en ABP. Aprendizaje basado en proyectos, Cooperativo, Física-Química, INNOVACIÓN

The Little Prince and chemistry.


VisualMap ABP

Esquema 6×6 del proyecto de comprensión

En esta ocasión colgaré el próximo proyecto de comprensión que realizaremos en el colegio. Adjunto las versiones que les daremos a los estudiantes en inglés y en español para su mejor comprensión. Nos servirá para trabajar usando ABP y VISUAL THINKING:

The little prince and the science

El príncipito y la ciencia-ALUMNOS

As you know, this year we are working in a Comprehensive Project about “The Little Prince”. Firstly, you have to read “The little prince”, part XVII, where the toxic snake appears.

Our work is about toxic substances in the world. You’ll carry out an investigation about chemistry in society andthe  enviroment. The product will be a video of a “VISUAL MAP” done by your group. In that video, you have to talk about the diferent topics for about 5 minutes.

WHO?WHAT?: B3.4.1

Who are you? Definition of toxic substance, example of a natural toxic substance in your specialty, example of an artificial toxic substance in your specialty.

HOW? B3.5.2, B2.8.1, B2.8.2

Do you care for your enviroment? Propose individual and global solutions to solve enviromental problems in your specialty.

Molecular analysis of the substance that produces the toxicity, whose chemical reaction is produced that makes the reactants to become toxics and how it harms the living beings.

WHERE? B3.5.1

Sources of your toxic substances and how they get to the environment

Sources of your information.

B1.5.2- Sources of information, they must be trustworthy (Goberns, universities, Science magacines)

WHEN?. B3.4.2

Identify it with the industry that produces your artificial substance, when it was born and the possible evolution of that industry in your city.




Why have you done the visual thinking? Why is it so important to protect the environment?


All the visual thinking will have the previous seen points but each group will be the specialist in one of these enviroments:

  1. Toxic substances in air, What happens in Alcantarilla City?
  2. Toxic substances in lands, What happens in Portman?
  3. Toxic substances in water, What happens in “Mar Menor”?
  4. Toxic substances in food, Pesticides, heavy metals, phtalates, bisphenol-a
  5. Toxic substances at home, Radon, cleaning products, molds
  6. Toxic substances in cosmetics, endocrine disruptives.


The product will be a written work with the 6 previous points, and expositive script for the exhibition, a Concept-Map (Done in visual arts) and a video. Those who want could carry out a public experiment using the lab of the school (to Infantil, primaria, secundaria and your parents!)

First and second days: Search on the internet about toxic substances, selection of the substance.

Third and fourth days: Prepare the work with all the obtained information.

Fifth day: Recollection of all the drawings done in visual art (Visual metaphores, connectors, posters) and put all of your visual thinking drawings together.

Sixth day: Preparation of the script and the video exhibition.

Seventh day: Public exhibition (In the project week)


#ElPrincipito, #Tóxicos


To draw





https://www.educaplus.org/moleculas3d/index.html Molecules online visor.


Collaborative groups.:

LEADER: Makes sure that every voice is Heard. Focuses work around the learning task.

Sound bites:

  • Let’s hear from  next.”
  • “That’s interesting, but let’s get back to our task.”


Compiles group members’ ideas on collaborative graphic organizer

Writes on the board for the whole class to see during the presentation

Sound bites:

  • “I think I heard you say ; is that right?”
  • “How would you like me to write this?”


Encourages the group to stay on task

Announces when time is halfway through and when time is nearly up

Sound bite:

  • “We only have five minutes left. Let’s see if we can wrap up by then.”


Presents the group’s finished work to the class

Sound bite:

  • “How would you like this to sound?”


Briefly leaves the group to get supplies or to request help from the teacher when group members agree that they do not have the resources to solve the problem.

Sound bites:

  • “Do you think it’s time to ask the teacher for help?
  • “I’ll get an extra graphic organizer from the shelf.”


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  • Proyecto de comprensión 2018. #elprincipito – Blog

    […] Habéis visto en las anteriores entradas cómo he realizado yo el proyecto y lo que tenían que hacer los alumnos. http://estuprofe.elbuenlugar.com/juegos/2018/02/12/the-little-prince-and-chemistry/ […]