Design properties

Name
Are you able to create a prehistoric museum?
Topic
Prehistory and Past simple, articles and quantifiers, adverbs of manner, relative clauses, relative pronouns and present simple Passive.
Learning time
126 hours and 38 minutes
Designed time
155 hours and 35 minutes
Size of class
60
Description
The students must investigate the parts of the museums and create a museum. We are going to be 3 teachers in the class with 60 pupils. They are going to be divided in 16 groups, each group is going to specialise in one type of hominid: homo sapiens, homo erectus...They are going to desing a catalogue, a timeline, a map about the evolution of this hominid and an audio guide of this specific group of hominids. At the same time, they must use the syntactic structures of English in these activities and previously the students must prepare and do a presentation of grammar points which are going to be used in the texts of the hominids (looking for past simple, present simple passive...and all the grammar points we have studied).
Aims
-The main objective of this project is to know about the evolution of the especies and English grammar and vocabulary of the curriculum. History points: A. Ramidus A. Afarensis H. Antecessor H. Habilis H. Erectus Neandertahl Sapiens. Paleolithic. Tools. Sapiens cave. Sapiens Neolithic Tools. Sapiens Neolithic Agriculture Sapiens metal age. Sapiens Megalithic art. English points: Past simple (uses, form and time expressions). Articles (a, an, the, quantifiers and determiners). Adverbs of manner . Adverbs of time (mainly used in past simple). Pronouns (subject, object, possessives). Present simple passive (uses, form...). -
Outcomes
Knowledge, Comprehension, Evaluation, Application
Editor
nmartinez

