Read a green story to sleep

Reading has always been one of the most enriching activities for both children and adults in whatever language. Reading makes you more open minded, offers a thousand opportunities to learn, to reflect and to create new content. In addition, it develops creativity and foster writing skills. Acquiring reading habits might be a complex task, above all, to reluctant student but reading becomes a key activity for the future academic development of them. A highly relevant task that triggers the appropriate mechanisms to develop a more equal and democratic society in which the literacy rate achieved the highest position as possible. In this sense, a good reading skills and strategies exponentially decrease the rate of school failure and enhances “cultural capital”, a term that the author Pierre Bourdiel refers to the relevance of reading as a source of enriching experiences.

Importance of books in a student's life – MakeMyAssignments Blog

Reading is a relevant vehicle for transmitting and conveying values. In addition, stories are an ideal resource to make known the importance of ecological attitudes to the little ones.

Real or made up English environmental stories, videos, songs, or legends help draw students’ attention whenever there is a good tale involved.

Bring the little ones to the closest environment make them feel connected to nature and  eventually they will take care of it. Connecting and caring for our parks and woods help us to become more aware and be more sensitive to climate change. Therefore, the stories might provide a big picture of the current environmental situation.

EDUCACIÓN Y ECOLOGÍA Literature and Environmental Education are such an interesting resource within Andalusian classrooms because it not only transmits ecological messages, but also highlights places such as the river Nacimiento, in the Almeriense mountain range, the Sierra Nevada Natural Park or the Natural Park of Cabo de Gata.  All of them places which promotes Andalucia, an important issue to promote within the Primary curriculum.

Ilustración de Los Niños Están Leyendo Libros En Un Árbol y más Vectores  Libres de Derechos de Aire libre - iStock

The website story jumper offers to teachers online free books which are so uselful to practice reading a listening skills in the Foreign Language classroom. Some of the tails contain ecological messages that can be adapted to work Art, Natural Science or Linguistic contents.

Youtube  may become another  practical and technological resource to tell stories to children.This link makes a compilation of stories with extremely important messages such as water care, forest care, the importance of recycling, the importance of respecting ecosystems and the animals that inhabit them . BBC also offers a good amount of resources to work on environmental messages. It’s difficult to find online ecological stories in English but there are some books in Spanish that can be translated to english to work vocabulary, spelling or grammar where the environmental message is transversal. If by change, you have them in your school library do not hesitate to use them in the class.

If there is a budget destined to buy more books for the school, have a look first to this website to know which are the best environmental book in English for you!





A little gesture changes everything

On many occasions citizens believe that momentous changes come from the hand of governments or big international organizations. However, we do not reflect on the importance of small gestures in our daily lives to change the world and acquire ecological awareness. A small action generates a change in style, new habits and lays the foundation for a new model of behavior. Why wait for administrative movements which discourage us to make some actions such as charge us 5 cents for each plastic bag in the store when I can take the initiative to take my own cloth bag?

Sometimes there are big questions whose answers are easier than we think. What can we do for the Earth? The answer is a lot, although sometimes we don’t know how.

No hay planeta B!: recursos para concienciar sobre el cambio climático

The Swedish 10 years old girl , Greta Thumberg started wondering herself if it was possible to do something to save our planet which it is threaten by human being overexploitation. So, she took matter into her own hands. She started turning off the lights to save energy at home, recycling paper to save resources or take a boat instead of taking a plane as a symbolic gesture to send a message to the world: the planet is dying and we need to take action.


Niños pequeños limpiando y reciclando basura | Vector Premium

There are green gestures that we can effortlessly perform in our day to day:

1.-Always take our own cloth bag to the supermarket and try to avoid all fruit or coated products. We can put the fruit directly into the bag or even carry it by hand. Why not?

2.-Do not buy bottled water or reuse the bottle. We can also buy a water bottle and take it with us everywhere. In a restaurant, it is better to ask for a glass of water or a jug.

