ACTIVIDAD FINAL: PRESENTACIÓN DE MI PORTAFOLIO EN SOCIEDAD
Con ayuda de esta herramienta web, que también he descubierto gracias a este curso, comparto una breve presentación donde se recoge lo más significativo de todo lo trabajado durante el curso.
PRESENTACIÓN DE MI PORTAFOLIO DIGITAL
lunes, 14 de noviembre de 2016
domingo, 13 de noviembre de 2016
WITH BONE OR WITHOUT BONE? VERTEBRATE ANIMALS
Hello, this is my final task in my online training course on
AICLE or CLIL methodology.
In this post are
detailed the different parts of the CLIL unit about "Vertebrate Animals"
that have been designed during this course.
1) Timing: 6
sessions of about an hour.
2) Level: This
unit is for first year of Secondary in the Biology and Geology subject.
3) Introduction/Justification
This didactic unit is called “Vertebrate Animals” and
forms part of the Science program for this grade. The subject
area develops students’ rational and objective understanding of their
surroundings, starting with their own perceptions and experiences.
Moreover, Science subject gives the students the
necessary resources to initiate a form of scientific analysis of their
surroundings, developing the capacity for investigation and inquiry and the
search for answers and explanations to the problems which are posed by their
own everyday experiences.
It also helps students to assimilate another cross-curricular
theme which is “To appreciate the importance of respecting all living things
and helping to protect the natural environment.”
With all this
previous information, this didactic unit helps student to work in different
basic skills like:
- Knowledge and
interaction with the physical world.
- Competence in linguistic
communication.
- Use of information and
digital competence.
- Mathematical competence.
- Learning to learn.
- Autonomy and personal initiative.
4.- The main objectives of the unit
are the following:
-To know the characteristic that
identify animals
-To distinguish the general
morphological characteristics of vertebrates
- To distinguish between vertebrates
and invertebrates
- To know
the types of vertebrates
-To
investigate one animal and make a presentation classifying the animal and
describing its interesting particularities and adaptations to its habitat
5) Language
objectives:
The
combined use of the four skills in L2, listening, speaking, reading and writing
will be fostered all over the unit.
In the sessions or lessons the students will do a series of activities
specifically planned to cater for the different interests and learning styles
of our students in order to promote learning and enjoyment all along the unit.
For this, my students will do the
following:
- Identify and name the
terminology related to animals and their classification.
- Categorize the characteristics of vertebrates
and invertebrates and classify them accordingly.
- Distinguish different groups of animals and establish the
similarities and differences of the characteristics we use to classify
each group.
- Identify the processes of respiration and reproduction in the different groups of vertebrates.
- Show a respectful attitude towards all animals and their rights and establish ways to help to protect them in their own natural habitat
Vocabulary
|
Structures
|
Discourse type
|
-Nouns: fish, reptile, bird, mammal skeleton, backbone,
trunk, spine, limb, gills, fins, scales, amphibian, lungs, frog, wings, hair,
placenta, newborn, feathers, beak, egg, development.
- Verbs: fly, crawl, walk, run, slither, swim, breathe,
reproduce, breathe through, transform into, inhabit, hunt, crawl.
- Adjetives: carnivore, herbivore, omnivore, vertebrate,
aquatic, terrestrial, oviparous, strong, long, powerful, warm-blooded, cold-blooded,
biped, thick,
-Preposition: in, at, on top of, from, for, until, into,
through, by, with, …
|
Gerund
structures: by running, by jumping, etc.
- Passive
structures: can be found, are found.
- Infinitive
structures: helps it/them to fly/jump/run
- Relative
clauses: which provides…/ bipeds that walk/which are formed…/an organ which
develops…/.
- Verb
+ preposition: Protect from, adapt for
- Noun-verb
agreement: Vertebrates have a backbone. A vertebrate has a backbone.