Timeline controls

Timeline

1st activity: Video of presentation of the PBL.
10 minutes)
  • Read Watch Listen
    10
    60
    0
    Students are going to watch a video where a person interested in creating a museum presents the business. He wants to propose to our students (they are going to be the organisers of the museum). We will use the driving question of the project in this video. The language we will use in the video is English and obviously they will not know the person who proposes the business.
Notes:
The video includes the driving question to encourage them to work.
Resources linked: 0
2nd activity-To distribute the 16 groups according to their intelligences. The groups needs to be mixed up. We will use the timeup programme to do it.
30 minutes)
  • Read Watch Listen
    30
    60
    0
    When we have formed the groups using the programme TeamUp and with the information we have about the students intelligences (the test of intelligences has been made previously).
  • Read Watch Listen
    1
    Use this link to do the groups. Text of multiple intelligences: https://www.e-encuesta.com/r/6vFhpnDbyX_Ezu_l2IAdPw/ And then we use the results of the test to do it with the programme TeamUp.
Notes:
We will try to maintain the groups during the course to strengthen their relationships.
Resources linked: 0
3rd activity: We raffle the hominids among the groups.
50 minutes)
  • Read Watch Listen
    50
    4
    1
    Each group start to work with one hominids. In the first step they must read information about their hominid following the websites they have been given at the end. The list of the hominids they have to work is: A. Ramidus. 1 group. A. Afarensis. 1 group. H. Antecessor. 1 group. H. Habilis. 1 group. H. Erectus. 1 group. Neandertahl. 1 group. Sapiens. Paleolithic. Tools. 2 groups. Sapiens cave. 2 groups. Sapiens Neolithic Tools. 1 groups. Websites: https://mihistoriauniversal.com/prehistoria/prehistoria/ http://www3.gobiernodecanarias.org/medusa/ecoblog/msuaump/sociales-2o-eso/tema-7-la-prehistoria/ http://arqueoblog.com/que-es-la-prehistoria/ https://i2.wp.com/pizarrasabiertas.com/wp-content/uploads/2013/12/1-07-la-vida-en-la-prehistoria.jpg http://www.museuprehistoriavalencia.es/web_mupreva/?q=es http://www.man.es/man/home http://www.marqalicante.com/ http://www.atapuerca.org/ Sapiens Neolithic Agriculture 1 group. Sapiens metal age. 2 group. Sapiens Megalithic art. 1 group.
Notes:
Each group has 4 people. Websites they can use to look fo information: https://mihistoriauniversal.com/prehistoria/prehistoria/ http://www3.gobiernodecanarias.org/medusa/ecoblog/msuaump/sociales-2o-eso/tema-7-la-prehistoria/ http://arqueoblog.com/que-es-la-prehistoria/ https://i2.wp.com/pizarrasabiertas.com/wp-content/uploads/2013/12/1-07-la-vida-en-la-prehistoria.jpg http://www.museuprehistoriavalencia.es/web_mupreva/?q=es http://www.man.es/man/home http://www.marqalicante.com/ http://www.atapuerca.org/
Resources linked: 1
4th activity: English.
15 minutes)
  • Read Watch Listen
    15
    60
    0
    We distribute the points of English grammar between the groups. And we assign one grammar point to each group. Some groups will share the grammar point. Past simple (uses, form and time expressions). 4 groups. Articles (a, an, the, quantifiers and determiners). 3 groups. Adverbs of manner . 1 groups. Adverbs of time (mainly used in past simple). 1 group. Pronouns (subject, object, possessives). 3 groups. Present simple passive (uses, form...). 4 groups.
Notes:
Resources linked: 0
5th activity: resources and learning diary.
30 minutes)
  • Produce
    30
    4
    1
    Students must complete in a share digital format all the resources they are using apart from the one given by the teachers. Moreover, the teacher has created previously a bank of suitable links they can use (It has been includen in the 3rd activity). The number of the students is 4 because in each group they are four. Aand in this activities they work in groups. Secondly, the teacher will explain what a learning diary is and they create it to complete it a summary of they have done this day (they do it at the end of the day) and the most important word of the day (they will do a list of vocabulary of their projects).
Notes:
1st activity the group of 4 and the second activity all the students (60 students).
Resources linked: 0
6th activity: Timeline.
600 minutes)
  • Produce
    600
    4
    0
    Groups must do a timeline of their hominids.
  • Read Watch Listen
    1
    At the end, the teacher we will show the results paying attention to the rubric they had before the presentation to prepare it.
Notes:
Resources linked: 0
7th activity: Maps.
1430 minutes)
  • Investigate
    30
    4
    1
    They must investigate the zones their hominids lived and how they were expanding through out the earth.
  • Produce
    1400
    4
    0
    They must draw and paint the places where their hominids lived.
Notes:
Peer assessment about maps.
Resources linked: 0
8th activity: English language. Past simple.
75 minutes)
  • Collaborate
    15
    8
    1
    Firstly and before the presentation of the grammar point Past simple by the students, they are going to have a peer assessment.
  • Produce
    30
    4
    1
    The first group (in the part of English grammar) has prepared the topic of the Past simple in English as they were teachers. They will use a power point or prezi to do it.
  • Practice
    0
    2nd part of the activity: All the students look for in the time line and maps the Past simple and they put it in blue. They will always classify the past simple in blue in each activity we do.
  • Practice
    15
    60
    1
    In the third step, they are going to check their knowlegde about it using the next link (kahoot). https://create.kahoot.it/l/#quiz/bc1cba43-483d-4eae-87cf-d2e00b8c6bf2
  • Read Watch Listen
    15
    4
    1
    Finally, I will sit down with the group and I will show the results according to this rubric: https://drive.google.com/open?id=101BtBfpD6dkmh4mc6Oa9oOLFDaV7ljOe
Notes:
1st activity the group of 4 and the second activity all the students (60 students). Peer assessment of the grammar presentation before the presentation, and another formative assessment of the presentation after it (kahoot). As a formative assessment I will check communication skills, language skills and attitude in the presentation (preparing it and exposing it). The techer will use the next rubric to check the presentation.
Resources linked: 1
9th acitivity: Catalogues.
1530 minutes)
  • Investigate
    30
    4
    1
    They must look for the information about their hominids and decide what is more important to include in the catalogues according to a list of important facts they have been given previously.
  • Investigate
    1500
    4
    0
