Shared by Sonia Rodríguez:
For the task 4 I have chosen a cross-curricular project that involves Art History, Geography, Science and Plastic and Visual Education.
It is aimed at
students of 2nd year of ESO, for the subject of Geography and History.
It consists in
the analysis of 16th and 17th century winter landscapes and the research about
their relationship to the Little Ice Age in Europe.
When studying Renaissance art, we see the first depictions
of landscapes, that will become very
popular during the baroque period. A specific type of landscape is the winter
landscape, especially popular in Dutch and Flemish paintings.
First, we analyse
the painting of Pieter Bruegel the Elder, “Hunters in the Snow”
(1565). Then we see other paintings
depicting this topic , which was a common one during this period.
After that, they
must find out what the weather is like in those places today, and the reason
for the Little Ice Age.
Finally, they
are asked to design their own 17th century style winter landscape drawing
with a short explanatory text. The drawings will be displayed in the
classrooom.
ACTIVITIES
û Find out what London
Frost Fairs were, and during what period they were held.
û Does the Thames river freeze nowadays? Find out what
the weather is like currently in London,
and if those fairs would be possible. What happened in that time, then?
û Explain what was the Little Ice Age, and
its causes.
û Would you like to experience that type of winter? Why?
û Now, MAKE YOUR OWN DRAWING DEPICTING A 17th CENTURY
WINTER LANDSCAPE WITH A SHORT TEXT explaining the image and summarising the causes
of that kind of weather in Europe.
OBJECTIVES
DRIVING
QUESTION: DO PHILOSPHY AND SCIENCE NEED EACH OTHER OR DO THEY LIVE APPART?
In
popular culture it is common to hear it said that science and philosophy are enemies.
The
project will consist in dismantling this myth, searching common points between both
subjects.
The
objective is that the students can see the historical connection, and the limit
of science is, precisely, philosophy, as well as to enhance their critical
thinking.
ACTIVITIES
Each
student could look for the biographies of those wise women and men who
developed their studies in both subjects, like Aristotle or Pythagoras, or
those who have also developed the philosophy of science, such as Descartes, Hume,
Popper or Kuhn.
The
teacher should assign a historical figure to each student or group of students,
and answer the questions:
-
What scientific achievements did this person make?
-
And his/her contributions in philosophy?
-
Is there a connection between both?
Finally, students should give their opinion if philosophy and science need each other.
MATERIALS
Here
some videos of each one, but student must search them.
Aristotle:
https://youtu.be/gTfnAYZXUww
Phythagoras:
https://youtu.be/HYulFhPtoAo
Descartes:
https://youtu.be/CAjWUrwvxs4
Hume: https://youtu.be/HS52H_CqZLE
Popper:
https://youtu.be/wf-sGqBsWv4
The cross-curricular
project BAROQUE CULTURE includes different activities related to some subjects:
History, Arts, English and Spanish Literature, Music or Physics. It intends to
deal with the cultural development experienced during the 17th and
first half of the 18th centuries, in
1. History&Arts.
From two well-know masterpieces from Velázquez and Bernini, students will consider the features of Baroque artistic style and that epoch.
They will research about the theme and the author of each art work. After that, they will focus on analyzing the technique used in the sculpture and the painting, respectively, and the historical context. All this information may be structured in three main parts (identification, analysis and classification) and displayed as an art guide, in the form of a poster.
2. English&Spanish Literature.
Shakespeare and Cervantes are two of the most famous
writers of all times. Students will have to write a short biography of
one of them, including the main events
of his life and his literary style
and basic works. Moreover, they will
choose a play by Shakespeare (for example, Hamlet)
or a novel by Cervantes (for instance, The
Quixote) and prepare an oral presentation (dealing with aspects such
as plot, characters, phrases, etc.).
3. Music.
The main representatives of Baroque music are Bach in Germany and Vivaldi in Italy. Students will have to compare the style of both great musicians through listening two of their best-known works. They will use recordings with the following two masterpieces and collect information in a summary table (themes, instruments, rhythm, etc.):
-Toccata and Fugue in D minor by Bach: https://youtu.be/nWI-fal7Oh8
-Spring (Four Seasons) by Vivaldi: https://youtu.be/3LiztfE1X7E
4. Physics.
Galileo and
- Galileo and his big idea: https://youtu.be/REUdlA44vuY
- In memory of Sir Isaac Newton: https://youtu.be/X09rtF7WMjI
THE FIRST CIRCUMNAVIGATION OF THE GLOBE
Shared by Ana Mayoral:
Subjects: History,
Spanish, mathematics, and physics.
In this project we are going to work on the first circumnavigation of the globe, on its fifth centenary.
In History we are going to explain the historical context.
In Spanish we are
going to analyse travel journals, especially those written during this trip. https://www.rutaelcano.com/bibliografia-durante
 |
In Mathematics
the calculations that led Magellan to calculate the circumference of the earth.
https://www.rutaelcano.com/matematicas-de-magallanes
At the end, we are going to hold an exhibition in the hall.
RESPECTING NATIONAL and INTERNATIONAL
Shared by Carolina Madrigal:
Subjects involved: History and religion.
-Objectives: encourage respectful
attitudes towards national and international heritage.
-Materials: textbook, articles such as
https://abcnews.go.com/International/wireStory/church-volunteer-admits-arson-attack-french-cathedral-71993183
-Activities: conversation in class about
the issue.
This activity is focused on
2nd grade. The aim is to teach culture trough these art styles.
The last
sections of the units 3 and 4 (‘The High Middle Ages and feudalism’ and ‘The
Late Middle Ages’) are suitable to teach culture connecting to community
or citizenship.
Regarding Romanesque and Gothic styles the
historical context in which these styles were produced is extremely important
and it is related to religion. So, religion is a good way to teach
culture, and we can compare it to other religions (and their art styles) spread
through Europe at the same time such as Islam.
The project
idea is based on the driving question (Why do these art styles attract
people nowadays?)and it could be connected to both community and citizenship
since respect towards national and international heritage
should be encouraged through this unit. We, as citizens should respect
heritage and we also need to understand heritage as a cultural feature of our
community.
Plus suggestion by Miryan Hernando:
On activity 1, I
suggest you this pieces of news…that’s still very alive in my mind
https://news.artnet.com/art-world/syria-isis-palmyra-restoration-1338257
Also, as you are
working in 2º ESO it could be directly linked with Reformation and the
iconoclasm issue.
This
cross-curricular activity has been designed looking for the cooperation between
the subjects of Maths and Art History.
First of all, the Maths teacher should do a lesson about The Golden Ratio, and, finally, we had to explain the importance of this Golden Ratio in Art.
Click here to get the lesson plan.
This is a group project to learn about one of the environmental
problems that may put the future of the planet at risk. It’s a cross-curricular
project with Biology and Geology.
What should your project have?
- MAKING. You are going to create two
related landscapes models:
-
One landscape affected
by the environmental problem.
-
That same
landscape unaffected by the environmental problem.
Your landscape model must have represented at least two species (plant and animal) which are affected by this environmental problem. Both have to be labelled with their scientific name.
