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CN03 OA06:  Classify food, identify their effects over human health and purpose good eating habits for a healthy lifestyle.
CN03 OA07: Purpose and communicate good hygienic practices when manipulating food, in order to prevent diseases.

This evaluation guideline is for the activity "Healthy Lifestyle Poster". It is important to read it in detail with the students before the activity, so they know what is going to be assessed and what the poster needs to include. 

Objective: Apply past, present and future tenses to real life.

At the end of the semester, have students work on a timeline about their own lives. They will need to apply past, present and future to their real life (what they did/liked/disliked/etc. in the past, what they do/like/dislike/etc. in the present, and what they want to do in the future). They will also have to build the timeline correctly, colour it, paste pictures, make drawings, etc. and finally they will present it to their classmates. 
This is a good way to engage students by relating what they have learnt to real situations, it is an activity that they enjoy a lot while working on it. They also enjoy a lot telling their classmates and teacher about themselves. 
An evaluation guideline is included at the end of the document.

CN03 OA08: Identify natural and artificial sources of light, and classify objects according to these criteria.

CN03 OA09: Investigate through experimentation to explain some characteristics and properties of light, such as traveling in a straight line, capacity to reflect and refract, separation in seven colours, among others.

CN03 OA10: Investigate through experimentation to explain some characteristics and properties of sound, such as traveling in waves and in all directions, reflection, absorption, pitch, volume, among others.


This is a project to be done during all the unit of light and sound. The idea is for students to do experiments and discuss them as a class, to discover some properties of light and sound. They also should search for information in different sources (such as videos, Power Points, their notes, books, etc.), in order to complete the flipbook. The flipbook would be a final project, to be delivered at the end of the unit. 

Especially for young learners, this process needs to be very guided and it is important to give constant feedback to students, to evaluate the learning process. 

An evaluation guideline is included in the flipbook.

CN03 OA06:  Classify food, identify their effects over human health and purpose good eating habits for a healthy lifestyle.
CN03 OA07: Purpose and communicate good hygienic practices when manipulating food, in order to prevent diseases.

On this assessment, students have to purpose and communicate different ways of having a healthy lifestyle. The idea is for them to do a poster, and the best one from the class (it can be voted by students) could be chosen to be placed in the school cafeteria, for example. 

This is a guided activity, it explains step by step how to do the poster and what students are required to include. Then, at the end there is a "draft page", on which they have to make a draft of their poster, and finally they need to use that draft to do the final one. This year the students were given the chance to choose if they would rather do it "hand made", on a block paper, or in computer. 

If students have never done a poster, it is important to show them examples of posters and advertisements before doing this activity. Have them observe the structure, the title, read different slogans, etc. Especially with younger learners, this activity needs to be guided step by step. 

An evaluation guideline for this activity will be uploaded as a different document.

In this assessment, all the knowledge learned about the sounds "nd, ld, mp, lp, nt, xt, st, lt, ft" will be put to the test. Item number lll should be done together with the teacher. She will call each student to say the correct word and sound.

Guía sobre el tiempo verbal pasado simple en inglés que puede ser utilizada como guía de práctica o como evaluación. En la guía hay actividades tanto para verbos regulares como irregulares, en su forma infinitiva y pasado simple, afirmativa, negativa e interrogativa. Al final de la guía viene un bonus para ganar décimas.

¡Holaaaa! 🤩 Profes de inglés hoy les traigo la versión en Inglés de estas actividades de cierre de la clase. Son diez actividades distintas.
*Adaptables a cualquier asignatura, área, nivel y edad.
Espero les sean útiles para el momento de la metacognición.

Recuerda: Si usas este material, etiquétame en Instagram, mi cuenta es @la.pobresora 

¡Hola querida comunidad de Profe Social! Especialmente profes de inglés 🤩 Después de leer una reseña que me dejaron, decidí hacer la versión en inglés de este recurso que tanto les ha gustado a tod@s 🥰
✅ Este material contiene 15 actividades variadas, que a mí me han resultado muy útiles para monitorear y/o evaluar los aprendizajes de mis estudiantes. Además puedes usarlos en el momento que gustes de la clase, ya que en ninguna dice "Exit ticket".

Espero te sirva, porque la traducción que hice fue hecha en el traductor de Google, no sé si está del todo bien...😬

Recuerda que también puedes seguirme en Instagram @la.pobresora 

This test measures knowledge of personal pronouns and verbs. Students will need to identify the pronouns corresponding to each image, as well as the verbs. They should complete the assessment silently and respect their classmates to create a conducive environment.

The evaluation is a multiple choice quiz on the topic of photosynthesis with 8 questions. It is designed to assess students' understanding of the key concepts of photosynthesis, including the reactants and products of the light dependent and light independent reactions, the enzymes involved in photosynthesis, and the importance of photosynthesis for energy, oxygen, and carbon dioxide. Also, includes one open question focused on the importance of photosynthesis.