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SUMMARY OF THE LEARNING UNIT "THE GEOGRAPHY

OF SPAIN THROUGH FOOTBALL LEAGUE"


AUTHORS:
ANA MARIA ALCAIDE CARRERA
OLGA ZAMORANO ROLDN
M JESUS NEZ DEL POZO

1. JUSTIFICATION
Given the interest of the kindergarten pupils in the football sport, we designed this didactic
sequence to study the geography of Spain following the league of Seville teams to know the
geography of Spain, locating in a political map city, province and autonomous community
where they play every sport-day on schedule 1 and 2 divisin. Curricular areas, from the
perspective of a comprehensive approach, are significant learning contexts, where objectives,
content, evaluation criteria, methodology are extracted ... which will detail later. And as one
would expect, this plan is structured by the development of civic, human, equality, democratic
values, habits, healthy lifestyle and use of leisure time.

2. TARGET
This educational project is preferably designed for pupils of Kindergarten Education- five yearsold; but It offers customization options (allows adjustments to objectives, learning content and
assessment criteria) for other courses, 3 and 4 yrs, Elementary Education to Secondary and
even Adult Education. You can also contextualize in any city or town in Spain. It can even be
adapted to any country having Football League or alike. Also, this didactic sequence allows
"tutored activities," students 5 years-old pregraduated to other children 3 or 4 years, though
they are tutored by students from primary and / or secondary that is developing the project in
the same teaching center. The proposal of teaching and learning is also directed to perform
experiments "tele" with students of nursery and primary schools using other ICTs, specifically
our blog "Mi clase de infantil" and the virtual book of Benjuvara included in the blog.

3. TIMING
This didactic sequence called "THE GEOGRAPHY OF SPAIN THROUGH FOOTBALL LEAGUE", is
scheduled to follow weekly matches of local teams (Real Betis and Sevilla FC) by brand calendar
Spanish Football League which practically coincides with the school year. It is therefore long
term" planning and is designed to be performed during the 9 months of a school year, from
September to June.

4.

METHODOLOGICAL APPROACH

This proposal presents forms, processes and alternatives to address the educational
intervention to quality improvements in education and optimize the practice of teaching
through the active participation of students and teachers involved. We believe that this is a
project of educational innovation because "topic link or motivator", football, chose to study the
geography of Spain with children of five years, is original, attractive, playful, facilitator of
learning and it is the leitmotif of the three learning areas of the curriculum of Kindergarten
Education. The starting point of this work is the knowledge, interests and previous experiences
on football and geography of Spain that children have, to enhance that learning is functional
and meaningful. Class use various sources of information, different social texts and various
media to contextualize the influence on the daily lives of our students, and we will use ICTs in
terms of resources and materials available at each school. The methodology of classroom work
is based on the "social constructivism" So learning situations that allow students learning with
others" and "learning from others". Collective activities (couples (PP ), threes, small groups, ...)
are in themselves a valuable resource of cooperative and collaborative learning. This
methodological approach respects rhythms and individual differences of students, it also
allows us to detect possible special educational needs, so attention to diversity is guaranteed.

5. GENERAL OBJECTIVES
1.
Introduction to the study of the political geography of Spain: cities, provinces and
autonomous regions.
2.
Knowing some significant elements of the Autonomous Communities: flag, anthem,
coat, language.
3.

Approach to football sport through reading printed and digital media.

4.

Rate football as an exercise of "coeducation" between female and male students.

5.

Contribute to the development of civic and ethical values of our society.

6. CONTENTS OF LEARNING (GENERAL)

Spanish Geography: provinces, communities and rivers.

Badges and flags of the autonomous communities and local football teams.

Anthems of football teams of Spain and the Autonomous Communities.

Ordinal and cardinal numbers.

Addition and subtraction.

Ascending and descending numerical series.

Demonym

Measures of length

Format football bet: The betting

Game rules.

Professions football: football player, coach, utillero, physical therapist, nutritionist,


driver, doctor and referee.

Plane figures.

Spatial orientation.

Healthy habits of a sportsman.

Standards of behavior in a football field.

Lineups equipment.

Players by function in the field

Spain soccer fields: name and location in the corresponding city of the most important.