You could create your landscape with modelling clay, plasticine or any other material you decide (paper, goma EVA…).
Each team member is going to create a part of the
landscape model and all of them WILL BE ASSESSMEBLED IN CLASS.
- WRITING. Your landscape must be
accompanied by a written work:
A flipbook where you explain the following
points on each of its pages.
- Definition: What is this
environmental problem.
- Causes: How human beings
use the natural environment to create this problem.
- Consequences: what are the effects
of this misuse that human beings make of the natural environment. Also, you have to name at least two species (plant and animal)
which are affected by this environmental problem. Find the species, the
scientific name, main characteristics of the group and why it is affected by
the problematic.
- Solutions: What can we do
to stop this problem.
- Location: On a physical world
map, mark the main places where this problem occurs.
- SPEAKING. You have to do an oral
presentation where you will show all you have done to the class!!!!
- Explain the materials you have used.
- What is the
environmental problem it represents.
- Causes, consequences and solutions of this problem.
A BOOKLET OF
NAVALUENGA (ÁVILA)
OBJECTIVES
·
To know more things about the place where students
live in order to value and protect it.
·
To make a cross-curricular project involving different
subjects.
·
To learn how to select and organize information.
RESOURCES
·
https://www.terranostrum.es/turismo/un-paseo-por-navaluenga
In
this activity, the students are going to design a booklet about their villages
or towns. In this case, about the
village of Navaluenga, located in the province of Ávila. It is a
cross-curricular activity that involves other departments. It might be done by
students of 3rd and 4th ESO.
It consists to elaborate a touristic
booklet about Navaluenga and its natural environment. The booklet must include
the following items:
·
A front page.
·
A brief presentation about the village of Navaluenga
(location, population, interest places…).
·
The History of Navaluenga.
·
The natural environment (including fauna and flora).
·
The most relevant monuments.
·
Leisure activities and lodging.
These
items will be developed involving the others departments:
·
The presentation involving the English department.
·
The History of Navaluenga involving the Geography and
History department.
·
The natural environment involving the Biology and
Geology department.
·
The most relevant monuments involving the Geography and
History department.
·
Leisure activities and lodging involving the English
department.
The
students would be free to design the booklet, but I think that the most useful
way is to design a leaflet, and I
propose them the following organization.
They
will work by groups (3-5 students, depending of the size of the class).
Front page (1st page)
In
the front page they must include the name of the village (using a flashing type
of letter), and the most representative image of Navaluenga (for example the
Romanesque Bridge). But, they can choose other image they like it.
Presentation (2nd page)
In the presentation the students must
include the following information:
·
The name of the village.
·
The location.
·
Number of inhabitants.
·
Population density.
·
Climate.
The
can include an image to illustrate the presentation (for example a map, a plan,
a panoramic view, etc.).
The History of Navaluenga (3rd page)
Including representative photos which
illustrate the History of the village.
The natural environment (4th page)
In this page, they must include
information about the climate and the situation of Navaluenga, and a
description of the main species of flora and fauna that we can find. It would
be very interesting to illustrate it with at least two images of the most representative
plant (for example pine trees) and the most representative animal (for example,
the vulture).
The most relevant monuments (5th page)
They must include a list of the
monuments that the tourists can visit in Navaluenga, and a little description
of each one:
·
The
Romanesque Bridge.
·
The church of Nuesta
Señora de los Villares.
·
The
Cross of the Cerrillo de San Marcos (in the church’s garden).
·
Potro de Herrar.
·
The
Medieval Necropolis of Fuenteávila.
·
The
three Hermitages:
o
Hermitage of Nuestra Señora de la Merced.
o
Hermitage
of San Isidro.
o
Hermitage
of Virgen del Espino.
Leisure activities and lodging (6th page)
They
must include a list of the leisure activities that the tourist can do in
Navaluenga: paintball, golf, kayaking, etc.
But,
the most important part would be about hiking
and the information about the most important routes.
At
the end the can include a little list about the lodging and the restaurants and
bars.
Presentation and distribution
When
the booklet will be finish, the make a little oral presentation about their
work. Then, we will print copies and they will distribute them all over the
institute.
ASSESSMENT AND RUBRIC
__________________________________________________________
March 4th is Word Obesity Day: @WorldObesityDay
Are your students aware of the new health score system? The new EU labeling system of food which will be voluntarily added to the packing by the producers.
But what happens with olive oil or Spanish jam among others which are part of the Mediterranean diet ?
Spanish calls for Nutri-Score to make exceptions for olive oil and jamón ibérico
Nutri-Score is butting heads with Mediteranean diets, as Spain’s ministry of consumer affairs calls for olive oil to be left out of the front-of-pack labeling system. It argues that the current algorithm does not reflect the oil’s nutrition benefits.
Additionally, an Iberian pork association is calling for Nutri-Score to make an exception for jamón ibérico.
“Nutri-Score isn’t fair as it doesn’t take into account all the nutrients in our products – just the proteins.
However, there are also vitamins and minerals that are essential nutrients,” a spokesperson for the Iberian Pig Interprofessional Association (ASICI) tells NutritionInsight. The association notes that including Iberian pork in the Nutri-Score framework could put a brake on consumption. External markets – where consumers are not as informed about Iberian products – could be particularly high risk.
Government appeals
In a Congress appearance last June, Alberto Garzón, the
Spanish minister of consumer affairs, explained that the
country adopted the Nutri-Score system due to the level of
backing from scientists and nutrition specialists. It also has
good support from consumer associations in both Spain and
on a European level
At the time, Garzón acknowledged that while no existing
labeling system is perfect, there is the greatest positive
consensus around Nutri-Score
Currently, Nutri-Score awards foods a rating out of five colors and letters using an algorithm that takes elements like energy value, sugar, saturated fats, salts, fiber, protein and vegetables into account.
Olive oil algorithm
Olive oil’s rating is a middling “C” accompanied by a yellow color, which is on par with other oils such as rapeseed oil.
However, the Spanish Agency for Food Safety and Nutrition (AESAN) is now providing evidence to the NutriScore Scientific Committee to help improve the rating of the oil in the algorithm.
The ministry of consumer affairs emphasizes that olive oil is an essential part of the Mediterranean diet, which
is generally characterized by a high intake of unsaturated fats, fruits, vegetables, legumes and grains and a
low intake of red meat and dairy.
The diet is associated with a host of health benefits, including reduced diabetes risk, heart health, liver health
and fighting cognitive decline. However, a study early this week found that a low-fat vegan diet is more
effective in producing weight loss than a Mediterranean diet.
International impacts
According to the Spanish ministry of consumer affairs,
France, Germany and the Netherlands, which have already
implemented the Nutri-Score, have shown Spain that they
support olive oil leaving this labeling system.
