Clilstore Facebook WA Linkedin Email
Login

This is a Clilstore unit. You can link all words to dictionaries.

Fibonacci sequences & their presence in the nature and their relevance in Mathematics (Discussion & Part2)

After having learned about Fibonacci sequences, it would be advisable to carry out a final debate to evaluate our oral skills in a context focused on Mathematics, mainly on numbers, as I am developing. A debate about the relationship between number sequences and Fibonacci numbers could be a good option.   

It may be a good idea to watch this video (there is no talking, but I find it very beautiful) to show them the importance of mathematics in nature:  .

Do the next activities in groups:

1- Find another educational video that show more examples of the presence of Fibonacci Numbers in the reality or even the presence of other number sequences. Each group could analyse a number sequence and prepare a lesson to be given to the rest of the class

3- It would be advisable to include the glossary which has been made before as a part of a final test.

4- A final activity could be an exercise on reflection or even another listening task applied to number sequences, in this case, the Golden Ratio and how to achieve it!

Questions:

Checklist

Have you considered the following factors?

Factors to consider

Yes/No

Describe how this will be included in the lesson

Content – Learning outcomes

YES

All the activities will include the concepts they have to learn.

Communication (groups, pairs, peers, teacher-student etc.)

 

 

YES

The lesson plan has activities to facilitate the communication:

The match activity: Group activity

After watching videos proposed and the different activities: each child must talk about the Fibonacci sequences and their presence in the nature. What’s more, they will interact in pairs and groups, and comment what to do in order to analyse them.

Cognition (methodology, mental processes, multimodality)

YES

-        To remember real sequences in the nature and Fibonacci numbers.

-        To Identify (understand)

-        To name and to play (apply)

Cultural issues

YES

In this case, the mathematical concepts of this unit are basics and don’t include any cultural issue apart from some situations where we can see how Fibonacci numbers appear in some aspects of our culture.

Language demands and language support (grammar, vocabulary, when, why and how, text structure, text organisation)

YES

The lesson works with mathematical basics concepts and the needed vocabulary.

Materials selection (what to use, why and how)

 

 

YES

I have selected some videos for the beginning of the class. Then I will use flashcards and a match activity. And at the end, one group discussion to establish the acquired knowledge.

Teacher’s role (engaging students, providing input, providing support)

 

YES

In this lesson, the teacher will be a guide and a stimulus that provides the necessary assistance in each moment.

Student’s role (how is this lesson learner-centred?)

 

 

YES

I hope the students will actively participate in the proposed activities

Thinking skills (factual Qs, why/how Qs, hypothesis, synthesis, prediction. Does it support Higher Order Thinking?

 

YES

These real sequences are the support of higher order thinking in the future.

Scaffolding and variety of input/ text, audio, video etc. (support for input and/or output)

YES

It is a scaffolding process and this is the base.

I have taken into account the variety of resources to facilitate student motivation.

 

 

Clilstore AssessmentExtra: MatheMAGICEXERCISESGAMING

Short url:   https://clilstore.eu/cs/5179