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)
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