The ministry’s objective is that, ultimately, none of the countries adhering to the system will force Spanish oil producers to implement the labeling on their containers. At present, front-of-pack labeling is voluntary in Europe. No country can force producers to provide this information on the front of the containers, although some distribution companies have begun to require it. Nonetheless, the intention of the European Commission is to move toward common and mandatory labeling throughout the EU by 2022. Last year, food industry giants, including Nestlé and Danone, joined a coalition calling for Nutri-Score to become the mandatory front-of-pack nutrition labeling system across the EU.
Nestlé uses Nutri-Score on its products in several countries, including Austria, Belgium, France, Germany and Switzerland.
Industry support The Spanish Olive Oil Interprofessional – which represents 400,000 olive growers, 1,755 oil mills, 1,500 bottlers and 22 refineries – has come out in strong support of the ministry’s actions.
The organization says that this should be a “first step” in ensuring that any nutritional labeling system correctly assesses olive oils’ contribution to a balanced diet. “It is fundamental that any labeling system should reflect the scientific evidence that researchers have provided over the last few decades on olive oil’s health benefits,” says Pedro Barato, the president of the Spanish Olive Oil Interprofessional. “That is why it is so important that Nutri-Score re-evaluates the ‘grade’ that olive oils receive.”
This is not the first time that industry has taken issue with front-of-pack labeling systems. In September, Copa and Cogeca – which represents European farmers and agri-cooperatives – argued that color-coded systems “stigmatize” highly nutritious products and often promote unhealthy options. The previous month, the German Sugar Industry Association said that Nutri-Score reflects “false facts” and misleads consumers.
Source: nutritionsight.com
More news to work in your class:
Spain's Iberian pork producers see red over traffic-light labelling | Spain | The Guardian
Spain's Ham Producers Want Product Excluded from EU Health Label (euroweeklynews.com)
WWI and THE EUROPE OF THE 20's and 30's
- For
example, a text about the first world war of Erich María Remarque (author of "No news on the
front") to accompany "La Fuente" by Marcel Duchamp. To
demonstrate the nonsense of war.
- A text
from Kafka's "The
Metamorphosis" to go to "The Great Blue Horses" by
"Der Blaue Reiter". To demonstrate the Expressionist Movement in
Literature.
- A text
of "The Futuristic
Manifesto" next to "The city rises" of Boccioni. To
demonstrate the Futuristic ideas.
- A text
of "Goodbye to Berlin"
by Christopher Isherwood next to "Deutchland über alles"
by Kurt Tucholsky. To show the daily life in Berlin during the rising of
Nazism.
- A text
by Stephan Zweig about
life in Imperial Vienna to accompany "The Kiss" by Gustav Klimt.
- "The Fountain" by Marcel Duchamp,
related to the big massacre in the WWI.
- "The Great Blue Horses" by "Der
Blaue Reitter", related to the raising of Nazism and the Crack of
1929 and its repercussions in Europe.
- "The City rises" by Boccioni, related to the raising of Italian Fascism.
- "Deustchland über alles" by Kurt
Tucholsky, related to the Weimar Republic and the hyperinflation.
- "The Kiss" by Gustav Klimt related to
the fall of the Austro – Hungarian Empire after 1918.
FRENCH, ARTS, SPANISH AND SOCIAL SCIENCES
BIOLOGY AND SOCIAL SCIENCES
Shared by César Martínez
CONTENIDOS
|
CRITERIOS
DE EVALUACIÓN
|
ESTÁNDARES
DE APRENDIZAJE EVALUABLES
|
|
Biology
and Geology
|
Ecosistema: componentes. Factores abióticos y bióticos en los
ecosistemas. Estructura trófica del ecosistema. Cadenas, redes y pirámides
tróficas. Ecosistemas acuáticos. Ecosistemas terrestres.
Ecosistemas: bosque caducifolio (hayedos y robledales), bosque
perennifolio (pinares, encinares y sabinares), bosque de ribera y humedales
|
1. Diferenciar los
distintos componentes de un ecosistema.
2. Identificar en un
ecosistema los factores desencadenantes de desequilibrios y establecer
estrategias para restablecer el equilibrio del mismo
3. Reconocer y
difundir acciones que favorecen la conservación del medio ambiente.
|
Identifica los distintos
componentes de un ecosistema.
Reconoce y enumera los
factores desencadenantes de desequilibrios en un ecosistema.
Selecciona acciones que
previenen la destrucción del medioambiente.
|
Geography
and History
|
Los climas en la Tierra
Los medios naturales del mundo.
Distribución geográfica de los
medios naturales.
Los medios
naturales de climas cálidos: La selva, el bosque tropical, la sabana y el
desierto cálido.
Los medios
naturales de climas templados: el bosque y el matorral mediterráneo, el
bosque de tipo chino, el bosque caducifolio y el bosque de coníferas.
Los medios
naturales de climas fríos: la tundra. Los hielos perpetuos y la alta montaña.
Los medios
naturales y el ser humano. Los problemas medioambientales y la protección de
los medios naturales.
|
1.
Localizar en el globo
terráqueo las grandes zonas climáticas e identificar sus características.
2. Localizar espacialmente los diferentes medios
naturales del planeta.
3. Diferenciar los distintos medios naturales de la
Tierra atendiendo principalmente a su clima, suelo, vegetación y fauna.
4. Mostrar una actitud positiva ante la conservación
de los espacios naturales y rechazar cualquier agresión a los mismos.
5. Elaborar y/o analizar mapas, imágenes y textos
relacionados con el contenido de la unidad.
6.
Conocer,
comparar y describir los grandes conjuntos bioclimáticos que conforman el
espacio biogeográfico europeo.
7.
Expresarse
correctamente en presentaciones orales y escritas utilizando el vocabulario
de área.
|
Elabora climogramas y mapas que sitúen los climas del mundo.
Localiza y describe las zonas climáticas en el
planeta e identifica sus características.
Elabora un
climograma
Identifica
los factores de un clima.
Enumera los
climas de la Tierra.
Distingue,
describe y compara los climas de la Tierra.
Localiza en
un mapamundi los climas de la Tierra.
Presenta
información a sus compañeros oralmente y por escrito.
Localiza en
un mapa los grandes espacios bioclimáticos de Europa.
Explica las
características de los climas mundiales.
|
MATHS AND SOCIAL SCIENCES
This is an interesting article about cross curricular topics related to Maths. The sentences I have coloured red should be engraved in every Bilingual Section Project and uttered before any new teacher coming to the school.
More teachers are now seeing the virtues of cross-curricular lessons and there are so many historical events and technological and scientific breakthroughs that can be linked to mathematics, which gives more context and relevance to the subject.
I first stumbled across the concept of introducing other subjects into mathematics when I was organising the annual Mathematical Association (MA) conference in Newcastle upon Tyne in 1991. We put on an exhibition about the mathematical tradition in the north of England, which included a display of work by William Emerson, the 18th century mathematician who wrote about the mathematics of sundials.
I soon realised this was an incredibly rich topic to incorporate into the classroom; getting pupils to construct a sundial to help them grasp how geometry was used during a particular period in history. As well as highlighting ancient uses of mathematics, teaching about sundials opened up an opportunity to discuss geographical concepts such as longitude and latitude, as well as scientific lessons on the rotation of the Earth.
