We have called our activity “Find where you belong to” because, basically, we think that it’s very important that the children were able to locate themselves, where do they live, in which province and to which autonomous community does it belong to. So, as you can imagine, our topic is the Autonomous Communities of Spain. With this activity we want that our students were able to locate themselves in Spain, identifying each autonomous community and its provinces, remembering all of this and making, we want our students to be creative during the development of the activity due to the things they have to do, and also, the want our students to understand and to be able of explaining.

This activity is aimed at primary students that are coursing fifth grade and it’s going to be developed in the science class.

With the development of this activity we want that our students develop four of the eight basic competences that appear in the curriculum. These are:

1. Competence in communication skills. This competence refers to the use of language as a means of oral and written communication, of representation, interpretation and understanding of reality, of construction and communication of knowledge and organization and self-regulation of thought, emotions and behavior.

2. Competence in knowledge and interaction with the physical world. It is the ability to interact with the physical world, in its natural aspects and in those generated by human action, so that the understanding of events is possible, also the prediction of consequences and the activity directed to the improvement and preservation of conditions of life, from other people and other living beings.

3. Processing information and digital competence. This competence consists of having the ability to search, obtain process and communicate information, and to transform it into knowledge. Incorporates different skills, ranging from access to information to its transmission in different media once treated, including the use of information technology and communication as essential information, learn and communicate element.

4. Competition for autonomy and personal initiative. Refers, on the one hand, to the acquisition of awareness and implementation of a set of interrelated values and to attitudes such as responsibility, perseverance, self-knowledge and self-esteem, creativity, self-criticism, emotional control, the ability to choose, to calculate risks and to address the problems, and the ability to delay the need for immediate gratification, to learn from mistakes and take risks.

In order to make this activity, we have divided the steps to follow in different sessions. In the first one, the teacher is going to explain briefly the topic of the autonomous communities because we prefer that the students learn by discovering, investigating by their own and the students are going to form groups of four. On this first session, students can as all the doubts they have and at the end of the class, the teacher has to explain how to use the first tool they have to use, it is Moovly. And also, the teacher has to explain them that they have to make a short video, about a minute and a half, in which they explain the Autonomous Communities, just basic thing, and it is compulsory that it finishes with a picture of Spain, showing how it is organized nowadays.

The following three sessions are going to be used by the students for making the video with the help of the teacher if they need so.

On the fifth session, they are going to project their explanations and, at the end, the teacher is going to explain how to use the second tool Thinglink. On this tool the students have to tag in a picture of Spain the name of the Autonomous Communities, their provinces, their capitals and their flags. Doing this is a way for them to learn it and to remember everything easily and in a different way. To complete this part of the activity is going to take them two more sessions. After these sessions the teacher must review each online map and check that everything is alright.

On the eighth session, the teacher is going to ask them for several questions about the Autonomous Communities, they can be related to them, their provinces, capitals, flags, even with the seas that surround Spain. At the end of this session the teacher is going to recollect all the questions and he or she is going to create “The Game” in a tool called Kahoot. Kahoot is a tool in which you have to write questions with several answers and people with their phones, tablets or computers can play.

On the final session, the students, by groups, are going to play with this great tool so they will have to bring to class their computers, tablets or phones if the school doesn’t have enough for all of them.

On this activity there is going to be an evaluation, but not the one to which we are used to. We are not going to evaluated if the students have learnt the Autonomous Communities through an exam; we are going to evaluate them every day, by taking into account their participation on the activity and with the game in Kahoot in the final session, taking into account the number of correct and wrong answers that the students have at the end of the game. To ensure its smooth learning after the last session we will do a review about all and focusing on the areas where most have failed.

Here you can see the tutorial about the tools that we have used in our activity:

Before starting to develop the activity we need to have clear the check list for teachers. The first thing that teachers must do is to prepare a short explanation for the students explaining the basic things about the Autonomous Communities. In the example that we have used we have explained the students that in the nineteenth century Spain was divided into thirteen regions and that with the creation of the Constitution of 1879 the territorial organization of Spain changed, it is divided into seventeen Autonomous Communities plus the autonomous cities of Ceuta and Melilla. The next thing that the teachers need to do is to see the tutorials of the tools that are going to be used during the activity. Also, they need to ask for the computers of the school the day of the game since all the groups of students may not be able to bring what they need. Here you can see the examples that we have done but imagine that they have been done by primary students that are coursing fifth grade.

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