Didactics of Science.
Task 3 - Applying didactic strategies
to the design of science activities.
Submitted by:
Laura Patricia Galván Reátegui
Camilo Andres Díaz
Universidad Nacional Abierta y a Distancia UNAD
B.A in Teaching
English as a Foreign Language
DIDACTICS OF SCIENCE
Group: 551033_29
Submitted to:
Edwin Andres Londoño
April 2021
INTRODUCTION
Throughout
the resource, important aspects about the vital functions of the human being
and parts of his body will be discussed. To do this, you will learn where all
parts of the body are located and the functions of some of them.
This
didactic sequence will be worked in a collaborative and participatory way. In
order for the work to be optimal, it is necessary to follow the guidelines and
orientations indicated in each activity, always bearing in mind the proposed
sources of information. The activity is designed for the student to learn and
interact with the parts of the human body and also recognize all the vocabulary
that it contains and learn to locate it in its correct place.
Contents:
PRESENTATION:
The teacher is in charge of the opening of the topic, making its due
explanation and giving the student the resources that he needs to execute the
lesson; it will facilitate the vocabulary, the concepts and the tools required
for his correct learning in the subject.
PRACTICE:
the teacher begins to provide the necessary material so that the student,
whoever appropriates the subject and begins to carry out their activities with
what he has already learned.
PRODUCTION:
Students will be the authors of their learning and will show what they have
learned during the course of the entire lesson.
EVALUATION:
How will you verify that the learning was acquired? This part of the lesson is
the one you will use as a tool to verify the complete understanding of the
lesson. In addition, during this stage student will be able to evaluate their
own learning process.
PRESENTATION
The
teacher starts the class by showing the students the objectives, the
performance indicators, giving an explanation of what you want to achieve with
this lesson and showing the subject to the students.
Objectives:
ü
To strengthen the learning of the parts of the
body and relate them to different activities carried out by the human being.
ü
To Name and identify the parts of a human’s
leather involved in each of the vital functions.
ü
To Identify each part of the body, its location,
name, pronunciation and the correct way to write it.
ü
To Know the most important parts of the body
that make up each device or system.
Indicators
of performance:
·
To identifies the vital functions that define a
living being and relates them to different activities that a person does.
·
To relates the apparatuses and systems of the
human body to the vital function in which its functioning is inscribed.
·
To Know the function of each part of the human
body.
·
To Identify, locate and function the main parts
of the body.
·
To Description of the parts of the human body.
Know the relationship between the different organs.
The
teacher shows the students a video as the beginning of the explanation of the
topic, where they can observe how the human body is divided and the parts that
make it up, in addition to this he gives them a guide where it contains all the
vocabulary with which they will work throughout the lesson.
https://www.youtube.com/watch?v=SqI-NMDeLa8
PRACTICE
The teacher will teach
students a song in which they can interact with body parts and practice what
they have learned in class.
https://www.youtube.com/watch?v=BwHMMZQGFoM
Following this practice
with the song, the teacher will make groups of two or three students and give
them an acrostic which will develop between them and the first group that does
it correctly will have an additional grade for the final exam.
PRODUCTION:
EVALUATION:
In
this process, everything learned will be evaluated, the student must relate the
parts of the body, but also must explain the function that each of these parts
fulfills, it seeks to promote the student to develop their skills through
cognitive theory, where the objective is for the student to investigate and
analyze through the processes related to their acquired knowledge and develop a
widely verbal thought and knowledge.
2. Read each activity carefully and
complete it.
3. Complete each sentence with the
sense of the body and the part of the body that conforms it.
REFERENCES
Enikő,
S. (2013). Didactic Teaching Strategies for Successful Learning.
Padi.psiedu.ubbcluj.ro. http://padi.psiedu.ubbcluj.ro/pedacta/article_3_2_5.pdf.
Hus, V., & Grmek, M. (2010).
Didactic strategies in early science teaching. Taylor & Francis. https://www.researchgate.net/publication/254249619_Didactic_strategies_in_early_science_teaching
Kennepohl, D. K. (2016). Teaching
Science Online: Practical Guidance for Effective Instruction and Lab Work: Vol.
First edition. Stylus Publishing. Situated Science Learning for Higher Level
Learning with Mobile Devices, 10 (156-167). Recuperado de https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1302143&lang=es&site=eds-live&scope=site
Knutsen, B., & Svendsen, B.
(2019). Science Teachers’ Teaching Strategies Towards High Achievers - a Case
Study. Education, 140(2), 59–79. Recuperado de https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=141261344&lang=es&site=eds-live&scope=site
Lamanauskas, V. (2011). Some Aspects
of Natural Science Literacy and Competence of Primary School Teachers.
Scientiasocialis.lt. http://www.scientiasocialis.lt/pec/node/files/pdf/vol36/5-9.Lamanauskas_Vol.36.pdf.
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