These themed lessons were uncommon a couple of decades ago and very few teachers I worked with chose to adopt this cross-curricular approach. Outside school however, among my peers at the MA and the British Society for the History of Mathematics, these ideas were gaining momentum and I picked up plenty of lesson ideas that I could implement in my secondary school classes.
It has always been important for me to make my classes lively and relevant – I drew on subjects that interested me and that I could present in an enthusiastic and knowledgeable way. When training PGCE mathematics teachers, I advise them to explore their interests and the exciting applications that these subjects may have in the classroom.
As long as teachers are explaining the fundamental of mathematics, I see cross-curricular lessons as an enrichment of mathematics. It is also worth taking a more unorthodox approach to lessons in order to engage pupils who have had no previous interest in mathematics.
In terms of the subjects that crossover well with mathematics, the sciences are a clear example. The STEM initiative, which works to promote science, technology, engineering and mathematics, is now playing a big role in education and it is important that pupils understand how these subjects link together.
Drawing on the engineering theme, I have taught lessons about the mathematics that the engineer Isambard Kingdom Brunel applied when designing the Clifton Suspension Bridge in Bristol. I showed pupils copies of his calculations book which included Pythagoras theorem examples, simultaneous equations used to calculate distances and even examples of corrections Brunel had made. These illustrations motivated students to work with equations and calculate the area using the dimensions provided. To capture the pupils' imagination further, I would present to the class in period costume, dressed up as Brunel, which of course drew funny looks from teachers and pupils at first.
There will always be pupils who remain interested in mathematics regardless of the style of lesson but cross-curricular lessons come into their own when sparking interest from children who have struggled. Not every lesson will hit the mark, so collecting feedback from my pupils was a valuable exercise. I would ask them to submit feedback forms explaining which lessons they enjoyed, if the homework was too hard or too easy and any improvements I needed to make.
Inspirations for cross-curricular lessons can come from anywhere, for example landmark anniversaries. A few years ago, on the 200th anniversary of the Battle of Trafalgar, I set my pupils the task of writing a battle report for King George III in 1805 using the actual mathematical data that was available. The pupils used statistics to compare sets of data such as the fleet size of Britain, France and Spain, the number of men on each ship and the comparable firepower on board. Analysing the data, the children wrote up their reports as an imaginary adviser to the king explaining the chances of success.
Examples like this bring mathematics to life and while it is ideal to combine other topics covered in the syllabus, it isn't essential. It is more important that the practical examples show pupils how to apply certain mathematical practices rather than just memorising them. I found that this shortened the actual time I needed to spend with them on textbook examples and also helped improve their general knowledge and cultural reference.
My advice to teachers is to remain focused on your professional development. Creating innovative lessons with relevant demonstrations will give you a better chance of keeping the class motivated and raising their aspirations.
Peter Ransom works as an education consultant and part-time lecturer at Bath Spa University and is the president designate of The Mathematical Association. He has 30 years of teaching experience and will be speaking on cross-curricular mathematics at the MA annual conference in April 2013.
Source: https://www.theguardian.com/teacher-network/teacher-blog/2012/nov/15/mathematics-crosscurricular-appeal
THE BALMIS EXPEDITION
The government has called the confinement against the corona virus "Operación Balmis" . It was a History teacher who told me about this doctor and the Spanish health expedition against smallpox in 1803 promoted by the king Carlos IV.
I was amazed by this deed -I hadn't heard about it before- and as in every textbook of English there's a lesson, or an article, reading or video about English explorers, we decided to design a joint lesson about this expedition instead.
The students made the research, prepared the presentations, posters, maps of the route... and asked the Science teacher for scientific background.
I think that sadly, this is a great opportunity to know who Dr. Balmis in any school year, but especially in those dealing with this period is part of the curriculum.
Recently there has been a review of the role played by Isabel de Cendala, director and nurse of the orphanage in Coruña, where the children came from.
Finally, I cannot help to comment on the irony of the Operación Balmis name, just the contrary of the purpose of the expedition itself. This compare and contrast situation can also be a good activity for the English class. How do you get on with your colleagues teaching this subject?
Resources:
- Article: https://www.outono.net/elentir/2020/03/17/balmis-expedition-the-spanish-feat-that-saved-millions-of-lives-in-america-philippines-and-china/
-http://www.balmis.org/
There's also a recent Spanish film called 22 Ángeles:
https://www.youtube.com/watch?v=coOsN7e0kS8
and many novels about it: Ángeles Custodios de Almudena de Artiaga , Los niños de la viruela de Javier Moro, Los hijos del cielo de Luis Miguel Ariza.
Shared by Miriam Hernando:
I was in Naples during our great bank holyday and...I discovered this great exhibtion at the Archeological museum.
WWI and THE EUROPE OF THE 20's and 30's
- For
example, a text about the first world war of Erich María Remarque (author of "No news on the
front") to accompany "La Fuente" by Marcel Duchamp. To
demonstrate the nonsense of war.
- A text
from Kafka's "The
Metamorphosis" to go to "The Great Blue Horses" by
"Der Blaue Reiter". To demonstrate the Expressionist Movement in
Literature.
- A text
of "The Futuristic
Manifesto" next to "The city rises" of Boccioni. To
demonstrate the Futuristic ideas.
- A text
of "Goodbye to Berlin"
by Christopher Isherwood next to "Deutchland über alles"
by Kurt Tucholsky. To show the daily life in Berlin during the rising of
Nazism.
- A text
by Stephan Zweig about
life in Imperial Vienna to accompany "The Kiss" by Gustav Klimt.
- "The Fountain" by Marcel Duchamp,
related to the big massacre in the WWI.
- "The Great Blue Horses" by "Der
Blaue Reitter", related to the raising of Nazism and the Crack of
1929 and its repercussions in Europe.
- "The City rises" by Boccioni, related to the raising of Italian Fascism.
- "Deustchland über alles" by Kurt
Tucholsky, related to the Weimar Republic and the hyperinflation.
- "The Kiss" by Gustav Klimt related to
the fall of the Austro – Hungarian Empire after 1918.
FRENCH, ARTS, SPANISH AND SOCIAL SCIENCES
BIOLOGY AND SOCIAL SCIENCES
Shared by César Martínez
CONTENIDOS
|
CRITERIOS
DE EVALUACIÓN
|
ESTÁNDARES
DE APRENDIZAJE EVALUABLES
|
|
Biology
and Geology
|
Ecosistema: componentes. Factores abióticos y bióticos en los
ecosistemas. Estructura trófica del ecosistema. Cadenas, redes y pirámides
tróficas. Ecosistemas acuáticos. Ecosistemas terrestres.
Ecosistemas: bosque caducifolio (hayedos y robledales), bosque
perennifolio (pinares, encinares y sabinares), bosque de ribera y humedales
|
1. Diferenciar los
distintos componentes de un ecosistema.
2. Identificar en un
ecosistema los factores desencadenantes de desequilibrios y establecer
estrategias para restablecer el equilibrio del mismo
3. Reconocer y
difundir acciones que favorecen la conservación del medio ambiente.
|
Identifica los distintos
componentes de un ecosistema.
