ANTHROPOLOGY AND EVOLUTION

Philosophy and citizenship. 1º Bachillerato. Programa lingüístico

Prof. Félix González Romero.

El grupo de 1º Bachillerato del programa lingüístico de Philosophy and citizenship  ha realizado un trabajo de investigación acerca de las implicaciones filosóficas del evolucionismo, que hemos dado en llamar “Anthropology and Evolution”. Para la realización de este trabajo los alumnos han utilizado los ordenadores del aula móvil de Escuela 2.0 durante seis sesiones y han realizado una navegación guiada en la red en búsqueda de información que les permitiera responder a las cuestiones del “worksheet” que se adjunta. Al principio de cada sesión, el profesor ha dado una serie de indicaciones para facilitar la búsqueda de información, introduciendo los contenidos conceptuales clave. El punto de partida es la visita a la página web del Arizona State University's Institute for Human Origins, que contiene diversos documentales interactivos, así como tablas cronológicas y artículos divulgativos sobre la evolución humana en lengua inglesa. La primera parte de la investigación ha consistido en la realización de la recogida de información para cumplimentar las cuestiones 1-3. A partir de la síntesis de estos contenidos conceptuales, hemos introducido el ejercicio individual de reflexión filosófica a través de los “topics for consideration” de la cuestión 4, con el objetivo de promover el espíritu crítico y la argumentación racional. Los resultados han sido magníficos. Posteriormente y, para promover la síntesis y contrastación de resultados, los alumnos han visto el documental La Odisea de la especie.

Philosophy and citizenship.  Anthropology and Evolution.

RESEARCH WORK.

1st baccalaureate.

Alonso the Ercilla  State Secondary School. Bilingual section.

Visit the site www.becominghuman.com (Arizona State University's Institute for Human Origins) and answer the following questions:

1. Rebuild (draw) a timeline/chart with the different human species, their specific traits and capacities (include the hominids)

2. After watching the interactive documentary, how would you relate the development of these three human traits to the emergence of human intelligence: free hands, bipedalism and brain growth ? You are allowed to look for further information on other sites or sources.

3. Look into the theories of evolution on the web. Design a definition for each of the following scientific terms:

- Lamarckianism

- Catastrophism

- Fixism

- Mutationism

- Darwinism

- Synthetic theory of evolution

Which of these theories are nowadays in force?

4. Put forward your arguments about these topics for consideration:

A. Is it possible to fit together the scientific evidence given by Paleontology and Biology that the species (including human being) have evolved from others with the belief in the existence of God supported by religions?

B. Apes and human beings have an incredible genetic similarity (98.5% of common genes) and a common ancestor in evolution, but the qualitative difference in their mental abilities is actually humungous. How would you explain this fact?

 

Adjuntamos algunas fotografías:

Audio Educational Resources

The students of 4th of ESO, during their Computing lessons with the topic "digital audio", have designed and created several audio fragments quite useful for other subjects' studies.

The goal of the project was to produce listening activities to improve the listening-comprehending skills through the study of different topics such as musical instruments, technology tools, mathematical operations, human body bones or art paintings.

The final result is a collection of educational resources which I suggest you to try in your classes.

Here you have some examples, there is a tasksheet and audio for each activity. Enjoy them.


General Culture. Arts. Low level.



General Culture. Arts. Hard level


Do you know the name of the technology tools? Here you have a bingo game to show up your "techy" and listening skills..


Natural Science activity


How good are you at maths? Try this bingo with your students or friends...

How much can you get from these different languages?


Enjoy these two stories:



And finally, are you so lucky of being the teacher of the 4th of ESO bilingual students? Then it is possible that you are able to pass this test

CREATE A LOGO FOR HUMAN RIGHTS. By Félix González Romero.

En Educación para la ciudadanía y los derechos humanos del programa de plurilingüísmo (grupos 2ºA/B y 2º C/D) hemos puesto en marcha durante el mes de diciembre de 2014 una actividad para estudiar el papel de los organismos internacionales y las ONGDs en su lucha por la defensa de la Declaración Universal de los Derechos Humanos de 1948. 

La actividad se ha desarrollado en las siguientes fases:

1. Análisis de los símbolos del logotipo de Naciones Unidas: mapamundi, color azul, ramas de olivo.
2. Lectura por parte de la asistente de conversación del versión adaptada del relato del Arca de Noe en inglés. Se intenta buscar el significado de las ramas de olivo en el logo de Naciones Unidas, contextualizando la creación de la ONU en el período inmediatamente posterior a la segunda guerra mundial.
3. Visionado de la presentación “color in motion” (www.mariaclaudiacortes.com) para descubrir los posibles significados de los colores. El azul de la ONU simboliza la paz y la libertad. Los alumnos toman notas de los diferentes significados para poder realizar su proyecto.
4. Creación de un logo sobre una ONG utilizando lo aprendido sobre la importancia de los símbolos: objetos, formas, colores.
5. Elaboración de un discurso escrito en inglés con la ayuda del Asistente de conversación y la Asesora lingüística para presentar el proyecto al resto del grupo. El alumno adopta el rol de portavoz de la ONG para la cual ha diseñado el logo, exponiendo los objetivos y trabajo de la organización así como la simbología del logotipo diseñado.  

Adjuntamos el “worksheet” de la actividad:

DRAW A SYMBOL FOR HUMAN RIGHTS

The international organisations that fight for human rights are institutions and therefore have laws and regulations, and also symbols. You have probably thought of the symbols of some organisations. This is exactly what we want you to do now. Think about the United Nations symbol:

1. What elements form the symbol? What does each of them represent?

2. There are two olive branches. What do you think this could represent? The olive as a symbol comes from a religious tradition. Do you know which one?

3. If an organisation that fights for human rights asked you to draw a symbol, what would it be? Why? Draw it!

4. Imagine you are the spokesperson of this NGO. Write a speech describing the aim, the task and the human right you intend to protect and the meaning and symbols used on your logo.

Algunas fotos de la realización de la actividad en el grupo 2º C/D:

Environmental Awareness Campaign Poster / Póster para campaña de concienciación ambiental

The students of 4th year of ESO, led by their teacher Santiago Díaz, have made an explanatory poster on a specific environmental problem. The education context has been the contents of graphic communication within the subject of Computing Skills (Informática).

The proposed scenario is an environmental awareness campaign for which they had to create a poster explaining the basics of the issue or problem to be faced, (facts, statistics and sources thereof) and include images, solutions, tips .. .

The tool they used was picktochart, a platform for creating online infographics.
The final result has been a collection of posters with very good quality as  the examples show.


In this activity the three core aspects of Ercilla Project: Multilingualism, Ecology and use of ICT are integrated. .