- Comparatives: Amphibians are
cold-blooded however mammals are warm-blooded
|
Listing
facts
- Categorizing
and classifying
- Describing weight, colour, habitat
etc
- Comparative sentences
|
6.- Methodology and
activities
To achieve
the goals established at the beginning, and learn all the contents in the unit,
we will implement a participatory methodology, with a learner-centred approach
facilitating in this way both, individual and groupal learning. The methodology
will be applied through the establishment of different learning routines, and
work habits, including activities and
doing individual and groupal tasks successfully.
Total: Six sessions.
SESSION 1:
Characteristics of the Animal Kingdom.
Initial activity
(20´)
The teacher divide the class into small groups. Allocate an
animal to each group, (the animals have very different characteristics. Students
have to describe their animals in groups and to note down their
characteristics. Teacher encourages them to think about the characteristics of
living things:
Think
about where your animal lives, what it eats, big or small, how it moves,
its colour, if it lays eggs.
A spokesperson from each group to describe their animal to
the class without saying what it is. The rest of the class guess the animal.
The teacher explains after the initial activity (ppt)
(15´). The classmates make activities
related with the explanation
Activity 1.- Work with an illustration (10´)
Teacher
shows diferent animals pictures. The classmates draw a table on the notebook
with four columns: Animal, Eats, Moves, Lives in. They have to
complete the table. When they have finished, we fill in the table on the
board.
Activity 2.- Describe your favourite animal.
Students work individually to describe their favourite
animal. They have to write a description using the new vocabulary
Activity 3.- Glossary
Students begin a glossary with the key words. They will
complete every day.
(15´) If students don´t complete the task, they will have to
do it at home.
SESSION 2: Characteristics of vertebrate animals.
Activity 4.- Guess the animal (10´)
Teacher organices the class intro small groups. Students
have to read out their descriptions of their favourite animals to their group
members without saying what the animal is. The group members have to guess the
animal
Watch a video about vertebrate animals (twice if it is necesary)
https://www.youtube.com/watch?v=qRKoGO7hNXg
Teacher write on the board a key below that help students clasify differents
animals.
Activity 5.- True or false (20´)
Students have to answer some questions about the video.
For example:
1. _______________________ All birds
have feathers.
2. _______________________ All
mammals have hair or fur.
3. _______________________ Reptiles
are warm-blooded.
4. _______________________ All birds
can fly.
5. _______________________ A
fish propels itself through water with the help of its fins.
6.
______________________ Reptiles have gills for respiration
Activity 6.- ¿vertebrate or invertebrate? (5´)
Students make two columns on the notebook ‘vertebrate’ and ‘invertebrate’.
They are going to listen a series of animals, and they must write them in the
columns to which they think they correspond.
Activity 7.- Use the clues to identify the vertebrate group.
(10´)
Students
have to complete the sheet about vertebrate groups.
Activity 8.- TIC activity (15´)
Students have to find two photos of lesser-known vertebrates from each
group. Then they have to show one of them to their mates and ask to identify
the group and give reasons for their answer.
SESSION 3: Fish,
amphibians and reptiles
Students read in class about fish, amphibians and reptiles.
Then the teacher answer the student's question. (30´)
Activity 9.- Sheet about fish, amphibians and reptiles. Complete the table and fill the
gaps. (20´)
Students
have to complete this table and then with this information they have to fill
the gaps of diferent sentences.
Activity 10.- Crossword (10´)
Students
have to complete the crossword with concepts related to fish, amphibians and
reptiles.
SESSION 4: Birds and Mammals
Watch a video about vertebrate birds and another one about mammals
https://www.youtube.com/watch?v=8vL_2rF8JHU
https://www.youtube.com/watch?v=hGonwMTPV6g
Students will write the main characteristics about birds and
mamals that appear in the video (20´)
Activity 11.- Sheet about birds and mammals. Complete the
table and fill the gaps (15´)
Teacher summarizes the main characteristics of the different
types of vertebrates by using a power point
and answer the questions of students.