Reconoce y enumera los
factores desencadenantes de desequilibrios en un ecosistema.
Selecciona acciones que
previenen la destrucción del medioambiente.
|
Geography
and History
|
Los climas en la Tierra
Los medios naturales del mundo.
Distribución geográfica de los
medios naturales.
Los medios
naturales de climas cálidos: La selva, el bosque tropical, la sabana y el
desierto cálido.
Los medios
naturales de climas templados: el bosque y el matorral mediterráneo, el
bosque de tipo chino, el bosque caducifolio y el bosque de coníferas.
Los medios
naturales de climas fríos: la tundra. Los hielos perpetuos y la alta montaña.
Los medios
naturales y el ser humano. Los problemas medioambientales y la protección de
los medios naturales.
|
1.
Localizar en el globo
terráqueo las grandes zonas climáticas e identificar sus características.
2. Localizar espacialmente los diferentes medios
naturales del planeta.
3. Diferenciar los distintos medios naturales de la
Tierra atendiendo principalmente a su clima, suelo, vegetación y fauna.
4. Mostrar una actitud positiva ante la conservación
de los espacios naturales y rechazar cualquier agresión a los mismos.
5. Elaborar y/o analizar mapas, imágenes y textos
relacionados con el contenido de la unidad.
6.
Conocer,
comparar y describir los grandes conjuntos bioclimáticos que conforman el
espacio biogeográfico europeo.
7.
Expresarse
correctamente en presentaciones orales y escritas utilizando el vocabulario
de área.
|
Elabora climogramas y mapas que sitúen los climas del mundo.
Localiza y describe las zonas climáticas en el
planeta e identifica sus características.
Elabora un
climograma
Identifica
los factores de un clima.
Enumera los
climas de la Tierra.
Distingue,
describe y compara los climas de la Tierra.
Localiza en
un mapamundi los climas de la Tierra.
Presenta
información a sus compañeros oralmente y por escrito.
Localiza en
un mapa los grandes espacios bioclimáticos de Europa.
Explica las
características de los climas mundiales.
|
MATHS AND SOCIAL SCIENCES
This is an interesting article about cross curricular topics related to Maths. The sentences I have coloured red should be engraved in every Bilingual Section Project and uttered before any new teacher coming to the school.More teachers are now seeing the virtues of cross-curricular lessons and there are so many historical events and technological and scientific breakthroughs that can be linked to mathematics, which gives more context and relevance to the subject.
I first stumbled across the concept of introducing other subjects into mathematics when I was organising the annual Mathematical Association (MA) conference in Newcastle upon Tyne in 1991. We put on an exhibition about the mathematical tradition in the north of England, which included a display of work by William Emerson, the 18th century mathematician who wrote about the mathematics of sundials.
I soon realised this was an incredibly rich topic to incorporate into the classroom; getting pupils to construct a sundial to help them grasp how geometry was used during a particular period in history. As well as highlighting ancient uses of mathematics, teaching about sundials opened up an opportunity to discuss geographical concepts such as longitude and latitude, as well as scientific lessons on the rotation of the Earth.
These themed lessons were uncommon a couple of decades ago and very few teachers I worked with chose to adopt this cross-curricular approach. Outside school however, among my peers at the MA and the British Society for the History of Mathematics, these ideas were gaining momentum and I picked up plenty of lesson ideas that I could implement in my secondary school classes.
It has always been important for me to make my classes lively and relevant – I drew on subjects that interested me and that I could present in an enthusiastic and knowledgeable way. When training PGCE mathematics teachers, I advise them to explore their interests and the exciting applications that these subjects may have in the classroom.
As long as teachers are explaining the fundamental of mathematics, I see cross-curricular lessons as an enrichment of mathematics. It is also worth taking a more unorthodox approach to lessons in order to engage pupils who have had no previous interest in mathematics.
In terms of the subjects that crossover well with mathematics, the sciences are a clear example. The STEM initiative, which works to promote science, technology, engineering and mathematics, is now playing a big role in education and it is important that pupils understand how these subjects link together.
Drawing on the engineering theme, I have taught lessons about the mathematics that the engineer Isambard Kingdom Brunel applied when designing the Clifton Suspension Bridge in Bristol. I showed pupils copies of his calculations book which included Pythagoras theorem examples, simultaneous equations used to calculate distances and even examples of corrections Brunel had made. These illustrations motivated students to work with equations and calculate the area using the dimensions provided. To capture the pupils' imagination further, I would present to the class in period costume, dressed up as Brunel, which of course drew funny looks from teachers and pupils at first.
There will always be pupils who remain interested in mathematics regardless of the style of lesson but cross-curricular lessons come into their own when sparking interest from children who have struggled. Not every lesson will hit the mark, so collecting feedback from my pupils was a valuable exercise. I would ask them to submit feedback forms explaining which lessons they enjoyed, if the homework was too hard or too easy and any improvements I needed to make.
Inspirations for cross-curricular lessons can come from anywhere, for example landmark anniversaries. A few years ago, on the 200th anniversary of the Battle of Trafalgar, I set my pupils the task of writing a battle report for King George III in 1805 using the actual mathematical data that was available. The pupils used statistics to compare sets of data such as the fleet size of Britain, France and Spain, the number of men on each ship and the comparable firepower on board. Analysing the data, the children wrote up their reports as an imaginary adviser to the king explaining the chances of success.
Examples like this bring mathematics to life and while it is ideal to combine other topics covered in the syllabus, it isn't essential. It is more important that the practical examples show pupils how to apply certain mathematical practices rather than just memorising them. I found that this shortened the actual time I needed to spend with them on textbook examples and also helped improve their general knowledge and cultural reference.
My advice to teachers is to remain focused on your professional development. Creating innovative lessons with relevant demonstrations will give you a better chance of keeping the class motivated and raising their aspirations.
Peter Ransom works as an education consultant and part-time lecturer at Bath Spa University and is the president designate of The Mathematical Association. He has 30 years of teaching experience and will be speaking on cross-curricular mathematics at the MA annual conference in April 2013.
Source: https://www.theguardian.com/teacher-network/teacher-blog/2012/nov/15/mathematics-crosscurricular-appeal
THE BALMIS EXPEDITION
The government has called the confinement against the corona virus "Operación Balmis" . It was a History teacher who told me about this doctor and the Spanish health expedition against smallpox in 1803 promoted by the king Carlos IV.
I was amazed by this deed -I hadn't heard about it before- and as in every textbook of English there's a lesson, or an article, reading or video about English explorers, we decided to design a joint lesson about this expedition instead.
The students made the research, prepared the presentations, posters, maps of the route... and asked the Science teacher for scientific background.
I think that sadly, this is a great opportunity to know who Dr. Balmis in any school year, but especially in those dealing with this period is part of the curriculum.
Recently there has been a review of the role played by Isabel de Cendala, director and nurse of the orphanage in Coruña, where the children came from.
