is going to be with a Rubric
and between them.
13th – 14th session: Eppur si muove... And yet it moves!
21. Many centuries after Aristarchus and
Aristotle, Galileo Galilee has real problems with the authority when he tries
to explain his theories about the centre of the Universe… Aristotle won!
We want to demonstrate that the Earth spins
around itself in a rotation mode (program Celestia).
22. And why do we have the Seasons: cold winter
and hot summer. Make a drawing showing the sun rays impacting in different ways
in the different regions of the Earth and in different moments of the year.
The “Centre de Recursos Educatius” has a
resource, “The parallel Earth” that fits in this activity. Is a big planet
placed in the playground that shows perfectly how after some minutes, the Sun
heats more in Equador than in the Poles. Shows the seasons, day and night…
15th session: Let the gods help us!
This month Aristarchus can’t really develop his
theories because they have to go to Olimpia, to the Stadium, where the Olympic
Games are hold. It’s important to thank gods, have them happy and not angry
them.
Sophie’s favourite god is Athena, goddess of
wisdom (also warfare and handicrafts). Which is your favourite god? We have a
lot of them, you can choose!
23. Video about Greek Goods and activity where
they can name their favourite god and explain why.
24. The Olympic games are about to start!
Activity with key words comparing the ancient and the modern Olympic Games.
16th – 17th session:
Final Task, present failed… let’s think of the future!
Aristotle’s ideas prevail. He is a big
philosopher and scientist, but he is wrong with his Geocentric Theory, and
Sophie, a girl in a man’s world, has no chance to help her father.
She decide to keep all the knowledge in a “time
capsule” to preserve all the investigations.
25. With all the group we collect all the
activities made in this project and choose the bests to keep it for the future
in a box as a Time Capsule. Sophie wants to bury it in the most important place
in Greece: the Acropolis in Athens, in Parthenon
Temple, those with corintian
style in its columns, just under the sculpture of Laocoon and his sons…
They have to draw an unreal map, as a pirate
treasure map, using a design program, for the further generations to know where
is the time capsule.
26. And that’s all… really? Do we really know
what is in the centre of the Universe?... Final activity watching images from
“Hubble’s telescope” of the different galaxies.
27. “Planeta mòbil”: a resource from La Caixa.
They set an inflatable structure in our highschool where students can go in and
see a planetarium. It’s amazing!
19th session: Can you demonstrate
what do you have learnt?
28. Test to evaluate concepts and competences
achieved along this unit. They have to give the handout with all the tasks and
activities done.
When
we have the exams and handouts corrected, we give them and have a feedback in
another session.
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