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This week our mission is to learn about nutrition in 6º of Primary.

First of all, children must watch a video at home, which explains the circulatory system, this means that they will see how the heart works and it is importance in our body. But also, they would learn about the different parts of this organ. While they are watching the video, they will have to answer some questions correctly to continue seeing it, and if not, they will have to review their notes to write it down correctly.

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This video contributes not only to the development of the linguistic intelligence our pupils have, because they will have to make an effort to understand what the video says and explains, its words and expressions, but also to the assimilation of contents.

The principal learning channels that our children will make use of are the visual one and the auditory. The first one because they will make use of their visual capacity to see the video, and the second to be able to understand and revise the contents of the lesson.

According to Bloom’s Taxonomy, in this activity we are working four levels: understand, because children must know what the video says. Also, they need to remember the concepts of the lesson that appears in the video. Finally, the questions during the video will evaluate the previous knowledges and og our students. Also, students, individually, will make a drawing at home of the human body that must represent all the different systems that appears in the nutrition lesson and also in the video they would have seen at home too, as we have said before, and show it to their partners in class next day. Making a drawing involves create, apply, understand and remember, according to Bloom’s Taxonomy. In addition, this activity means the development of visual, kinesthetic, intrapersonal and linguistic intelligences. The visual capacity will be the learning channel that students will use to do this activity

In class we will do three activities: a cross-word, an experiment and a comic.

1. CROSS- WORD

The first activity that children will do, is a crossword.They will do it in class in groups of three. With this activity they are developing the interpersonal intelligence because they are going to decide all together the best word to fill the gap. For this activity, children would have already read the lesson at home, to know in general all the concepts. This way, it‘s easier for pupils to assimilate the contents and apply them for their daily lives.

The activity will consist on reading some clues and complete it with the correct word, so they are going to improve their visual-espatial intelligence. They will have 15 minutes to do this activity. According to the levels of Bloom’s taxonomy, with this activity we are developing three levels. First, we will evaluate the concepts that our students have learnt. Moreover, we will see the words that they remember and if they understand the clues that we have given and relate them it with the word they know. The principal learning channel in this activity is the visual channel because they have read the clues, understand it and see the cross word analyse how many letters have each word.



This are the clues for doing it.

Across

7. Is the contraction that makes blood flow to the arteries

9. this carry blood away from the heart to other organs

10. blood from the veins enters the heart here

12. is the constant movement of blood through the blood vessels and around the body

13. elimination of waste substances from the blood

14. organ made up of muscles that works all the time to pump blood around the body

15. are the two spongy organs where the gas exchange takes place

19. during this process the lungs and the thoracic cavity expand

20. these two tubes carry urine from the kidneys to the bladder

21. stores the urine until it is expelled from the body

Down

1. are cells fragments that attach to the walls of blood vessels when you have a wound

2. this carry blood to the heart

3. is the only tissue in our body that is liquid that reaches all the cells in our body

4. is a liquid that our body secretes

5. blood leaves the heart from here and travels through arteries

6. our body uses respiration to obtain this

8. during this process the lungs and the thoracic cavity contract

11. urine is expelled through these tube

16. is the relaxation that makes blood enter the heart through the veins

17. this connect arteries to veins and circulate blood inside the organs

18. this are in the abdomen at both sides of the spinal column

2. EXPERIMENT We are going to do an experiment for explain the respiratory system. First of all, we need some materials to do it: a plastic bottle, scissors, three balloons, three straw insulating tape and a glove.

Explanation of the experiment

The respiratory system has two process: inhalation and exhalation

When we pull down the glove, the air pressure inside the bottle decreases whereas the volume of the bottle increases. this reduced pressure causes outside air to enter to the balloons. This process is called inhalation. When the glove came normal, the volume of the bottle increases. This increases pressure forces air out of the balloons. This process is called exhalation This explanation will be given by the teacher so children are going to learn by the auditory channel because they are going to hear what the teacher says and also the visual channel, because they are going to watch how the experiment works first and then they will practice as the example the teacher has showed. And finally, they will explain the experiment with their own words to demonstrate that they have understood it.



With this experiment children are going to develop some intelligences, as interpersonal, so they are going to do this activity in groups of five people and they will have to communicate each other. Also, they are going to develop the kinesthetic intelligence, because they are going to experiment how our lungs works. Moreover, the linguistic intelligence, because they are going to explain us their experiments in other way. Finally, they will improve their visual intelligence, as a result of watching the demonstration.

Regarding to the Bloom’s taxonomy in this activity, we are working some levels, like create, because they have to do the same experiment has the teacher with some materials. Furthermore, they must to understand the process that the teacher will evaluate by children’s explanations. Finally, they have to apply the concepts that they have learnt during this week.

3. CREATE A COMIC

The last activity consist on drawing a comic. With this activity we are going to evaluate if the students have learnt the parts of the heart and if they understand the lesson. In the comic, there are two that travel through the blood and explore the heart and his parts. (We have created this activity with [|www.pixton.com])

According to Bloom’s taxonomy, we will work four levels in this activity: create, because with this tool it’s possible to create a comic with the students; evaluate, because we are going to use the comic for evaluate if the students have understood the lesson. Apply, because for students is a chance to apply the new knowledges. And also remember, because is a way to check if they remember the lesson or if they have any doubt or problem.

With this activity we will work above all with the visual learning channel, because we only have to read and see the drawings.