3.-Change your diet a little. Curb the the consumption of animal proteins. It is not a question of becoming vegan from one day to the next, but rather introducing more vegetables into our food imaginary. Thus, we will reduce the waste that this type of meat-based diet generates and we will pollute our oceans less.

4.-Wash less. Gather a large quantity of clothes before running a washing machine and make sure that towels, sheets or curtains are really dirty.

5.- Reduce the consumption of clothing and technology. Try to buy more durable items. Planned obsolescence exists but we can fight it. Format your memory card of you technological devices such as your mobile phone and your computer if necessary and do not buy a new one.

The impact of fashion on climate change  is undeniable. A report  written by WWF asserts that more than 2,700 litres of water were shown to be needed to produce just one cotton shirt, equating to approximately 15,000 litres for just a kilo of cotton.

 6.- Recycle. Separate rubbish correctly at home, at work and of course at school.

Moreover, it is relevant to instill new habits to our children and the school could become a perfect scenario to teach them a more sustainable way of life.  Adapt these green gestures to the students to make them feel the main characters of a book that luckily will not have a horrible ending if we stop it in time.

Brigada Ecológica Agualuna - Home | Facebook

1.- Bring breakfast in reused containers

2.-Always order drinks without a straw

3.- Plant a seed and care for a plant

4.-Use the same bottle and a cloth bag

5.-Ask to celebrate your birthday without plastic

6.-Clean  the schoolyard

7.-Ice cream with a cone and not with a spoon

8.- Do not throw food

9.-More experiences  and more recycled toys

10.- Read stories about ecology


Environmental education, a new subject within the curriculum?

The world has changed so quickly in the last few decades and with it, the society in which we have been raised and grown up. For this reason, the school becomes an ideal place to prepare and adapt our children to these  social changes. Future generations will have to face a new reality in which technologies have taken a relevant role in our daily lives. In addition, thanks to the improvement of transport, we can move from one side of the globe to the other in less than 24-hour, something unthinkable in the last century. We feel that everything is closer, we are more united.

The world is a handkerchief in every way. Political, economic, social and health problems become international more easily, transcend the local sphere and hit our reality. Therefore, we have to act as a global society and seek solutions that help alleviate the coming crisis where climate change stands as one of the main challenges in the 21st century.

El mundo de los dibujos animados lleva una máscara de salud. | Vector  Premium

Some professions such as footballers or singers have been overshadowed in our children due to the success of the new technologies. Nowadays, our pupils prefer to be youtubers, influencers or instagramers. Online work is becoming more and more prevalent, so digital competence is going to be essential in the classroom. The so-called generation Z, born between 1996 and 2000, already far exceed some teachers who do not belong to the so-called digital natives.

Technology changes every second and offers us more than a thousand opportunities to generate content without leaving home. Winters get shorter and summers get longer. The cars of the future will be ecological and future social crises will have water as the main protagonist, or rather, the lack of it. If the world changes, education must jump on the bandwagon and prepare future generations for a new panorama where one of the basic premises will be to educate in equality, multiculturalism, solidarity, tolerance and ecology with the aim of making the world more humane and fair and above all, to learn how to take care of our home, the Earth.

In this sense, today more than ever, it is necessary to provide our children with tools, skills and resources to promote environmental education and face one of the biggest problems of future societies: climate change, the huge amount of rubbish generated in our cities, the pollution of our seas, the extinction of species or global warming. For this reason, teachers and families themselves become a model of reference and behavior to change habits totally intrinsic to us nowadays, such as: taking the car to move around the cities, using plastic bags every time we go shopping, develop a diet based on meat, let the water run while we wash the dishes. The planet’s resources are limited as well as its own well-being, which is unbalanced by the overexploitation that human beings exert on it. Therefore, environmental education is a necessary tool to acquire awareness and adopt a more sustainable way of life.CÓMO AYUDAR AL PLANETA?

The foundations of environmental education in the classroom are based on three pillars: sustainable development, greater knowledge of nature and recycling.

