MY CLIL UNIT: "VERTEBRATE ANIMALS"

Hola a tod@s
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

Title of the Unit: Vertebrate Animals                                            Course / Level: 1º ESO

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
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.
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. FEATURE FISH AMPHIBIANS REPTILES BACKBONE FINS SCALES LAY EGGS IN WATER LAY EGGS ON LAND OR IN A NEST HAVE LIVE BABIES HAIR/FUR DAMP SKIN FEATHERS MAMMARY GLANDS – FEED YOUNG WITH MILK GILLS LUNGS HAVE STEADY BODY TEMPERATURE, “WARM BLOOD” 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) https://www.studyladder.com/games/activity/vertebrates-27759 http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgame.htm http://www.pbslearningmedia.org/asset/lsps07_int_animalclass/ http://www.e-learningforkids.org/science/lesson/carribean-sea-classifying-animals/
	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) 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´) 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 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’) 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´)
.Resources / Materials	Class-book of 1º ESO. Notebook. English dictionary. Moodle (all the additional material will be published in Moodle). Audios Computer WEB: Videos https://www.youtube.com/watch?v=qRKoGO7hNXg https://www.youtube.com/watch?v=8vL_2rF8JHU https://www.youtube.com/watch?v=hGonwMTPV6g Activities online: https://www.studyladder.com/games/activity/vertebrates-27759 http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgame.htm http://www.pbslearningmedia.org/asset/lsps07_int_animalclass/ http://www.e-learningforkids.org/science/lesson/carribean-sea-classifying-animals/
Key Competences	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.
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.