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.
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