CECEP 19 & CECIE 19– Site SpecficNot just any tree. A tree of our

own.

Cooperative work integrating ART & Second Language (English)

2012- November 12th

What is a “Site Specific” about?

To intervene into a particular place in time & space

When we talk about the concept of “Site specific”, we are referring to intervene into a particular place, which has been thought and made for that particular scenario. It can’t be placed somewhere else but there. It must exist in the space where there is an element which works as a key to open a world of ideas and art expressions.

What is the purpose of that intervention?

The idea is to modify, transform and change the common space giving a different view with the tridimensional perception.

The CECEP number 19 wanted to live the experience, printing an esthetic sign to modify the everyday view of their school and did it, using a tree as the main topic of the Show.

Inspired in Latin America’s and European’s experiences where the original iconic is thought to be restored,

here the educational community was invited to participate and carry on the project of modify the

space, using the tree as the center of their activities.

During the development of the workshops to prepare the material to intervene the tree, different

techniques were used and the families were invited to participate actively. The first elements that were

needed to incorporate to the central item, had to be with animals and insects from a wide range of

species…

The community created fantastic art craft which belongs to air, earth and water with recycling elements. They also work with “tejidos” and clay. They dedicated

a long time to model and colour them.

The community created a special atmosphere surrounding the tree with the idea of providing

emotional connection with the public that visit the place. In a way, the idea was to mix the fantastic

and the real, using multisensorial resources.

And after that, students from CECIE 19, joined into theProject…

The kids did extensive research on the topic (Site Specific), watched the production that CECEP 19 had in relation to this, and started developing activities to participate in the Big Show…

Students:

• - Identify the topic, learn about the subject, analize ideas and think how to work from the second language to empower theshow.

• - Create materials and work cooperative with their teachers toorganize small worshops in the day of the event.

So students from CECIE 19 went to CECEP 19 and offered the visitors the chance to seenot only the material produced by the Art kids but some activities in English focusingon the Specific Site’s concept plus a variety of games and songs in relation to Nature & Ecology.CECIE 19 was invited to the event and students from 5th and 6th arranged places, givetwo workshops and even used the interactive screen (with their teachers) to show their material.

CECIEs 21 and 25 were also invited to theevent and enjoyed the English activitieswith the students from CECIE 19 (at CECEP 19)

Plus, CECEP 19 had its kids (from ages 7 onwards), performing a great show to celebratethe event. Their Site Specfic was amazing!

The experience was interesting. We drew several notes from it (not everything went on perfectly, no, of course).

But we really enjoyed being there.Experience matters.

And we are eager to do it again.

Students & Teachers from CECIE 19

“Watch it grow”

INGLÈS – CS NATURALES – ESCUELA

Escuela 5 DE 12 (Rep del Salvador)

Conducción: Francisco AcuñaIlda Marchettich

Docentes: Hidalgo, MarianaPelayo, CeciliaRomero, Alejandra

PROYECTO INTEGRADO

Objetivos: * Lograr que la comunidad escolar trabaje en equipo. * Respetar, aprovechar y cuidar los recursos naturales de nuestro medio ambiente. *Conocer principios básicos de autoabastecimiento y reflexionar sobre la contaminación ambiental y su relación directa con la salud. * Adquirir una actitud crítica, con fundamento, ante actos desmedidos que perjudiquen nuestro ecosistema. *Aprender conocimientos por medio del contacto directo, concreto, práctico, en el proceso de enseñanza-aprendizaje; completándolos con información teórica. * Valorar, sembrar, cuidar y cosechar los frutos de nuestro trabajo cotidiano, aprovechando el espacio físico que nos brinda la institución. * Integrar las áreas de Ciencias Naturales e Inglés viendo contenidos en ambos idiomas.

Recursos: * Humanos (alumnos, docentes, directivos) * Espacio físico de la huerta * Semillas * Herramientas * Elementos de riego * Netbooks* Libro de cuentos * Reproductor de cd * Material fotocopiado

Nuestra escuela se dedicó este año al proyecto huerta

• Los alumnos de cuarto grado junto a su docente de grado prepararon

todo para plantar…

lechuga, arvejas, acelga…(actividad en integración con la escuela)

Desde las áreas de inglés y ciencias naturales también abordamos el proyecto realizando muchas actividades…

Como introducción leímos el cuento“Watch it grow” (actividad en integración con BIBLIOTECA Docente: Cecilia Pelayo)

Aprendimos vocabulario en inglés, por ejemplo:*seed (semilla) ground (tierra)*water (regar) grow (crecer)*sunshine (luz solar)y cuidados básicos que necesita la planta para vivir

Aprendimos las partes de la planta, de la flor y el proceso de fotosíntesis en inglés y en ciencias naturales (actividad en integración con Cs Naturales Docente: Alejandra Romero)

Usamos nuestras netbooks para investigar sobre las plantas en inglés…

Harvest: ¡Cosechamos nuestras plantitas! (actividad en integración con Cs Naturales Docente: Alejandra Romero)

Repasamos todo el vocabulario aprendido Roots (raíces) stems (tallos) etc.