(15´)
Activity 12.- Simon Says (10’)
Play a
version of Simon Says using the diferent types of vertebrates. We start
with mammals. Students have to repeat after you ONLY if you name a mammal. If
you do not name a mammal, tell the students to remain silent, e.g., dog (repeat
dog),
dolphin (repeat dolphin), human (repeat
human), frog
(students
remain silent).
SESSION 5:The importance of vertebrate animals
Activity 13: Listening task (10´)
Listening
test about vertebrate animals
Activity 14: Investigation.
(40´)
Each group
have to investigate two native animals that are in danger of extinction in that
continent. They use Internet to do their research.
The groups
have to agree to present their results in the next lesson.
SESSION 6: Review
Students present the research results of the previous day.
(30´)
Activity 15: Computer season (in pairs) (30´)
7.- Materials
Class-book of 1º ESO.
Notebook.
English dictionary.
Moodle (all the additional material will be published in Moodle).
Notebook.
English dictionary.
Moodle (all the additional material will be published in Moodle).
Audios
Computer
WEB: Videos, online activities
8.- Evaluation (criteria and instruments)
Criteria:
1. Describe the most important differences between vertebrates and invertebrates.
2. Recognize the main characteristics of vertebrate animals.
3. Dominate the classification of vertebrates and identify examples of each group.
4. Relate different body shapes and extremities with adaptation to the environment and how to move.
Instruments:
- Participation in class, oral and written questions and evaluation tests.
lunes, 7 de noviembre de 2016
DISEÑO DE MATERIALES AICLE PARA MI UNIDAD
¡Hola!
Voy a comentar ahora los materiales que he propuesto en mi unidad.
Voy a comentar ahora los materiales que he propuesto en mi unidad.
Actividades para la
unidad AICLE
Para
elaborar los materiales de la unidad didáctica Aicle, he partido del libro de
texto que trabajamos en 1º ESO ya que le servirá al alumnado para no perderse y
a revisar lo estudiado. Se trata del libro de Biology and Geology de Richmond y
Santillana.
Esto se
completa con otra serie de recursos educativos abiertos que paso a explicar.
MATERIALES
En resumen, en las diferentes sesiones encontraremos distintos tipos de
recursos:
-
Enlaces a páginas
donde encontraran explicación a algunos conceptos que les presenten mayor
dificultad.
Presentaciones que se utilizarán en
clase para explicar conceptos de interés
Textos que sirvan de apoyo para el
alumnado
-
Videos en inglés que
resumen los diferentes apartados del tema).
-
Actividades
interactivas en línea
-
Session 1 Characteristics of the Animal Kingdom
Initial activity
The teacher divide the class into small groups. Allocate an
animal to each group, (the animals have very different characteristics).
Students have to describe their animals in groups and to note down their
characteristics. Teacher encourages them to think about the characteristics of
living things:
Think about where your animal lives,
what it eats, big or small, how it moves, its colour, if it lays eggs.
Animals: Bear, Eagle, snake, frog, ant,
spider, salmon, jellyfish, scorpion, tiger, ostrich, shark.
A spokesperson from each group to describe their animal to
the class without saying what it is. The rest of the class guess the animal.
Activity 1.- Work with
an illustration
Teacher shows diferent animals pictures. The classmates draw
a table on the notebook with four columns: Animal, Eats, Moves, Lives in. They
have to complete the table. When they have finished, we fill in the table on
the board.
Activity 2.- Describe your favourite
animal
Students work individually to describe their favourite
animal. They have to write a description using the new vocabulary
Para realizar
esta actividad los alumnos seguirán este guión:
Describe
your pet or your favourite animal.
1. Título del trabajo: My pet/ My
favourite animal.
2. Añade una fotografía de tu mascota
o tu animal favorito.
3. Descríbelo:
- It is a vertebrate/invertebrate animal.
- It is a
mammal/bird/reptile/fish/amphibian/worm/mollusc/arthropod/echinoderm
/cnidarian/porifera.