Finally, I cannot help to comment on the irony of the Operación Balmis name, just the contrary of the purpose of the expedition itself. This compare and contrast situation can also be a good activity for the English class. How do you get on with your colleagues teaching this subject?
Resources:
- Article: https://www.outono.net/elentir/2020/03/17/balmis-expedition-the-spanish-feat-that-saved-millions-of-lives-in-america-philippines-and-china/
-http://www.balmis.org/
There's also a recent Spanish film called 22 Ángeles:
https://www.youtube.com/watch?v=coOsN7e0kS8
and many novels about it: Ángeles Custodios de Almudena de Artiaga , Los niños de la viruela de Javier Moro, Los hijos del cielo de Luis Miguel Ariza.
Shared by Miriam Hernando:
I was in Naples during our great bank holyday and...I discovered this great exhibtion at the Archeological museum.
WWI and THE EUROPE OF THE 20's and 30's
- For
example, a text about the first world war of Erich María Remarque (author of "No news on the
front") to accompany "La Fuente" by Marcel Duchamp. To
demonstrate the nonsense of war.
- A text
from Kafka's "The
Metamorphosis" to go to "The Great Blue Horses" by
"Der Blaue Reiter". To demonstrate the Expressionist Movement in
Literature.
- A text
of "The Futuristic
Manifesto" next to "The city rises" of Boccioni. To
demonstrate the Futuristic ideas.
- A text
of "Goodbye to Berlin"
by Christopher Isherwood next to "Deutchland über alles"
by Kurt Tucholsky. To show the daily life in Berlin during the rising of
Nazism.
- A text
by Stephan Zweig about
life in Imperial Vienna to accompany "The Kiss" by Gustav Klimt.
- "The Fountain" by Marcel Duchamp,
related to the big massacre in the WWI.
- "The Great Blue Horses" by "Der
Blaue Reitter", related to the raising of Nazism and the Crack of
1929 and its repercussions in Europe.
- "The City rises" by Boccioni, related to the raising of Italian Fascism.
- "Deustchland über alles" by Kurt
Tucholsky, related to the Weimar Republic and the hyperinflation.
- "The Kiss" by Gustav Klimt related to
the fall of the Austro – Hungarian Empire after 1918.
FRENCH, ARTS, SPANISH AND SOCIAL SCIENCES
BIOLOGY AND SOCIAL SCIENCES
Shared by César Martínez
CONTENIDOS
|
CRITERIOS
DE EVALUACIÓN
|
ESTÁNDARES
DE APRENDIZAJE EVALUABLES
|
|
Biology
and Geology
|
Ecosistema: componentes. Factores abióticos y bióticos en los
ecosistemas. Estructura trófica del ecosistema. Cadenas, redes y pirámides
tróficas. Ecosistemas acuáticos. Ecosistemas terrestres.
Ecosistemas: bosque caducifolio (hayedos y robledales), bosque
perennifolio (pinares, encinares y sabinares), bosque de ribera y humedales
|
1. Diferenciar los
distintos componentes de un ecosistema.
2. Identificar en un
ecosistema los factores desencadenantes de desequilibrios y establecer
estrategias para restablecer el equilibrio del mismo
3. Reconocer y
difundir acciones que favorecen la conservación del medio ambiente.
|
Identifica los distintos
componentes de un ecosistema.
Reconoce y enumera los
factores desencadenantes de desequilibrios en un ecosistema.
Selecciona acciones que
previenen la destrucción del medioambiente.
|
Geography
and History
|
Los climas en la Tierra
Los medios naturales del mundo.
Distribución geográfica de los
medios naturales.
Los medios
naturales de climas cálidos: La selva, el bosque tropical, la sabana y el
desierto cálido.
Los medios
naturales de climas templados: el bosque y el matorral mediterráneo, el
bosque de tipo chino, el bosque caducifolio y el bosque de coníferas.
Los medios
naturales de climas fríos: la tundra. Los hielos perpetuos y la alta montaña.
Los medios
naturales y el ser humano. Los problemas medioambientales y la protección de
los medios naturales.
|
1.
Localizar en el globo
terráqueo las grandes zonas climáticas e identificar sus características.
2. Localizar espacialmente los diferentes medios
naturales del planeta.
3. Diferenciar los distintos medios naturales de la
Tierra atendiendo principalmente a su clima, suelo, vegetación y fauna.
4. Mostrar una actitud positiva ante la conservación
de los espacios naturales y rechazar cualquier agresión a los mismos.
5. Elaborar y/o analizar mapas, imágenes y textos
relacionados con el contenido de la unidad.
6.
Conocer,
comparar y describir los grandes conjuntos bioclimáticos que conforman el
espacio biogeográfico europeo.
7.
Expresarse
correctamente en presentaciones orales y escritas utilizando el vocabulario
de área.
|
Elabora climogramas y mapas que sitúen los climas del mundo.
Localiza y describe las zonas climáticas en el
planeta e identifica sus características.
Elabora un
climograma
Identifica
los factores de un clima.
Enumera los
climas de la Tierra.
Distingue,
describe y compara los climas de la Tierra.
Localiza en
un mapamundi los climas de la Tierra.
Presenta
información a sus compañeros oralmente y por escrito.
Localiza en
un mapa los grandes espacios bioclimáticos de Europa.
Explica las
características de los climas mundiales.
|
MATHS AND SOCIAL SCIENCES
This is an interesting article about cross curricular topics related to Maths. The sentences I have coloured red should be engraved in every Bilingual Section Project and uttered before any new teacher coming to the school.More teachers are now seeing the virtues of cross-curricular lessons and there are so many historical events and technological and scientific breakthroughs that can be linked to mathematics, which gives more context and relevance to the subject.
I first stumbled across the concept of introducing other subjects into mathematics when I was organising the annual Mathematical Association (MA) conference in Newcastle upon Tyne in 1991. We put on an exhibition about the mathematical tradition in the north of England, which included a display of work by William Emerson, the 18th century mathematician who wrote about the mathematics of sundials.
I soon realised this was an incredibly rich topic to incorporate into the classroom; getting pupils to construct a sundial to help them grasp how geometry was used during a particular period in history. As well as highlighting ancient uses of mathematics, teaching about sundials opened up an opportunity to discuss geographical concepts such as longitude and latitude, as well as scientific lessons on the rotation of the Earth.
These themed lessons were uncommon a couple of decades ago and very few teachers I worked with chose to adopt this cross-curricular approach. Outside school however, among my peers at the MA and the British Society for the History of Mathematics, these ideas were gaining momentum and I picked up plenty of lesson ideas that I could implement in my secondary school classes.
It has always been important for me to make my classes lively and relevant – I drew on subjects that interested me and that I could present in an enthusiastic and knowledgeable way. When training PGCE mathematics teachers, I advise them to explore their interests and the exciting applications that these subjects may have in the classroom.
As long as teachers are explaining the fundamental of mathematics, I see cross-curricular lessons as an enrichment of mathematics. It is also worth taking a more unorthodox approach to lessons in order to engage pupils who have had no previous interest in mathematics.