Environmental education is acquiring more presence in the classroom as a transversal content in areas such as Natural Science,English or Art but should it have its own entity?

In this sense, there are several associations worldwide that propose to establish Environmental Education as a new subject. The importance of having green areas in schools beyond the concrete walls, promoting practical activities in natural environments or students provide services to the community are part of their program.

Encuentro Educativo% % 

At present, the environmental education has very little presence in the classroom, however there are more teachers willing to work environmental values and contents as a part of the curriculum. Children and grown ups need to re-learn how to live with nature, not  giving our back to it as our grandparents did not so long ago.

90% of teachers are interested in conveying and instilling environmental values to their students and 17% show their support to create a specific subject, according to a study carried out by the newspaper Magisterio para Naturaliza, Ecoembes’s environmental education project. 349 teachers from all educational stages of centers, public, private and subsidized, and from all the autonomous communities responded to this survey. Most of the teaching staff (73%) are inclined towards a transversal model, that is, they prefer that their contents be present throughout the entire academic system and not restricted to a single subject.

Anyway, betting for it in one way or another he topic is on the table and it is sensitive issue that this society can not ignore longer. It is time for action and no better way to star the green revolution than a class.





Returning to Granada in times of Coronavirus

Armed with a mask covering my mouth and nose, a thirty-kilogram suitcase weighing more than a prehistoric rock and a bag full of books, I stared intently at the mobile phone screen indicating the train that would take me from Brighton to London’s Gatwick airport, my body numb and muscles stiff after weeks of stress. I was finally making my way back to Spain to see my family amidst the coronavirus pandemic health crisis due to the coronavirus pandemic. Many of my friends, however, had not been as lucky. Some governments had decided to close off airspaces before they could buy flight tickets back home, whilst others decided to stay willingly. Travelling during this time was an odyssey, with prices skyrocketing with the ‘cheapest’ flights starting at 200 euros, planes were cancelled and companies went bankrupt. The image of thousands of planes on the runways had gone viral on social networks and media in general.



Some didn’t even try to get back home. They decided to go on with their lives in England, despite the circumstances, and abide by the decisions taken by the British government as the situation progressed. There were rumors that they would be sent home sooner or later. Others mentioned the provision of a salary of 20 hours a week, for a month. This would not be enough to live comfortably given that prices in Brighton are similar to those in London. In such instance, they would have deal with the uncertainty which this situation has brought about, just like everyone else. Despite the measures adopted by the British government in an attempt to inject money into the country’s economy during the crisis, living conditions for the majority of Spaniards living there remain dire. Some of whom are bound to a monthly rental contract, which they must continue to pay, despite returning to Spain.

When I decided to return to Granada, Boris Johnson’s government had not taken any action to stop the pandemic in the country. The number of those infected was still unknown and the virus was moving silently through the crowd. The locals were concerned about the latest news from neighbouring European countries, such as Italy, with more than 6,000 deaths at the time, or Spain, where a state of emergency had been declared and people were confined to their homes. More than 18,000 Spaniards were scattered around the globe searching for ways to return to their home country with many being left stranded for weeks. I spent an entire morning calling the Spanish embassy in London, but there was no answer. I assumed that they would be busy, repatriating people in critical situations; hence I opted to fly on a Norwegian air carrier with the hope that the flight would not be cancelled. In such a latter case, I would have any other choice other than keep looking for flights, less and less frequent, and always fearing airspace closure.

The danger of being trapped in England

During that time, I had continuous phone calls from family and friends, warning me of the dangers of being trapped in England without an income. Buying a flight back to Granada or Malaga seemed to be the most plausible decision. As the health crisis progresses, different governments around the world were gradually closing international airspace but in Brighton, life was turning its back on the world.

