Projects K courses

KA1.2

KA1.1

PROJECTS

KA1.4

KA1.3

KA1.1PROJECT PLANNER

WELCOME UNIT

uNIT 1

uNIT 2

uNIT 3

uNIT 4

INTRODUCTION

Sustainable Practices at School

Final Presentation and Reflection

Upcycling at Home

INTRODUCE THE PROJECT

General info

The Impact of Our Bodies

Name: My Contribution to the Planet Objective: Throughout the course, students will explore and present on how they contribute to the sustainability of their households and the planet. This project aims to promote environmental awareness and encourage students to take action in their daily lives.

Objective: To encourage students to think about and propose sustainable practices within their school environment.

Objective: To demonstrate how students can creatively upcycle household items to reduce waste.

Objective: To help students recognize the potential positive impact they can have on the world using their own bodies.

Take advantage of this unit to introduce your students to what a project is, the materials they will need, and the project itself.

Objective: To summarize and reflect on their sustainability journey and the impact of their actions..

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KA1.2PROJECT PLANNER

uNIT 5

uNIT 6

uNIT 7

uNIT 8

uNIT 9

INTRODUCTION

Daily Routines in other countries/PRESENTATION

Ideal homes

Traditional clothes

Popular dances

Endangered Animals

General info

Objective: To explore the daily routines and lifestyles of people in a chosen country, highlighting cultural differences and commonalities. Each student presents their gallery to the class, both in person and virtually.

Name: Around the World Adventure Objective: The project aims to integrate all language skills on the units, including describing, identifying, narrating, expressing feelings, and offering help. It also encourages students to use the vocabulary related to animals, objects, people, places, actions, and clothing.

Objective: To foster an appreciation of the cultural diversity around the world by exploring dance forms of different countries.

Objective: To encourage students to think creatively and develop design skills as they plan and envision their ideal homes.

Objective: To reflect about environmental issues and the importance of conserving endangered species.

Objective: To disscuss about the cultural diversity in clothing styles and traditions around the world.

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KA1.3PROJECT PLANNER

WELCOME UNIT

uNIT 1

uNIT 2

uNIT 3

uNIT 4

INTRODUCTION

INTRODUCE THE PROJECT

I like. . .

The sport I practice

My favorite animal

Final Presentation

General info

You can have them create the document (mediated) or choose the section of the notebook (in person) They can include 3 activities they can do and, if possible, use the vocabulary related to months. For example: - "I can dance in December." - "I can swim in June." - "I can draw in February."

Objective: Talk about the activities they like doing when it is sunny

Objective: Talk about the sport you practice and the equipment you have.

Objective: Be ready to present your project

Objective: Describe your favorite animal

Name: Me and the things I like Objective: Tell your partners about yourself and the things you like.

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KA1.4PROJECT PLANNER

uNIT 5

uNIT 6

uNIT 7

uNIT 8

uNIT 9

INTRODUCTION

Tropical Fun

Whose is this?

Getting Around

City life/presentation

Fun time

General info

Name: Exploring the world: Fun activities around! Objective: Share experiences from different places around the world using basic sentence structures (simple present, present continuous, there are some/there aren't any). Use vocabulary related to fun places around the world, fun free time activities, animals and possessions.

Objective: To start designing their posters to enhance creativity Presentation Day (Class Activity) •Each student presents their poster to the class, both in person and virtually.

Objective: To reflect on rules students need to follow to be safe and preserve places

Objective: To encourage students to choose a place they would like to talk about

Objective: To introduce the idea of the project and brainstorm possible places to choose (class activity).

Objective: To socialize possessions children might carry with them in their fun places.

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Activities: • Students will highlight how their bodies can be a tool for making a positive impact on the planet. For instance, they can mention how their hands can be used for cleaning up litter or how their eyes can identify when someone needs help. • This part can include creative and imaginative elements to engage the audience, emphasizing the idea that everyone has the power to contribute.

Activities: • Students will prepare a final presentation that summarizes their contributions to sustainability throughout the semester. • They will reflect on what they have learned and how their actions have made a difference. • This presentation will be shared with the class and can be conducted virtually or in person.

Description/Steps: The following steps are suggested to be done while in class and can easily be integrated as class activities. However, some of them can be assigned as homework if time is short. 1. In a section of your notebook, write about things you can do, a sport you play, activities you like doing and your favorite animal. 2. Create a visual with images from the different sections (units). 3. Present your information with the help of the visual. 4. Assess your partners' presentations. Final product: Poster, infographic or any visual. See an example here: https://bit.ly/K13example Oral work: During classes, they can share with their partners the things they write in each unit. In the last unit, they will have an oral presentation to show their peers and the teacher what they did during the course. Written work: •In-person: Have students choose a section of their notebook in which the will only work in the project. •Virtual: Choose any virtual tool that they can use to write while you monitor their writing. The suggested ones can be a Word document, PPT, a Jamboard with one slide per student, Padlet, or the like.