In terms of the subjects that crossover well with mathematics, the sciences are a clear example. The STEM initiative, which works to promote science, technology, engineering and mathematics, is now playing a big role in education and it is important that pupils understand how these subjects link together.
Drawing on the engineering theme, I have taught lessons about the mathematics that the engineer Isambard Kingdom Brunel applied when designing the Clifton Suspension Bridge in Bristol. I showed pupils copies of his calculations book which included Pythagoras theorem examples, simultaneous equations used to calculate distances and even examples of corrections Brunel had made. These illustrations motivated students to work with equations and calculate the area using the dimensions provided. To capture the pupils' imagination further, I would present to the class in period costume, dressed up as Brunel, which of course drew funny looks from teachers and pupils at first.
There will always be pupils who remain interested in mathematics regardless of the style of lesson but cross-curricular lessons come into their own when sparking interest from children who have struggled. Not every lesson will hit the mark, so collecting feedback from my pupils was a valuable exercise. I would ask them to submit feedback forms explaining which lessons they enjoyed, if the homework was too hard or too easy and any improvements I needed to make.
Inspirations for cross-curricular lessons can come from anywhere, for example landmark anniversaries. A few years ago, on the 200th anniversary of the Battle of Trafalgar, I set my pupils the task of writing a battle report for King George III in 1805 using the actual mathematical data that was available. The pupils used statistics to compare sets of data such as the fleet size of Britain, France and Spain, the number of men on each ship and the comparable firepower on board. Analysing the data, the children wrote up their reports as an imaginary adviser to the king explaining the chances of success.
Examples like this bring mathematics to life and while it is ideal to combine other topics covered in the syllabus, it isn't essential. It is more important that the practical examples show pupils how to apply certain mathematical practices rather than just memorising them. I found that this shortened the actual time I needed to spend with them on textbook examples and also helped improve their general knowledge and cultural reference.
My advice to teachers is to remain focused on your professional development. Creating innovative lessons with relevant demonstrations will give you a better chance of keeping the class motivated and raising their aspirations.
Peter Ransom works as an education consultant and part-time lecturer at Bath Spa University and is the president designate of The Mathematical Association. He has 30 years of teaching experience and will be speaking on cross-curricular mathematics at the MA annual conference in April 2013.
Source: https://www.theguardian.com/teacher-network/teacher-blog/2012/nov/15/mathematics-crosscurricular-appeal
THE BALMIS EXPEDITION
The government has called the confinement against the corona virus "Operación Balmis" . It was a History teacher who told me about this doctor and the Spanish health expedition against smallpox in 1803 promoted by the king Carlos IV.
I was amazed by this deed -I hadn't heard about it before- and as in every textbook of English there's a lesson, or an article, reading or video about English explorers, we decided to design a joint lesson about this expedition instead.
The students made the research, prepared the presentations, posters, maps of the route... and asked the Science teacher for scientific background.
I think that sadly, this is a great opportunity to know who Dr. Balmis in any school year, but especially in those dealing with this period is part of the curriculum.
Recently there has been a review of the role played by Isabel de Cendala, director and nurse of the orphanage in Coruña, where the children came from.
Finally, I cannot help to comment on the irony of the Operación Balmis name, just the contrary of the purpose of the expedition itself. This compare and contrast situation can also be a good activity for the English class. How do you get on with your colleagues teaching this subject?
Resources:
- Article: https://www.outono.net/elentir/2020/03/17/balmis-expedition-the-spanish-feat-that-saved-millions-of-lives-in-america-philippines-and-china/
-http://www.balmis.org/
There's also a recent Spanish film called 22 Ángeles:
https://www.youtube.com/watch?v=coOsN7e0kS8
and many novels about it: Ángeles Custodios de Almudena de Artiaga , Los niños de la viruela de Javier Moro, Los hijos del cielo de Luis Miguel Ariza.
Shared by Miriam Hernando:
I was in Naples during our great bank holyday and...I discovered this great exhibtion at the Archeological museum.
WWI and THE EUROPE OF THE 20's and 30's
- For
example, a text about the first world war of Erich María Remarque (author of "No news on the
front") to accompany "La Fuente" by Marcel Duchamp. To
demonstrate the nonsense of war.
- A text
from Kafka's "The
Metamorphosis" to go to "The Great Blue Horses" by
"Der Blaue Reiter". To demonstrate the Expressionist Movement in
Literature.
- A text
of "The Futuristic
Manifesto" next to "The city rises" of Boccioni. To
demonstrate the Futuristic ideas.
- A text
of "Goodbye to Berlin"
by Christopher Isherwood next to "Deutchland über alles"
by Kurt Tucholsky. To show the daily life in Berlin during the rising of
Nazism.
- A text
by Stephan Zweig about
life in Imperial Vienna to accompany "The Kiss" by Gustav Klimt.
- "The Fountain" by Marcel Duchamp,
related to the big massacre in the WWI.
- "The Great Blue Horses" by "Der
Blaue Reitter", related to the raising of Nazism and the Crack of
1929 and its repercussions in Europe.
- "The City rises" by Boccioni, related to the raising of Italian Fascism.
- "Deustchland über alles" by Kurt
Tucholsky, related to the Weimar Republic and the hyperinflation.
- "The Kiss" by Gustav Klimt related to
the fall of the Austro – Hungarian Empire after 1918.
FRENCH, ARTS, SPANISH AND SOCIAL SCIENCES
BIOLOGY AND SOCIAL SCIENCES
Shared by César Martínez
CONTENIDOS
|
CRITERIOS
DE EVALUACIÓN
|
ESTÁNDARES
DE APRENDIZAJE EVALUABLES
|
|
Biology
and Geology
|
Ecosistema: componentes. Factores abióticos y bióticos en los
ecosistemas. Estructura trófica del ecosistema. Cadenas, redes y pirámides
tróficas. Ecosistemas acuáticos. Ecosistemas terrestres.
Ecosistemas: bosque caducifolio (hayedos y robledales), bosque
perennifolio (pinares, encinares y sabinares), bosque de ribera y humedales
|
1. Diferenciar los
distintos componentes de un ecosistema.
2. Identificar en un
ecosistema los factores desencadenantes de desequilibrios y establecer
estrategias para restablecer el equilibrio del mismo
3. Reconocer y
difundir acciones que favorecen la conservación del medio ambiente.
|
Identifica los distintos
componentes de un ecosistema.
Reconoce y enumera los
factores desencadenantes de desequilibrios en un ecosistema.
Selecciona acciones que
previenen la destrucción del medioambiente.
|
Geography
and History
|
Los climas en la Tierra
Los medios naturales del mundo.
Distribución geográfica de los
medios naturales.
Los medios
naturales de climas cálidos: La selva, el bosque tropical, la sabana y el
desierto cálido.
Los medios
naturales de climas templados: el bosque y el matorral mediterráneo, el
bosque de tipo chino, el bosque caducifolio y el bosque de coníferas.
Los medios
naturales de climas fríos: la tundra. Los hielos perpetuos y la alta montaña.