    They must do a catalogue for the visitors of the museums. In order to do it, they will have a rubric.
Notes:
Peer assessment of the catalogue.
Resources linked: 0
10th activity: panels.
1030 minutes)
  • Read Watch Listen
    1000
    4
    0
    They mus look for the information they want to express in the panels of the museum about their hominids. Analise and summarize the information they have.
  • Discuss
    30
    4
    0
    They must review all the information they have about their hominids and decide what they are going to use for the panels.
Notes:
-Teacher assessment of the panels.
Resources linked: 0
11th activity: English grammar.: Articles and adverbs.
100 minutes)
  • Collaborate
    10
    8
    1
    Firstly, they will do a peer assessment before doing the presentation.
  • Read Watch Listen
    30
    4
    1
    The group of students of articles and adverbs (manner and time) they will do their grammar explanation.
  • Practice
    30
    4
    0
    2nd part: all the students look for the articles and the adverbs in the panels. In the pannels and catalogues, they are going to put in green the articles a and an, in pink the article the, in grey quantifiers, in violet the determiners. According to the adverbs, adverbs of manner in yelow and adverbs of time in red.
  • Read Watch Listen
    15
    60
    1
    In the third step, they will do a kahoot to check their knowledge. https://create.kahoot.it/l/#quiz/7fa4b11c-fcb1-43d5-a7f2-9f8fac84974f
  • Read Watch Listen
    15
    4
    1
    Finally, I will sit down with my students to show the results according to this rubric. https://drive.google.com/open?id=101BtBfpD6dkmh4mc6Oa9oOLFDaV7ljOe
Notes:
1st activity the group of 4 and the second activity all the students (60 students). Peer assessment of the grammar presentation before the presentation, and teacher assessment of the presentation after it. As a formative assessment I will check communication skills, language skills and attitude in the presentation (preparing it and exposing it).
Resources linked: 0
12th activity: audio guide.
2230 minutes)
  • Discuss
    2200
    4
    0
    They must decide the information they want the visitors to listen. Write it in the learning diary and record it finally. They will have a rubric previously.
  • Investigate
    30
    4
    0
    Prepare the pronuntiation of the text they are going to say and record it.
Notes:
Teacher assessment.
Resources linked: 0
13th activity: English grammar. Pronouns and present simple passive.
105 minutes)
  • Collaborate
    10
    8
    1
    Firstly, they will do a peer assessment.
  • Read Watch Listen
    50
    4
    2
    The last groups exposed the last points of grammar: Pronouns and present simple passive.
  • Practice
    30
    4
    0
    All the students put in the typescript of the audioguide the following colours according to the following grammar point: pronouns in orange and present simple passive in torquoise.
  • Practice
    15
    60
    1
    Finally, they will do the following kahoot to check what they know: https://create.kahoot.it/l/#quiz/ced7668f-e9aa-4ae1-8ce9-05a2a99a14a2
Notes:
1st activity the group of 4 and the second activity all the students (60 students). Peer assessment of the grammar presentation before the presentation, and a kahoot to check their knowledge and a teacher assessment of the presentation after it. As a formative assessment I will check communication skills, language skills and attitude in the presentation (preparing it and exposing it).
Resources linked: 0
14th activity: Giant timeline of the PBL of the whole class.
240 minutes)
  • Produce
    240
    4
    1
    We are going to have in the class a giant timeline of prehistory with the hominds they are going to study in different colours: A. Ramidus A. Afarensis H. Antecessor H. Habilis H. Erectus Neandertahl Sapiens. Paleolithic. Tools. Sapiens cave. Sapiens Neolithic. Tools. Sapiens Neolithic. Agriculture. Sapiens Metal age. Sapiens Megalithic art. At the same time, we are going to match the grammar points of English to the hominid we have used to study this grammar point. I could be very visual.
  • Practice
    0
    Finally, we will do a "kahoot" about the hominids in order to check what they have learnt and to review. https://create.kahoot.it/l/#quiz/79df4046-dd96-43ac-b05a-119f5b3026c2
Notes:
-Formative assessment: Kahoot: https://create.kahoot.it/l/#quiz/79df4046-dd96-43ac-b05a-119f5b3026c2
Resources linked: 0
15th activity: To check if you have understand English grammar points.
60 minutes)
  • Collaborate
    30
    60
    0
    Each group chooses two grammar points they have been exposed and they have worked about and prepare a test for another group.
  • Practice
    30
    60
    0
    The teacher mix up the tests and distribute them. Obviously the groups must not complete the test they have prepared themselves. We give 30 minutes to complete it and at the end we pick up and give the completed test to the original creator group.
Notes:
*Peer assessment and teacher assessment. *At the end, teacher review the results and give marks.
Resources linked: 0
16th activity: To create the museum.
1440 minutes)
  • Produce
    1440
    60
    0
    We are going to put all the products we have created in the museum which the final big product. They will put the catalogues, the pannels, the audioguides, the timeline...and we will use pictures from the net to show what the pannels and catalogues... explain to look like a real museum.
Notes:
If we can get plastic craniums or bones better than images. And we will try to use recycling material.
Resources linked: 0
17th activity: Visiting the museum and test about the different contents of the museum.
360 minutes)
  • Produce
    360
    60
    0
    *Each group prepare questions and answer about their hominid.
  • Practice
    0
    The teachers collect all these tests (with answers), we get all of them together like it was a test or exam. We will give these long list of questions about all the species we have dealt with to all the groups. When they have read and understand all the questions, the second step is to visit the museum. They must answer all the questions with the information they are reading in the museum from the pannels, catalogues, audioguides... .
  • Practice
    0
    The third step consist of given to each group all the test answered by the other groups which are about the hominid they have worked about and just the questions they had prepared for the rest of they group. They will correct it and check if the other 15 groups has answered the question properly. At the end, the teacher will pick up all the test corrected to review them and give mark to the groups.
Notes:
Peer assessment and teacher assessment.
Resources linked: 0

Learning Experience

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