Consumimos nuestros productos de la huerta… (actividad en integración con Cs Naturales Docente: Alejandra Romero)

Preparamos nuestras láminas de las plantas y del proceso de fotosíntesis en inglés y en castellano.

(Contamos con la colaboración de ED PLÁSTICA. Docente: Celia Galván)

Realizamos una clase abierta en la cual dramatizamos el cuento “Watch it grow” y

explicamos en ambos idiomas las partes de las plantas y el proceso de fotosíntesis…

(actividad en integración con Cs Naturales Docente: Alejandra Romero)

Nos visitó Alejandra Alliende (narradora de cuentos en inglés) quien nos narró cuentos que

abordaban la temática que nos ocupaba…

(actividad en integración con BIBLIOTECA Docente: Cecilia Pelayo)

También compartimos una presentación con todo lo aprendido y una

breve introducción al proceso de la polinización.

(actividad en integración con Cs Naturales Docente: Alejandra Romero)

Los alumnos alcanzaron los contenidos ampliamente. Desarrollaron amor, interés en el conocimiento y reconocimiento de las plantas y una gran observación de los cambios producidos durante el crecimiento y ciclo de floración, demostrado día a día en tareas áulicas programadas, en conversaciones espontáneas, y en la búsqueda de información adicional.

Project Work: “Healthy Food”

The project work " Healthy Food" is the product of the combination between the harvest of crops (fruits) and the teaching of the lexical item " The food".

The aim I have as an English teacher, is, from an attitudinal point of view, to show the nine-year-old-children that healthy food is not always represented by a green colour. On the contrary, it can also be varied and colourful, it can also be tasty, it can also be juicy, and it can also be cheap, if we consider fuits as a branch of food.

Teacher: Daniela Patricia DelachauxSchool: 1 D. E. 8.Grades: 4th A and B.

Project Work: “Healthy Food”

• Aim: From an attitudinal point of view, my aim as an English Teacher, isthat students learn to “make friends” with the healthy food; to understandit can also be tasty and colorful!

For you to understand ourproject, I will answer some

questions to you:

• What is the project about?It’s about (healthy) food. Unit 3, “HappyStreet 2 book.”

• When does it take place?At the end of April and first weeks of May.

• Where does it take place?

At school, and at Disco Supermarket.

Who are the participants?4th grade “A”, “B”, and the English teacher.

Who accompanied the teacher and students?The Headmistress, The English supervisor, and

another helping teacher.

How was it done?By taking the children to the park, to the “Healthy

Stations” from GCBA to have a talk about healthyfood, and then, another day, to Disco Supermarket.

Why a Project Work about Healthy food?Because as a teacher I believe in the benefits of a healthy eating to learn better.

Students’ previousknowledge

• I asked the students what they knewabout healthy food.

• Then, I asked them to draw anythingrelated to the topic we were dealingwith. (Healthy food)

Friday, last period: from3.30 PM to 4.10 PM

• What I know about Healthy Food…

April 29th,2013Students have a talk about healthy food

It was so cold,that childrenlistened to Daniela indoors!

Time for playing and learning!

Children had to pick up a healthy card!

Waiting for the healthycard to come!

April 6th, the English teacher sets everything ready before going to the

supermarket. She organizes the tablesputting a drawing of the fruit students willchop up, on the tables.In other words, she

organizes fruit groups.

For example: The yellow group, which has a banana

printed on a card, will chop up bananas.The green group will chop up pears.

Orange card, orange group willchop up oranges.

May 6th, 2013The English supervisor, the headmistress, theteacher,the English teacher and the students

head Disco supermarket. 4th grade bought somefruit and spoke English!

Let’s take a picture!

Time to work!

May 13th,20134th grade B,also went to the

supermarket and prepared a fruitsalad.This was the organization:

Shh! Quiet! Studentspreparing a fruit salad!

Do you like plums? Help yourself some!

Hmmm!! Yummy!!

Such a colorful and nutritive fruit salad!!

Shhh!! Let’s take somefruits to the classroom!!

Let’s eat twice!

Thank you for sharing this Project Work of us and with us!

• I would like to thank specially :• My Supervisor, Claudia Morillo, for coming every

single time, for helping me, for advising me, forsuggesting, andfor listening.

• The School Headmistress, Analìa Krahnke., for lettingme do this project and for coming with us too!

• Mara Tierno, a helping teacher who came with us too! • The Classroom teachers, who sometimes, “lent” me

hours when we had to finish the salad.• The Arts teachers Eugenia and Eliana, who helped me

improve the drawings later on !

• See you on… The next Project Work!

• Best,

Daniela DelachauxEnglish teacher,

4th grades.school 1DDEE8

2013

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Presentación Escuelas

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