In Spain the reality was becoming increasingly harsh and dramatic. There were many tears shed of friends who missed the chance of a last goodbye to their parents and many more uncles or grandparents for fear of spreading the disease. There was clapping and cheering at 8pm from balconies to encourage the paramedics in their relentless fight against the virus. There were tons of social media posts, showing screenshots of friends now communicating only through video calls. There were pictures of people wearing masks and gloves greeting each other from a distance to avoid physical contact.

Yet, at the same time in Brighton, the clouds gave way to pleasant weather and a hopeful spring. Just like snails after the rain, the English took to the streets to enjoy the sunny days, the clear blue sky and the cool sea breeze. On any given Sunday, the seafront was filled with families strolling around, bars were full of people drinking, the parks were full of children playing, the shops were open and public transport was often overcrowded. Every morning I was still going to school with enthusiasm, having arrived in Brighton a couple before in order to do my final teacher training at St Paul’s School. I was to be the new Spanish conversation assistant in a bilingual classroom, in which primary school pupils were learning to greet, sing and become familiar with Spanish culture. The students’ pronunciation, when learning new words such as paella or chorizo, often brought a smile to my face. I am very passionate about this work and now I was being given an opportunity to understand the British education system and develop through these new experiences. It was probably this passion for the job that held me back from buying a flight sooner. Deep down I wanted to stay, despite the uncertainty.

One fine day, things started to change. The sun still shone yet, some students started missing class. At first it was ten children, from a class of thirty, a significant number which should have rung a couple of alarm bells. Classes kept going with the usual lessons, exercises and activities, yet, the atmosphere was becoming more and more tense. Many English families made a personal decision not to send their children to school, as rumors of closure were multiplying. Some teachers discussed whether it was better to preserve the economy and risk human lives or would it have been better to adopt the same measures as other European countries. We were facing the unknown.

How’s it going in Spain?

Every morning, Boris Johnson spoke about this world crisis, sending messages of tranquility and reassurance to the British population. Journalists and contributors to the BBC’s morning shows were throwing hypotheses and theories about a virus that was already causing havoc in other societies not so far away. News about increasing victims in neighbouring countries, including Spain, started to take more and more media coverage. Reality started to take over and this threw the British population into panic. There were long queues outside pharmacies, with people frantically seeking to buy masks, hand sanitisers and thermometers.


At school my foreign colleagues had different reactions. German teachers seemed calm, considering the option of returning, but not making decisions as yet. On the other hand, an Italian colleague did not show up at school as he immediately left for home. The crisis took centerstage of all the conversations during recess: “Have you heard the rumors that they are going to close the school? “,” How is it going in Spain?” my classmates asked. “What will the principal do if Boris Johnson doesn’t take action?” others questioned. Tempers began to flare due to the uncertainty of the situation and the silence was more than eloquent. Moods swayed varying from worried looks, messages of tranquility directed at the students and questions from the children such as, “are we going to die?”. Questions, which unlike during usual lessons, us adults had no clear answer to.

IMG_20200403_135648The British government was moving slowly, adopting only preventive measures in order to avoid the pandemic. England was moving in slow motion, under the watchful eye of the world. Boris Johnson was being harassed by critics, but part of the English society remained unmoved, unable to understand why it was necessary for them to stay at home. For many this was simply a faraway “tale” coming from Wuhan, a tale which would not include them as protagonists. As days passed, however, the mockery decreased whilst the worried faces multiplied as the distant reality hit the English society. It was time. Moved by an urge to survive, I decided to return to Granada.

That little bug liked to explore the world

I said goodbye to my flat mate, a girl from Navarra who had come to Brighton to improve her English and was working in a restaurant. We had arrived in England full of excitement and had instantly clicked. Every day we joked about the bloody little bug, yet I also tried to convince her to go home too, as she was working in one of Brighton’s busiest restaurants with people from all over the world visiting, putting her at greater risk. When my time to leave arrive, I finally got on the train to Gatwick airport and I started to shiver. I was feeling sick. “Do I have the virus?” I was mentally and physically exhausted from the hustle and bustle of the last few days, sending boxes of clothes back to Granada, cleaning up the house and fixing paperwork at school. As I took the train, I held on to my mobile phone as my lifeline. It was the only way of communication with my family and even though I was many miles away from home hearing their voice was a relief.