Activities: • Students will choose an endangered animal from the country they chose for their project. • They will follow the steps on page 78 to create a poster. You can replace a "fun fact" by a "sad fact" since they will be talking about endangered animals.

Activities: • Ask students to research about one traditional or popular dance on the country they chose. • You can ask student to develop some of the activities on page 106 with the dance they researched about.

Activities: You can have them create the document (mediated) or choose the section of the notebook (in person) They can include 3 activities they can do and, if possible, use the vocabulary related to months. For example: - "I can dance in December." - "I can swim in June." - "I can draw in February."

Activities: • Students will draw and describe their ideal home. • You can ask student to develop some of the activities on page 92.

Activities: • Students will brainstorm ideas for promoting healthy habits or sustainable practices within their school. • They will select one idea and prepare a presentation outlining how this practice can benefit the school and the environment. For example, recycling bottle caps collectively for a foundation (tapitas por patitas).

Description/Steps: The following steps are suggeted to be done while in class and can easily be integrated as class activities. However, some of them can be assigned as homework if time is short. 1. Choose a Country: Each student selects a country they are interested in or one assigned by the teacher. 2. Research and Create: Students research their chosen country to gather information about its culture, people, wildlife, and geography. 3. Build material for an Art Gallery : Students create visual representations from their chosen country. This can include posters, landscapes, animals, objects, people, etc. 4. Present your art: Each student gives an oral presentation about their chosen country and the visual representations they created. Students can take turns to take the role of an artist and the attendants . Encourage those who have the attendants role to ask questions to the artists. Final product: An Art Gallery Oral work: The ongoing presentations students do during the course and the final presentation during the Art Gallery. Written work: • Virtual: Students can use Power Point Presentations on a shared Drive folder, you can use a Padlet, a Jamboard or any other tool for students to save and present their work. • In-Person: You can ask students to keep their work and visual representations on a folder.

Activities: • Provide/suggest materials or websites for students to create posters showcasing their chosen location, activities, rules, animals, transportation, and possessions. •Encourage them to use colorful drawings and labels. •Pair students up to practice presenting their posters to each other. They should use the information they've written in clear and confident English.

Activities: In this unit you will make sure students are ready to present their project. You can follow the next suggested steps: 1. Have them correct their sentences in pairs. 2. Have them work in the visual (poster. PPT or the like). They should only include images. See an example here: https://bit.ly/K13example 3. Have them present their project. While each one of them presents, you can tell students to evaluate each other. An idea can be to have each student present, and have 2 students evaluate one presenter. They can use the aforementioned criteria: - I can talk about activities I can do using "can" - I can talk about sports an equipment using "have" - I can talk about activities I like using "like + -ing" - I can talk about animals and their body parts - I have good pronunciation Give them a scale with emojis For in-person classes: Give them the previous criteria in a piece of paper. For mediated classes: Create a form in Google forms

Activities: • Students explore (natural) places like the forest, beach, jungle, and city for fun activities. They are expected to come up with only one that calls their attention to use during the whole project period preparation. The aim is for students to choose any of those included in the book, but teachers can come up with some other options by means of pictures. • Have a class discussion about the activities they enjoy in those (natural) places and what they might find there. Teachers can guide this activity after the first part of lesson 1 Vocabulary since a place is introduced and things around are described. In addition, activities in different places can be also brainstormed (*optional* to create a mind map on the (white) board to collect their ideas)

Activities: • Ask students to draw or print the different parts of the day (In the morning, afternoon, evening, at night) •They need to write examples about the activities people on the country the chose do. For example, people in Japan wake up at 4:00 a.m. in the morning, but people in Colombia usually wake up at 5:00 a.m. • Students can also compare and contrast the activities with the daily routine of individuals in their own country. What are the similarities and differences?

Activities: In this unit, they can talk about their favorite animal. Ask them to describe their favorite animal using the vocabulary about body parts and adjectives. They can also include negative sentences. For example: "My favorite animal is the bear. The bear has brown fur. It has a short tail. The bear doesn't have a beak."

Activities: • Students will look for and print a picture of the traditional clothes people wear in the country they chose. •They need to describe the clothes the person or the people are wearing in that picture and have students conduct a "wardrobe audit" to assess these people's clothing. They can categorize items into sustainable, fast fashion, or eco-friendly.

Activities: • Students will identify two upcycling projects they have undertaken at home, such as repurposing old clothes into kitchen dusters or converting used containers into plant pots. • They will start preparing a presentation showcasing their projects, including 'before and after' photos, materials used, and the environmental impact of their actions.