- It is big/small.
- It lives on land/in water/on land and water.
- It has fur/feathers/moist skin/scales and dry
skin/scales/exoskeleton/soft body…
- It is white/brown/green…
- It has lungs/gills/tracheae…
- It has four legs and ears stick out/4 legs/no
legs/fins/2 legs and 2 wings/antennas/visceral mass…
- It has sexual/asexual reproduction.
- It gives birth to live young/lays egss.
- It is cold-blooded/warm-blooded.
Activity 3.- Glossary
Students
begin a glossary with the key words. They will complete every day.
Los alumnos
pueden utilizar esta página como apoyo:
http://a-z-animals.com/reference/glossary/
SESSION 2 Characteristics of vertebrate animals
Activity 4.- Gess the animal
Teacher
organices the class intro small groups. Students have to read out their
descriptions of their favourite animals to their group members without saying
what the animal is. The group members have to guess the animal
Activity 5.- True or false. Students have to
answer some questions about the video. https://www.youtube.com/watch?v=qRKoGO7hNXg
Además del
vídeo los alumnos tendrán el libro de texto para consultar las posibles dudas
que les haya quedado después de la visualización del vídeo
For example:
1. _______________________ All birds
have feathers.
2. _______________________ All
mammals have hair or fur.
3. _______________________ Reptiles
are warm-blooded.
4. _______________________ All birds
can fly.
5. _______________________ A
fish propels itself through water with the help of its fins.
6.
______________________ Reptiles have gills for respiration
Activity 6.- ¿vertebrate or invertebrate?
Students
make two columns on the notebook ‘vertebrate’ and ‘invertebrate’.
They are going to listen a series of animals, and they must write them in the
columns to which they think they correspond.
Activity 7.- Use the clues to identify the
vertebrate group
Students
have to complete the sheet about vertebrate groups.
Activity 8.- TIC activity
Students
have to find two photos of lesser-known vertebrates from each group. Then they
have to show one of them to their mates and ask to identify the group and give
reasons for their answer.
SESSION 3: Fish, amphibians and
reptiles
Activity 9.- Sheet about fish, amphibians and reptiles. Complete the table and fill the
gaps.
Students
have to complete this table and then with this information they have to fill
the gaps of diferent sentences.
De este
enlace tomamos las actividades finales para entregar a los niños
Activity 10.- Crossword
Students
have to complete the crossword with concepts related to fish, amphibians and
reptiles.
SESSION 4: Birds and Mammals
Activity 11.- Sheet about birds and mammals.
Complete the table and fill the gaps.
Students
will add two collumns to the table in activity 10, birds and mammals. Then with
this information they have to fill the gaps of diferent sentences.
De este
enlace tomamos las actividades finales para entregar a los niños
Los alumnos
que terminan la actividad pueden seguir practicando en los siguientes enlaces:
Activity 12: Simon Says.
Play a
version of Simon Says using the diferent types of vertebrates. We start
with mammals. Students have to repeat after you ONLY if you name a mammal. If
you do not name a mammal, tell the students to remain silent, e.g., dog (repeat
dog),
dolphin (repeat dolphin), human (repeat
human), frog
(students
remain silent).
SESSION 5: The importance of vertebrate animals
Activity 13: Listening task
Students
draw a table with two collumns and three rows. They listen and write the name
of the vertebrate animal in collum one and why it is importan for human in
colum two. The students have to give their opinión and answer this question:
Which vertebrate is the most important?
Para llevar
a cabo esta actividad usaremos la pista de audio del cd que proporciona el
libro de texto usado en el colegio.
Listening
test about vertebrate animals
Del
siguiente enlace se elegirán las preguntas que se les pondrá a los alumnos para
que elijan la opción correcta.
Activity 14: Activity 14: Investigation. (40´)
Teacher
organises the class into six groups: Europe, Asia, North America,
South America, Africa and Oceania.
