Week Commencing 17th October 2016

Spanish
Week
Week Commencing
17th October 2016
Geography Workshop
Spain
Learning Objectives:
LO: I can locate Spain on a world map.
LO: I can locate the two countries that neighbour
Spain.
LO: I can name and recall key facts about five
Spanish cities.
Key Vocabulary
Madrid – Capital City, Sierra de Madrid (mountain range), Bola del
Mundo (a very high mountain)
Sevilla – Rio Guadalquivir (a river), Canal de Alfonso XIII (man-made
canal leading off the river to supply water to Sevilla).
Santander – El Puerto (Very large port important for trade to the North of
Spain)
Valencia –La Albufera (Nature Reserve – fresh water lagoon for fish and
protection of flora and fauna).
Barcelona - Las Sardanas (traditional dance)
Activity:
The children used Google Earth to locate Spain and also identified the two
countries that neighbour it.
They then learnt about five key cities in Spain and some of the geographical
features that make them unique. The children recorded the new information
they had acquired on a map of Spain.
“Santander has a colossal port” Emily
“A port is where the boats park” Jake
“France is next to Spain, I went there and saw the Eiffel tower” Viktor
Architecture and art workshop
Barcelona
Learning objectives:
LO: I know Barcelona belongs to Spain.
LO: I know Park Güell is one of the most important
pieces of art created by the artist Gaudi.
LO: I can recognise the architecture of Gaudi.
Key vocabulary:
mosaic-mosaico
green- verde
tiles-azulejos
red- rojo
purple-morado pink- rosa
blue-azul
black-negro
yellow-amarillo
orange-naranja
white-blanco
Activity:
The children explored the city of Barcelona. They looked at the artist Gaudi
and the architecture he created in Barcelona.
They then looked at and discussed lots of different pieces of architecture.
The children then got the opportunity to create their own piece of art using
the mosaic technique in the style of Gaudi.
“I’m making a Guinea pig mosaic” - Leni
“I’m going to use this one, Blanco, that’s
White” – Charlie
“They use small stones to make mosaics”
– Jake B
Literature Workshop
Madrid
Learning Objectives:
LO: I know Madrid is a city from Spain.
LO: I know Gloria Fuertes is an important Spanish poet that write
for children.
LO: I can listen a Spanish poem and create a representation of it.
Poem
1.
2.
Para dibujar un niño hay que hacerlo con cariño.
Continuemos el dibujo: redonda cara de queso.
(to draw a child you have to do it with care)
(Lets keep drawing, round face like a cheese)
Pintarle mucho flequillo,
Como es un niño de moda, bebe jarabe con soda.
(draw a big fringe)
(as he is a very fashionable boy he drinks fizzy
-que esté comiendo un barquillo;
drinks)
(eating a wafer)
Lleva pantalón vaquero con un hermoso agujero;
muchas pecas en la cara que se note que es un pillo;
(he is wearing jeans with a very big hole)
(lots of freckles on the face you can tell he is cheeky)
camiseta americana y una gorrita de pana.
- pillo rima con flequillo y quiere decir travieso -.
(with an American t-shirt and a velveteen cap)
(cheeky rhymes with fringe and means mischievous)
3.
Las botas de futbolista - porque chutando es artista -.
(He is wearing football boots – because shooting is ‘an art’ (has skill)
Se ríe continuamente, porque es muy inteligente.
(He laughs continually because he is very intelligent)
Debajo del brazo un cuento por eso está tan contento.
(under his hand he has a story that’s why he is so happy)
Para dibujar un niño hay que hacerlo con cariño.(to draw a child you have to do it with care)
Activity:In this workshop we were travelling around the capital city of Spain,
Madrid. We explored the city and stopped in ‘La Plaza
MayorThen we listened to a poem by Gloria Fuertes, an
important Spanish poet. We then looked at the words and
made a picture that matches.
“flequillo, I remember is a fringe; the front bit of
your hair” – Charlie H year 1.
“I can see rhyming words” Rihanna year 2
“felquillo and barquillo rhyme” Ryan year 2
Biology Workshop
Sevilla
Learning objectives:
LO: I know that Sevilla is a city in Spain.
LO: I know that Parque Nacional de Doñana is
a National Park near Sevilla.
LO: I know that Iberian Lynx live there.
Key Vocabulary:
animales (animals), Lince Iberico, plantas (plants), arboles (trees), cola
(tail), patas (paws),
piernas (legs), cabeza (head), orejas (ears), cuerpo (body), boca (mouth),
ojos (eyes), garras (claws), bigotes (whiskers), pelaje (fur).
Activity:
The children explored the city of Sevilla and the nearby Parque Nacional de
Doñana.
They discussed what the National Park is like and the animals that live
there.
Then they looked at the Iberian Lynx and named the parts of its body.
Prehistory Workshop
Santander
Learning Objectives:
LO: I know Santander is located in Spain
LO: I know Altamira was the first cave in which
prehistoric cave paintings were discovered.
LO: I know what prehistory means.
Key Vocabulary
Visit the Altamira Cave! ¡Visita la Cueva de Altamira!
Cave Cueva
Painting Pinture
Horse Caballo
Rock Roca
Activity:
We explored the city of Santander, which was a very important commercial
area for Spain in history. From this, we looked at the Cave of Altamira.
We discovered the cave contains the first discovered paintings from the
Palaeolithic age. This is a time in history known as prehistory, before written
records began.
The children completed a poster inviting people to visit the cave and included
their own cave painting drawing.
Emily, year 2 – “Caves were a long time ago, they had
paintings on the wall of deer’s. Buffalo sand horses”
Spanish Food Workshop
Valencia
Learning Objectives:
LO: I can locate Valencia on a Spanish map and identify some of the
important places.
LO: I can prepare a Spanish ‘pincho’ thinking carefully about presentation.
Key vocabulary
Tomate (tomatos), Jamon (Ham), Queso manchego (Cheese), Pan (Bread), Pimiento
(Pepper), chorizo , aciete (Olive oil), aceitunas (Olives), pincho, Valencia.
Ciudad de las Artes y las Ciencia, Barrio del Carmen, Plaza ayuntamiento
Activity:
The children learnt that in Spain the chefs take a lot of care about how their
food is presented. They had a range of typical Spanish ingredients available
for them to choose from. They then had to arrange them into their own
design. The Pinchos then held together using a cocktail stick.
“Bread is Pan in Spanish” – Brandan. Year 2