Activities: • Students are supposed to mention what the best transportation method to arrive at their places are. They can use the present continuous to describe that scene " I am taking a bus to arrive at ______" • Divide students into small groups and have them brainstorm rules for safe and enjoyable activities in their chosen location. They should use imperatives like "Stay together" or "Pick up your trash."

Activities: • Teachers provide pictures of forest, beach, jungle, and city. Ask each student to decide on one and write down their choice. Tell students to describe animals and objects in their places using "There are some/There aren't any". For example, "There are some birds in the sky." • Assign each student to research and write activities in their chosen location using simple present and present continuous. For example, "In the forest, I see squirrels. They are jumping from tree to tree."

Description/Steps: The following steps are suggested to be done while in class and can easily be integrated as class activities. However, some of them can be assigned as homework if time is short. 1. Identification: Students need to identify what the damage to the planet is, so that they can start thinking about how to help it. Brainstorming ideas of environmental issues is a good idea to begin with. 2. Exploration: After identifying, students need to start exploring the different options they might have to contribute to the planet. You can intruduce the ideas of reducing, reusing, and recycling so that you can guide students to make responsible decisions when taking care of the environment. 3. Production: After deciding what contributions to make, students must create their visual aids for the presentation/s they will carry out. 4. Presentation: Finally, students will present their contribution to the planet using their visuals. Assessment and reflections can take place after the presentation. Final product: A poster / Infographic Oral work: • Virtual: Students can create digital presentations, slideshows, or videos to share their projects and ideas. Virtual meetings or online platforms can be used for presentations and discussions. • In-Person: Students can present their projects physically in front of the class, using visual aids or physical examples. Classroom discussions and group activities can facilitate engagement. Written work: • Virtual: Students need to keep track of their advances by using a virtual tool. Padlet, Jamboard, and even a google classroom account are always helpful for these types of works. • In-Person: Ask students to use their notebook to keep track of the advances they have regarding the project, you can ask them to use certain pages of their notebooks only for the project.

Description/steps: 1. Introduction: provide children with information related to the nature of the project. 2. Decision-making: teachers should give from the very beginning some options for places to have fun (the ones included in the units: forest, beach, jungle, city, but the main idea here is to give them other alternatives different from the book for them to decide a place that could be different and interesting). 3. Brainstorming and researching: students are expected to come up with activities to do there, animals they find around, essentials they can carry with them when visiting places and the rules they should follow to respect and preserve the place they choose. If they don't have enough vocabulary range, it is important that they look for information to feed the project. 4. Creativity: the final outcome is that students showcase a(n) (online) poster in which they create the places and the elements that the location offers. Final product: A poster presentation. Parents or guardians may help children create them by means of different sources such as https://piktochart.com/es/ or https://www.canva.com/ for mediated classes and maybe recycled materials for face to face classes (the latter is to encourage creativity and awareness of upcycling) Oral work: Students will have the opportunity to showcase what they have been working on during the period in the final presentation date. During the sessions children are expected to feed the projects with ideas that they have been socializing in terms of content, grammar, vocabulary and other skills. •In-person: Students will carry out an exhibition of their posters simulating a visit to a museum and role play it (visitors and museum tour guide). The outcome will be to share what interesting information related to their partners they found. •Virtual: Students will carry out a presentation of their posters in pairs by taking turns. The outcome will be to share what interesting information related to their partners they found. Written work: Students need to keep track of the information that they are supposed to use in their final presentations. •In-person: Their notebooks will be the tool students may be using to write the details they should use to work on the project. A separate section of their notebooks needs to be suggested to keep track of the required information. •Virtual: Students may use an online tool to keep track of the information that will be used to implement in their projects. Teachers should decide which one may be suitable for them (children need to use the same). Padlet or Jamboard will be great tools for that purpose.

Take advantage of this unit to introduce your students to what a project is, the materials they will need, and the project itself.

Activities: In this unit, they will write 3 activities they like doing when it is sunny. For example: "When it is sunny, I like flying a kite, I like playing in the park, and I like having a picnic."

Activities: Write about a sport you practice and the equipment you have. Take advantage of the vocabulary and grammar from unit 1 in order to come up with sentences that reflect what students practice and own in terms of sports. They can also write about a sport they don't play and and/or an object they don't have. For example: - "I go biking, but I don't play tennis." - "I have a helmet, but I don't have knee pads."

Activities: • Students draw or find pictures of possessions they might bring for their chosen activity and place (e.g., a beach towel, a backpack for the forest). They may create a list of the top 5 essentials to carry with them. • You can ask them to describe their possessions using simple sentences like "I have a blue backpack."