Each group
have to investigate two native animals that are in danger of extinction in that
continent. They use Internet to do their research.
The groups
have to agree to present their results in the next lesson.
SESSION 6: Review
Activity 15: Computer season (in pairs)
OBJETIVO DIDÁCTICO DE LOS RECURSOS EMPLEADOS EN MI UNIDAD
Hola, de nuevo.
Aquí comparto mi reflexión sobre los contenidos empleados en mi unidad "Vertebrate Animals" para 1º de la ESO.
Objetivo de los recursos educativos:
El fin de alguno de los recursos utilizados y expuestos en
mi UD es el siguiente:
- - Para introducir el tema se hace uso de
presentaciones en power point o vídeos:
De esta forma están en contacto
desde el primer momento con el idioma, practicando de forma natural tanto la
lectura como la escucha, y empapándose de vocabulario casi sin darse cuenta.
- - Para practicar vocabulario y estructuras se
utilizan distintas fichas a lo largo de la unidad, donde los alumnos tendrán
que rellenar huecos o tablas, así como identificar imágenes.
Además, una de las actividades propuestas es
la elaboración de un glosario, donde los alumnos aprenderán el vocabulario
necesario
- El uso de flashcards con animales
para que verbalicen estructuras orales les ayuda a practicar mucho. Así como
los diferentes QUIZ sobre los animales que irán haciendo.
-
Para comprender y analizar lo aprendido durante
la unidad, los alumnos tendrán que rellenar y crear diferentes tablas donde se
recoja un resumen de las características principales de lo aprendido.
Actividades 9, 11 y 13. En el enlace anterior viene una de las tablas que los
alumnos tendrán que rellenar.
- - Para ampliar y repasar contenidos además de las
presentaciones y videos utilizados en el aula, a los alumnos se les proporciona
diferentes enlaces donde ellos pueden ampliar información, así como realizar
diferentes actividades interactivas.
Por ejemplo:
- - Para profundizar en el tema los alumnos, con ayuda de la web,
realizarán WebQuests:
|
Además, los alumnos investigan y usan
dicha información para desarrollar su propio conocimiento ya que tendrán que elaborar una presentación
donde demuestren todo lo aprendido durante la unidad, Actividad 14.
- - Durante el desarrollo de toda la unidad, los
alumnos trabajan las estructuras y el vocabulario al tener que realizar en
diferentes momentos redacciones y descripciones de diferentes animales. En
dichas actividades se trabajará también tanto la escucha como el habla en la
L2, ya que los alumnos tendrán que presentar dicha tarea a sus compañeros y
al mismo tiempo escuchar sus presentaciones.
|
MY CLIL UNIT: "VERTEBRATE ANIMALS"
Hola a tod@s
Aquí os dejo la planificación de mi unidad AICLE: "Vertebrate Animals"
Title of the Unit: Vertebrate Animals Course
/ Level: 1º ESO
Aquí os dejo la planificación de mi unidad AICLE: "Vertebrate Animals"
Template to design a
CLIL didactic unit
Subject: Biology
and Geology Teacher: Rosa Mª Sánchez García
|
1. Learning
outcomes
/ Evaluation criteria
|
-To know the characteristic that identify
animals
-To distinguish the general morphological
characteristics of vertebrates
- To distinguish between vertebrates and
invertebrates
- To know the types of vertebrates
-To
investigate one animal and make a presentation classifying the animal and
describing its interesting particularities and adaptations to its habitat
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
2. Subject Content
|
- The characteristics of the Animal kingdom:
Classification and nutrition.
- The characteristics of
vertebrate animals.
- Groups of vertebrate animals,
general characteristics: Fish, Amphibians, Reptiles, Birds, Mammals.
- Vertebrates in their
environment.
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|
3. Language Content / Communication
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Vocabulary
|
-Nouns: fish, reptile, bird,
mammal skeleton, backbone, trunk, spine, limb, gills, fins, scales,
amphibian, lungs, frog, wings, hair, placenta, newborn, feathers, beak, egg,
development.