Gatwick airport looked desolate. The second largest airport in the UK was absolutely dead with just a few passers-by wearing masks, waiting for their flight. Most of the shops were closed and the airport’s loudspeaker was the only noise audible in the halls. Planes were parked on the runway without permission to fly, because this little bug seemed to like to travel the world. On my flight we were only 50 passengers in a plane with capacity for 300. Mostly were Andalusians, I figured from the accent. One passenger per row of seats was allowed. No one spoke during the flight; no one seemed to breathe either. The only thing that was breathing was tension. An atypical flight, with hands within our pockets and everyone avoiding touching anything or speaking to anyone. At a distance of more than two meters, there not much chance to talk. No whispering or background conversations were heard. The stewardess welcomed the exhausted passengers on board: “We are happy to be the ones who can take you back home. These are difficult times and we feel the discomfort you have to experience on this unusual flight. We hope that you will soon be with your loved ones”.

 El Prácticum I de Educación Primaria es una asignatura esencial para el futuro maestro, ya que ofrece la oportunidad a los alumnos de Magisterio de un inmersión real en el aula para formarse como profesionales de la Educación. De esta forma, el objetivo de este documento es ofrecer una mirada cercana y un análisis profundo de un contexto particular con unas características especiales como es el aula de 1er curso de Primaria del colegio Federico García Lorca del Zaidín.

Descargar el e-book:

Memoria del Prácticum. Colegio García Lorca, Granada

La realidad aumentada en Educación

La realidad aumentada en Educación es una práctica aún experimental que no se ha llevado a cabo en las aulas por los múltiples desafíos que presenta. Pero no por ello es una idea que queda en el abandono o considerada como imposible. Por ello, son cada vez más las investigaciones que abordan el uso pedagógico este tipo de herramientas, ya que tienen un gran impacto entre los alumnos y en un futuro, no muy lejano, podrían formar parte esencial en el aprendizaje significativo de los estudiantes.

realidad aumentada

La realidad aumentada forma ya parte de algunas dinámicas sociales de la vida cotidiana como comprar o localizar algún objeto. En el ámbito de la Educación, ésta se presenta en museos, cines e incluso, algunos dentistas han abordado la idea de utilizarla con pacientes para reducir los niveles de estrés que éstos padecen cuando tienen que acudir a la consulta.

Hay expertos que han tildado ya a la realidad aumentada como la cuarta Revolución Industrial, una dinámica que se la instalará de forma progresiva en nuestras vidas en el plazo de un par de décadas. Es innegable que todos los sectores sociales y económicos se verán afetados en mayor o menos grado por este cambio. Pero, lo importante ya no es cuándo, sino cómo van a redefinirse estos sectores para adaptarse a la transformación digital.

realidad eumentada 3

Según el artículo Realidad aumentada, la EdTech que está revolucionando  las aulas de isostopy , uno de los ámbitos que más ha asumido la necesidad de reinventarse ha sido el educativo. “Las pizarras digitales, los elementos multimedia y los software creativos hace ya tiempo que conviven en la aulas con los libros, mapas y cuadernos”. Al igual que la industria librera está sufriendo los cambios tras la irrupción del e-book, las aulas están presenciando este proceso de transformación en el que lo digital va relegando a un segundo plano a la educación tradicional basada en libros y hoja de papel. Ahora, irrumpe con fuerza, la fotografía, la imagen en movimiento, el cine, los cuentos interactivos, la robótica que están comenzando a tener su pequeño hueco en las aulas.

realidad aumentada 2

Según este artículo, la realidad aumentada puede tener varios objetivos, pero el más significativo es ayudar a los estudiantes a adquirir, procesar y recordar fácilmente  la información aprendida en el aula con un aprendizaje más atractivo y divertido, nuevas tendencias metodológicas.

