now have the opportunity to learn more about our own and other cultures as well as some traditions playing
Proposal for the 4th year of ESO developed by:
Ricardo Ruiz
IES Miguel de Cervantes (Móstoles)
This WebQuest has been performed within the training course "virtual classroom" CTIF Madrid organized by the South and whose guardian has been D. Juan Jose Gual.
Activity 1:
- To begin you will have to agruparos in pairs with a class comrades, then send me an e-mail to efprofesor@gmail.com or tell me in class, I have to give your full name The group in which you are, where they were born, the names of your grandparents and where they were born and / or lived.
- Then you have to collect information on games that are carried out in the community where your grandparents were born. To do this you have to do an interview with your grandparents. And transcribe what I say, literally as if you were journalists. As you decide
- that games are going to work to add a comment to this blog entry, with your name, surname and initial group. And see that these games are not caught by someone in your class.
- Find additional information on these games and organize the list of index cards, each game, which features: game title, game type (if aiming, running, strength ...), place of origin, when it was played (years in which he played), number of players, equipment and spaces, object of the game, development and regulation. Example-Template tab, click and download .
Tab Traditional Games With Comments
In the list must specify at least 5 games.
Activity 2:
- You must find out as accurately as possible the source of those games.
- Find information there, and the relationship you may have this information for the selected game or games.
- Once collected the information you will have to put them a map.
- tried to add some picture of each game on the map.
that end we use in class, when expongáis games you should place them on the map
Activity 3:
- Once we have done all the above activities. We must organize. And think how to prepare a class session with those 5 games, then to expose the practice only 2.
- Each pair once collected must prepare two games and will share with other classmates. Think of games for the application to the Physical Education (nadad gambling, cards, or similar)
- You must talk to the other groups that expose them touch on the same day to you to think about how you will carry the practical exposure. Organization Division groups, score, etc. These are some aspects to consider.
- Finally, the games will be implemented in physical education class. Through the presentation of the games in class by students @ s.
When you have formed the groups activities will begin following the established order. Remember
plan well the session, the groups, if they are all students @ sa all games or groups are ...
Below you have the resources to all previous activities.
WORK 2 ° Quarter 4 ° 2009 2010
pooled resources and ENCYCLOPEDIA SEEKERS.
Traditional Sports
Asturias Canarias traditional sports and games
Jocs del Mon
Guide traditional games of the Community of Madrid
Xogos
Popular Index Traditional games
String Games
e-book Games of children in schools and colleges
Traditional Games. Before the memory is lost
traditional and popular games
World Games
Scheme for written work
Evaluation To evaluate this WebQuest use a
PAPER EVALUATION. Click on it to display the entire table will have a preview here
is a table that contains the evaluation criteria and depending on where you'll find some points or other matrix
Tu assessment of group work is this:
| | consolidation Low | Learning half | learning | Excellence in learning | Rating |
| collection, listing and exposure of the Games. | missing a lot of information contribute less than 3 games. | The presentation is poor, missing information or have a few games. | Exhibition and correct spelling word. | add more games to the list and make a clear statement. | |
| oral presentation of the task. | not expressed with clarity and order are many doubts. | There are gaps in communication, are in any doubt. | The explanation is clear. | Communication is excellent | |
| | not consistent | They agree to the division of duties. | The ideas and the work is organized. | The ideas are clear, organized and interesting. | |
| Amount of information | One or more topics are not addressed. | All themes and most of the tasks addressed. | deliver more information than required. | add examples and points of view. | |
| Information Quality. | The information provided is incorrect or does not have to do as requested. | are somewhat consistent with the ideas expressed. | They concern all the information that is exposed in the work. | The data provided are correct and encourage more information. | |
| mural illustration and presentation. | are not located all games. | Plate Cleaning & Order filed. | cast and cooperation of all members of team or group. | propose pictures and illustrations. | |
| | are not organized and there is no prior preparation | Very few games. little preparation | order and clarity in the presentation of the games. | Very well organized, active contributors, although the material used and spaces. | |
| ICT Management | need ongoing assistance or supervision. | Navigate with ease. | is able to find meaningful data and orignial. | successfully Use the links given or on your own search engine solution reaching the task at hand. Handles well the word processor. | |
| Collaboration with other groups. | not satisfied with the assigned role within the group and provides ideas for implementation. | worked with the group. | brings ideas to tackle the task group. | is respectful to the ideas of others and performs the task. | |
| Contributions group | Only part of the group was involved. | Almost all have been involved and have completed their tasks. | All have contributed to the group, although at different levels. | whole group has been involved in similar work. | |
| Participation | not actively involved in the task and in practice games. | Play | Enjoy practice and game knowledge unknown. | games Apply learned in extracurricular activities. | |
| Development of tasks | Nil or little work on developing the tasks | Insufficient degree of elaboration of the tasks | The tasks performed have been adjusted to requested. Low degree of originality | The tasks performed were interesting and original | |
| | TOTAL | | |||
scale estimate:
| | consolidation Low | half | learning Good | Excellence in learning |
| SCORE | 10-19 | 20-29 | 30-39 | 40 |
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