- Verbs: fly, crawl, walk, run,
slither, swim, breathe, reproduce, breathe through, transform into, inhabit,
hunt, crawl.
- Adjetives: carnivore,
herbivore, omnivore, vertebrate, aquatic, terrestrial, oviparous, strong,
long, powerful, warm-blooded, cold-blooded, biped, thick,
-Preposition: in, at, on top
of, from, for, until, into, through, by, with, …
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Structures
|
-
Gerund structures: by running, by jumping, etc.
-
Passive structures: can be found, are found.
-
Infinitive structures: helps it/them to fly/jump/run
-
Relative clauses: which provides…/ bipeds that walk/which are
formed…/an organ which develops…/.
-
Verb + preposition: Protect from, adapt for
-
Noun-verb agreement: Vertebrates have a backbone. A vertebrate has a
backbone.
-
Comparatives: Amphibians are cold-blooded however mammals are
warm-blooded
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Discourse type
|
-
Listing facts
-
Categorizing and classifying
-
Describing weight, colour, habitat etc
-
Comparative sentences
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Language skills
|
Reading, writing, listening and
speaking
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
4. Contextual (cultural) element
|
Appreciate the importance of respecting all
living things and helping to protect the natural environment.
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
5. Cognitive (thinking) processes
|
Understand, compare, analyse,
explain
|
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|
6. (a) Task(s)
|
Organise students into groups.
1.- Research the main groups of wild vertebrates
which inhabit the natural áreas of your autonomous community and classify
each of the animals researched.
2.- Each group chooses one of
the above vertebrate: mammal, bird, fish, amphibian, reptile. They
have to do a presentation about their vertebrate to the rest of the
class.
|
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|
6. (b) Activities
|
Session 1
Initial activity
The teacher divide the class
into small groups. Allocate an animal to each group, (the animals have very
different characteristics. Students have to describe their animals in
groups and to note down their characteristics. Teacher encourages them to
think about the characteristics of living things:
Think about where your
animal lives, what it eats, big
or small, how it moves, its
colour, if it lays eggs.
A spokesperson from each group
to describe
their animal to the class
without saying what it is.
The rest of the class guess the
animal.
Activity 1.- Work with an
illustration
Teacher shows diferent animals pictures. The classmates draw a table on
the notebook with four columns: Animal, Eats, Moves, Lives in. They have to complete the table. When they have finished, we
fill in the table on the board.
Activity 2.- Describe your favourite
animal
Students work
individually to describe their favourite animal. They have to write a
description using the new vocabulary
Activity 3.- Glossary
Students begin a glossary with the key words. They will complete
every day.
SESSION 2
Activity 4.- Gess the animal
Teacher organices the class
intro small groups. Students have to read out their descriptions of their
favourite animals to their group members without saying what the animal is.
The group members have to guess the animal
Activity 5.- True or false. Students have to answer some
questions about the video. https://www.youtube.com/watch?v=qRKoGO7hNXg
Activity 6.-
¿vertebrate or invertebrate?
Students make two columns on the notebook ‘vertebrate’ and ‘invertebrate’. They are going to listen
a series of animals, and they must write them in the columns to which they
think they correspond.
Activity 7.- Use the clues to identify
the vertebrate group
Students have to complete the sheet about vertebrate
groups.
Activity 8.- TIC activity
Students have to find two potos of lesser-known vertebrates
from each group. Then they have to show one of them to their mates and ask to
identify the group and give reasons for their answer.
SESSION 3:
Activity 9.- Sheet about fish,
amphibians and reptiles. Complete the
table and fill the gaps.
Students have to complete this table and then with this
information they have to fill the gaps of diferent sentences.
Activity 10.- Crossword
Students have to complete the crossword with concepts
related to fish, amphibians and reptiles.
