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Little architects.
Project for rebuilding our playground.
6th Grade.
Rubén Borreguero Ortíz.
Contents
 Block 2. The measure: stimation and calculation of magnitudes.
 Obtaining measurements usig tools and formal u...
Previous knowledge
 Area, perimeter and formulas.
 Space representation.
 Blueprints and sketches. Differences.
Learning objective.
To use the knowledge of
the previous topic in a
problematic situation.
Methodology
 Learning by doing.

 Teacher as a guide.
Class groups.

5 pupils

Group 1

5 pupils

Group 2

5 pupils

5 pupils

Group 3

Group 4
Materials.
1st Session.

Observation.

Stimation

The outline

• To observe the
playground.

• To stimate the
measure of the
playgrou...
2nd Session.
 Exact measure of the playground dimensions. (Area and perimeter)
 To draw a blueprint with the exact measu...
Handwritten blueprint.
The blueprint must be drawn
on a hundred to one scale.
Scale

1:100

1cm on paper =
100 cm or 1m on...
3rd Session
 We are going to explain how to use Microsoft Word to do a blueprint.
 They start their blueprint in class.
Blueprint made by computer tools.
The blueprint must be drawn
on a hundred to one scale.
Scale

1:100
4 Session.
 Presentation of their projects.
 Each component of the group will
vote for one of the projects. The
one they...
Assessment criteria
Structure and
shape of the
construction
1–2

They use a basic
shape for the
construction.

2-3

They p...
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Little architects. teaching unit

  1. 1. Little architects. Project for rebuilding our playground. 6th Grade. Rubén Borreguero Ortíz.
  2. 2. Contents  Block 2. The measure: stimation and calculation of magnitudes.  Obtaining measurements usig tools and formal units.  Stimation of lenghts and areas, choosing one of the most useful tools and units in each case.  Use of area units.  Block 3. Geometry.  Elemental representation of space.  Use of drawing tools and software.  Block 4. Data processing, random and probability  Collecting data using elementary observation techniques.
  3. 3. Previous knowledge  Area, perimeter and formulas.  Space representation.  Blueprints and sketches. Differences.
  4. 4. Learning objective. To use the knowledge of the previous topic in a problematic situation.
  5. 5. Methodology  Learning by doing.  Teacher as a guide.
  6. 6. Class groups. 5 pupils Group 1 5 pupils Group 2 5 pupils 5 pupils Group 3 Group 4
  7. 7. Materials.
  8. 8. 1st Session. Observation. Stimation The outline • To observe the playground. • To stimate the measure of the playground. • To draw down an outline of the playground. • DIN-A 3
  9. 9. 2nd Session.  Exact measure of the playground dimensions. (Area and perimeter)  To draw a blueprint with the exact measures of the playground. (DIN-A3)
  10. 10. Handwritten blueprint. The blueprint must be drawn on a hundred to one scale. Scale 1:100 1cm on paper = 100 cm or 1m on the floor
  11. 11. 3rd Session  We are going to explain how to use Microsoft Word to do a blueprint.  They start their blueprint in class.
  12. 12. Blueprint made by computer tools. The blueprint must be drawn on a hundred to one scale. Scale 1:100
  13. 13. 4 Session.  Presentation of their projects.  Each component of the group will vote for one of the projects. The one they like the most.  They have to convince their mates to choose their project.  They cannot vote their own group.
  14. 14. Assessment criteria Structure and shape of the construction 1–2 They use a basic shape for the construction. 2-3 They play with the different shapes of the construction. 4–5 They also build more than one floor. 5-6 They give the exact measures of everything. 6-7 Presentation Clear, funny, creative presentation Creativity They build many different rooms. 3-4 Measures 7-8 8 - 10 They make creative designs for the blueprint Voting

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