The cardinal points

7. RESOURCES
Material resources:

Political map of Spain

Plano de Sevilla (to locate the stages of the two local football team)

The album League

Documents on the history of the two teams: Betis and Sevilla.

Class computer with Internet

Color Printer with Scanner

Digital camera

Texts social use

The newspaper.

Subtexts included in the paper: sports scores, headlines, captions, jokes, crosswords,
weather

Dictionaries

Encyclopedias

Atlas

Road maps of Spain

Album, stickers and cards collection

The classroom library

Betting slips

Football tickets.

ICT Resources

The blog "MI CLASE DE INFANTIL (http://infantildelbenjuvara.blogspot.com)

Virtual Book of Benjuvara

Blog SCHOOL PARENT BENJUVARA"

(Http://escueladepadresdelbenjuvara.blogspot.com)

Google Earth

Youtube

Conceptual maps: Prezi, Spicynode ...

Educational games

Vedoque and map puzzle

Mixpod.com: to hear the anthems of the Autonomous Communities in blog

Wikipedia: to query

Podcast: AUDIOKIOSCO OF IVOOXPDI (interactive whiteboard)

Apps

Etc.

8. TEACHING ACTIVITIES OR SITUATIONS


General activities to develop throughout the didactic sequence: oral, information search, use
of ICTs and complementary (off center) .
7.1
Every Friday meeting to discuss teams playing against our teams, who are, where they
play ... On the map of Spain, provinces where they play and the community to which they
belong are located. When no information from home they can search the Internet, in the
newspaper or in a file where they are collected each day of 1st and 2nd division. Newspapers
are carried class and information is sought on the outcome of the matches. Reading a
newspaper article done any other day, discuss the meaning of a headline, find the date ... etc.
7.2
For memory activities, full team lists, names of cities, provinces and autonomous
regions are used
7.3

Geography, couples work through interactive maps and classic games puzzles

7.4
Virtual book in our blog. In one of the chapters of the virtual book for geography,
students comment on any topic related to: visit to a football stadium to watch a game, news
that catches their attention, invented stories ... etc.
7.5

Trips to the sports facilities of the two local teams: Real Betis and Sevilla FC.

7.6
Make A conceptual map in "mural" class format called: The Autonomous Communities
of Spain; and another in "digital" format using Prezi tool and placing link in the blog "MY KIND
OF CHILD" (http://infantildelbenjuvara.blogspot.com)
Psychomotor Sessions
In psychomotor education, motivator axis will also football. The teacher will become referee /
coach and students will be the players. Let's break these sessions into three types:
1.
In some of these sessions we used a football field to work different concepts both
spatial orientation, laterality, straight or curved lines, horizontal or vertical etc
2.
In other we've worked, using the ball, control, eye-hand coordination, eye-foot...
Individual activities , couples and small and large groups.
3.
We have also organized soccer small sided games which we have used to work rules,
participation of all, without discrimination by gender, the role of each of the people involved
etc.
Activities based on the different areas of learning.
Activities or situations of individual learning (AI) or in pairs (PP) are detailed in the project as a
"type activities".

9. EVALUATION CRITERIA
The different modes of evaluation are detailed in Education Project, so here only mentioned
criteria final evaluation.
Final evaluation
We seek to discover if learning expectations expressed by students in the initial evaluation on
Geography of Spain and football werw achieved. On the other hand, teachers assess the
degree of development and assimilation of the objectives and content of the 3 areas of
learning. To do the following evaluation criteria will be considered:

Locate Sevilla on the map of Spain.

Distinguish: province, community and country.

Name at least four Andalusian provinces.

Measurement units: cm., m. and km. Knowing their usefulness and implementation as
well as recognize the meaning of the abbreviation.

To know at least ordinal numbers first through tenth.

Identify the cardinal at least until 20 in numbers and words (reading and writing).

The name of the most important river in Andalusia.

Being able to associate at least 5 gentilicios with the province or autonomous region to
which it belongs.

Locate on the map of Spain a province or community through the cardinal points.

Acquire hygiene skills, healthy habits for a healthy life.

To find the shields and names of football fields in the province, and the location in the
plane of the city.

Knowing how to find information through digital or printed form:

internet, newspapers, magazines, files

NUESTRO LOGO:

ALcaide
ZAmorano
Nez del Pozo