SESSION 4:
Activity 11.- Sheet about birds and
mammals. Complete the table and fill the gaps.
Students will add two collumns to the table in activity 10,
birds and mammals. Then with this information they have to fill the gaps of
diferent sentences.
Activity 12: Simon Says.
Play a version of Simon Says using the diferent
types of vertebrates. We start with mammals. Students have to repeat after
you ONLY if you name a mammal. If you do not name a mammal, tell the students
to remain silent, e.g., dog (repeat dog),
dolphin (repeat dolphin), human (repeat human),
frog
(students remain silent).
SESSION 5:
Activity 13: Listening task
Students draw a table with two collumns and three rows. They
listen and write the name of the vertebrate animal in collum one and why it
is importan for human in colum two. The students have to give their opinión
and answer this question: Which vertebrate is the most important?
Activity 14: Activity 14:
Investigation. (40´)
Teacher organises the class into six groups: Europe,
Asia,
North America, South America, Africa and Oceania.
Each group have to investigate two native animals that are
in danger of extinction in that continent.
They use Internet to do their research.
The groups have to agree to present their results in the
next
lesson.
SESSION 6:
Activity 15: Computer season (in pairs)
|
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|
|
7. Methodology
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Organization and class distribution / timing
|
Total: Six sessions.
SESSION 1: Characteristics of the Animal Kingdom.
Initial activity (20´)
The teacher explains after the initial
activity (ppt) (15´). The classmates make activities related with the
explanation
Activity 1.- Work with an illustration (10´)
Activity 2.- Describe your favourite
animal.
Activity 3.- Glossary
(15´) If students don´t
complete the task, they will have to do it at home.
SESSION 2: Characteristics of
vertebrate animals.
Activity 4.- Guess the animal (10´)
Watch a video about vertebrate animals (twice if it is necesary)
Teacher write on the board a key below that help students clasify differents
animals.
Activity 5.- True or false (20´)
Activity 6.- ¿vertebrate or
invertebrate? (5´)
Activity 7.- Use the clues to
identify the vertebrate group. (10´)
Activity 8.- TIC activity (15´)
SESSION 3: Fish, amphibians and reptiles
Students read in class about
fish, amphibians and reptiles. Then the teacher answer the student's
question. (30´)
Activity 9.- Sheet about fish,
amphibians and reptiles. Complete the
table and fill the gaps. (20´)
Activity 10.- Crossword (10´)
SESSION 4: Birds and Mammals
Watch a video about vertebrate birds and another one about mammals
Students will write the main
characteristics about birds and mamals that appear in the video (20´)
Activity 11.- Sheet about birds
and mammals. Complete the table and fill the gaps (15´)
Teacher summarizes the main
characteristics of the different types of vertebrates by using a power
point and answer the questions of students. (15´)
Activity 12.- Simon Says (10’)
SESSION 5:The importance of vertebrate animals
Activity 13: Listening task
(10´)
Activity 14:
Investigation. (40´)
SESSION 6: Review
Students present the research
results of the previous day. (30´)
Activity 15: Computer season
(in pairs) (30´)
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.Resources / Materials
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Class-book of 1º ESO.
Notebook. English dictionary. Moodle (all the additional material will be published in Moodle).
Audios
Computer
WEB:
Videos
Activities online:
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Key Competences
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Competences:
A) Linguistic competence.
B) Competence in knowledge and interaction
with the physical world.
C) Data processing and digital competence.
D) Mathematical competence.
E) Learning to learn.
F) Autonomy and personal initiative.
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8. Evaluation (criteria and instruments)
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Criteria:
1. Describe the most important
differences between vertebrates and invertebrates.
2. Recognize the main
characteristics of vertebrate animals.
3. Dominate the classification
of vertebrates and identify examples of each group.
4. Relate different body shapes
and extremities with adaptation to the environment and how to move.
Instruments:
- Participation in class, oral
and written questions and evaluation tests.
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