Los medios
naturales y el ser humano. Los problemas medioambientales y la protección de
los medios naturales.
|
1.
Localizar en el globo
terráqueo las grandes zonas climáticas e identificar sus características.
2. Localizar espacialmente los diferentes medios
naturales del planeta.
3. Diferenciar los distintos medios naturales de la
Tierra atendiendo principalmente a su clima, suelo, vegetación y fauna.
4. Mostrar una actitud positiva ante la conservación
de los espacios naturales y rechazar cualquier agresión a los mismos.
5. Elaborar y/o analizar mapas, imágenes y textos
relacionados con el contenido de la unidad.
6.
Conocer,
comparar y describir los grandes conjuntos bioclimáticos que conforman el
espacio biogeográfico europeo.
7.
Expresarse
correctamente en presentaciones orales y escritas utilizando el vocabulario
de área.
|
Elabora climogramas y mapas que sitúen los climas del mundo.
Localiza y describe las zonas climáticas en el
planeta e identifica sus características.
Elabora un
climograma
Identifica
los factores de un clima.
Enumera los
climas de la Tierra.
Distingue,
describe y compara los climas de la Tierra.
Localiza en
un mapamundi los climas de la Tierra.
Presenta
información a sus compañeros oralmente y por escrito.
Localiza en
un mapa los grandes espacios bioclimáticos de Europa.
Explica las
características de los climas mundiales.
|
MATHS AND SOCIAL SCIENCES
This is an interesting article about cross curricular topics related to Maths. The sentences I have coloured red should be engraved in every Bilingual Section Project and uttered before any new teacher coming to the school.More teachers are now seeing the virtues of cross-curricular lessons and there are so many historical events and technological and scientific breakthroughs that can be linked to mathematics, which gives more context and relevance to the subject.
I first stumbled across the concept of introducing other subjects into mathematics when I was organising the annual Mathematical Association (MA) conference in Newcastle upon Tyne in 1991. We put on an exhibition about the mathematical tradition in the north of England, which included a display of work by William Emerson, the 18th century mathematician who wrote about the mathematics of sundials.
I soon realised this was an incredibly rich topic to incorporate into the classroom; getting pupils to construct a sundial to help them grasp how geometry was used during a particular period in history. As well as highlighting ancient uses of mathematics, teaching about sundials opened up an opportunity to discuss geographical concepts such as longitude and latitude, as well as scientific lessons on the rotation of the Earth.
These themed lessons were uncommon a couple of decades ago and very few teachers I worked with chose to adopt this cross-curricular approach. Outside school however, among my peers at the MA and the British Society for the History of Mathematics, these ideas were gaining momentum and I picked up plenty of lesson ideas that I could implement in my secondary school classes.
It has always been important for me to make my classes lively and relevant – I drew on subjects that interested me and that I could present in an enthusiastic and knowledgeable way. When training PGCE mathematics teachers, I advise them to explore their interests and the exciting applications that these subjects may have in the classroom.
As long as teachers are explaining the fundamental of mathematics, I see cross-curricular lessons as an enrichment of mathematics. It is also worth taking a more unorthodox approach to lessons in order to engage pupils who have had no previous interest in mathematics.
In terms of the subjects that crossover well with mathematics, the sciences are a clear example. The STEM initiative, which works to promote science, technology, engineering and mathematics, is now playing a big role in education and it is important that pupils understand how these subjects link together.
Drawing on the engineering theme, I have taught lessons about the mathematics that the engineer Isambard Kingdom Brunel applied when designing the Clifton Suspension Bridge in Bristol. I showed pupils copies of his calculations book which included Pythagoras theorem examples, simultaneous equations used to calculate distances and even examples of corrections Brunel had made. These illustrations motivated students to work with equations and calculate the area using the dimensions provided. To capture the pupils' imagination further, I would present to the class in period costume, dressed up as Brunel, which of course drew funny looks from teachers and pupils at first.
There will always be pupils who remain interested in mathematics regardless of the style of lesson but cross-curricular lessons come into their own when sparking interest from children who have struggled. Not every lesson will hit the mark, so collecting feedback from my pupils was a valuable exercise. I would ask them to submit feedback forms explaining which lessons they enjoyed, if the homework was too hard or too easy and any improvements I needed to make.
Inspirations for cross-curricular lessons can come from anywhere, for example landmark anniversaries. A few years ago, on the 200th anniversary of the Battle of Trafalgar, I set my pupils the task of writing a battle report for King George III in 1805 using the actual mathematical data that was available. The pupils used statistics to compare sets of data such as the fleet size of Britain, France and Spain, the number of men on each ship and the comparable firepower on board. Analysing the data, the children wrote up their reports as an imaginary adviser to the king explaining the chances of success.
Examples like this bring mathematics to life and while it is ideal to combine other topics covered in the syllabus, it isn't essential. It is more important that the practical examples show pupils how to apply certain mathematical practices rather than just memorising them. I found that this shortened the actual time I needed to spend with them on textbook examples and also helped improve their general knowledge and cultural reference.
My advice to teachers is to remain focused on your professional development. Creating innovative lessons with relevant demonstrations will give you a better chance of keeping the class motivated and raising their aspirations.
Peter Ransom works as an education consultant and part-time lecturer at Bath Spa University and is the president designate of The Mathematical Association. He has 30 years of teaching experience and will be speaking on cross-curricular mathematics at the MA annual conference in April 2013.
Source: https://www.theguardian.com/teacher-network/teacher-blog/2012/nov/15/mathematics-crosscurricular-appeal
THE BALMIS EXPEDITION
The government has called the confinement against the corona virus "Operación Balmis" . It was a History teacher who told me about this doctor and the Spanish health expedition against smallpox in 1803 promoted by the king Carlos IV.
I was amazed by this deed -I hadn't heard about it before- and as in every textbook of English there's a lesson, or an article, reading or video about English explorers, we decided to design a joint lesson about this expedition instead.
The students made the research, prepared the presentations, posters, maps of the route... and asked the Science teacher for scientific background.
I think that sadly, this is a great opportunity to know who Dr. Balmis in any school year, but especially in those dealing with this period is part of the curriculum.
Recently there has been a review of the role played by Isabel de Cendala, director and nurse of the orphanage in Coruña, where the children came from.
Finally, I cannot help to comment on the irony of the Operación Balmis name, just the contrary of the purpose of the expedition itself. This compare and contrast situation can also be a good activity for the English class. How do you get on with your colleagues teaching this subject?
Resources:
- Article: https://www.outono.net/elentir/2020/03/17/balmis-expedition-the-spanish-feat-that-saved-millions-of-lives-in-america-philippines-and-china/
-http://www.balmis.org/
There's also a recent Spanish film called 22 Ángeles:
https://www.youtube.com/watch?v=coOsN7e0kS8
and many novels about it: Ángeles Custodios de Almudena de Artiaga , Los niños de la viruela de Javier Moro, Los hijos del cielo de Luis Miguel Ariza.
Shared by Miriam Hernando:
I was in Naples during our great bank holyday and...I discovered this great exhibtion at the Archeological museum.
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