“La realidad aumentada tiene el potencial de reemplazar los libros de texto en papel, los modelos físicos, los carteles, ofreciendo materiales de aprendizaje portátiles y menos costosos”. El artículo defiende que el proceso de instalar la realidad aumentada en las aulas no es un proceso costoso, ya que si tenemos en cuenta que el 73% de los adolescentes españoles posee un teléfono móvil inteligente, éstos podrán hacer uso de esta herramienta personal para trabajar con el software. Así, añade, se genera un proceso de aprendizaje rápido y efectivo gracias a la visualización y la inmersión total en la materia

Un nuevo compañero en las aulas, ¡el robot!

“La inclusión de talleres prácticos de robótica en las escuelas y colegios es una tendencia educativa que ha ido ganando adeptos en los últimos años”. Así, lo señala el artículo Educación y Robótica de que ahonda en las posibilidades que ofrecen estos nuevos recursos en el panorama educativo. Pero, en primer lugar ¿qué es la robótica educativa? Podríamos pensar que los niños van a sustituir los juguetes de antaño por nuevos amigos como los robots, aunque la realidad va mucho más allá.

La Robótica educativa es un sistema de enseñanza interdisciplinar que potencia el desarrollo de habilidades y competencias de los alumnos. ¿Cómo? Con actividades encaminadas a potenciar el trabajo en equipo, el liderazgo, el aprendizaje a partir de errores, el emprendimiento. ¿Y donde quedan los robots en todo esto? La robótica va mucho más allá de crear robots y programarlos, es un trabajo en el que intervienen los kits de robótica y material interactivo susceptible de ser programado por los propios alumnos, pero que trabajan competencias del currículo de primaria como el trabajo en equipo o la resolución de problemas.

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¿Aprender robótica podría ser una asignatura más? En países como Estonia, Reino Unido, Finlandia y Alemania la robótica ya forma parte del currículo educativo. Hasta 2015 en España sólo se había impartido a través de iniciativas privadas o en planes de Comunidades Autónomas, como es el caso de Navarra. La Comunidad de Madrid ha sido precursora en implantar durante el curso anterior la asignatura de “Tecnología y Programación Robótica en 1º y 3º de ESO y se ha extendido a toda la Educación Secundaria Obligatoria, afirma el artículo ¿Qué es la robótica educativa y por qué nos gusta tanto?.

Entre los objetivos de esta nueva asignatura están adquirir habilidades y destrezas para programar una página web, crear app para móviles, diseñar juegos de ordenador, introducirse en robótica y manejar la impresión 3D, además de fomentar la autonomía de aprendizaje, el trabajo en equipo y la exposición pública de proyectos.


Así, la robótica, más allá de lo que pudiera parecer en un primer momento, no debe verse como un mero entretenimiento, sino como un complemento educacional. Una nueva filosofía que integra las nuevas herramientas de la sociedad digital en el modelo educativo. Estas tecnologías siguen un aprendizaje basado en proyectos y de hecho, ya existen aplicaciones que dotan a los docentes de herramientas para abordar estos contenidos en clase. Para introducir la robótica en educación infantil recomendamos Bee-Bot, un robot que puedes comprar en Habilitas Educación. Es más, puedes descargar el catálogo completo de actividades, para que veas todos los usos que se le podrían dar en el aula.La realidad aumentada en Educación.

Para introducir la robótica en educación infantil recomendamos LEGO WeDo 2.0, de LEGO Education, un robot donde además de introducir en programación de motores y sensores, al tener construcciones ilimitadas, fomentamos la imaginación y creatividad, empiezan a trabajar en equipo y junto con Galilei Project, es posible introducir la robótica a nivel curricular con un proyecto donde los niños tendrán que viajar a Marte para aprender conceptos de matemáticas, ciencias naturales, sociales y lengua, así lo indican páginas como Usos de la robótica en las aulas escrito por F. Moreno.