Animals of the world

UNIT: Animal

Title of the Unit: Animals of the world

Subject: Science

Course / Level: 4º primary

 

1.    Learning outcomes / Evaluation criteria

 

- To distinguish the different kinds of animals that we can find in the environment.

- To know their main characteristics for differentiating and classifying each animal properly.

- To know the difference between mammals, birds, fishes, reptiles and amphibians.

- To know where they usually live, what they usually eat and how they live.

- To understand the reproduction of these animals.

 

2. Subject Content

 

- Vertebrate living beings.

- Main characteristics of mammals, birds, fishes, reptiles and amphibians.

- Lifestyle of mammals, birds, fishes, reptiles and amphibians.

- Reproduction

 

3. Language Content / Communication

Vocabulary

-       Nouns: mammal, fish, bird, reptile, amphibian, hair, milk, leg, tail, fin, scale, claw, beak, feather, egg, cold blood, warm blood lair, savannah, rain-forest, jungle, sea, river, tree, cave, reproduction,…

-       Verbs: run, fly, swim, reproduce, eat, drink, grow, protect, classify, bite, suckle, hunt, breathe,…

-       Adjectives: carnivorous, herbivorous, omnivorous, tiny, soft, humid, warm-blooded, cold-blooded, large,…

Prepositions: in, on, at, into, throug, by, for, to, from,…

Structures

 

-       Comparative

-       Usually and used to

-       Present simple

-       Present Continuous

-       Past simple

-       Going to

-       Such as, like,…

Discourse type

Descriptions, dialogues and narrations

Language skills

Reading, speaking, listening and writting (vocabulary and small phrases

 

4. Contextual (cultural) element

Reading, speaking, listening and writting (vocabulary and small phrases

5. Cognitive (thinking) processes

Reading, speaking, listening and writting (vocabulary and small phrases

6. Tasks/Activities

They could use different kinds of activities such as:

- Introductory activities. We will use different skills to introduce the topic, in every session by using simple questions, such as: Do you have any pets at home? Which ones? Do you know what type of animal it is? Do you know another type of animal?

- Activities of development.

·         Activity1: Presentation and revision of vocabulary and structures

 

·         Activity2: We begin with a brainstorm in which children cite their animals every day that will be listed on the board . Then we formulate the question: Is the cow / omnivorous animals / carnivorous anherbivorous ? Copying explain And The definitions in their notebooks. Then classify the bathroom EXAMPLES POSITION scored one through cards . Each child will go on board and place the corresponding card in place in response to a child if living beings or not. b . A single activity will do . We give each student a copy of a picture in which herbivores , carnivores or omnivores appear and give RegistrationComité A : Circle herbivores with a blue pencil, carnivores circle with a red pen and circle omnivorous animal with a yellow pencil . c . To close this session on the last activity will leave for the ride to give the UN the people. AFTER Each student must choose animals UN and complete a form scammers as follows: questions: what animals eat ? Where does the animal? How is the animal?

 

·         Activity3: We see a fragment of the film "Spirit " . After stopping him back to play the video on 3 we will capture scenes with screen printing . Then we give the children a few minutes to explain orally what they have seen. Based on their explanations teach that depending on where the animals can be domesticated and wild living . We will use the explanations for linking with the video and the image that we had captured. Here there is a wild animal, I lives in the forest .

 

·         Activity 4: First we will issue them a video of the students . Then we will give the students a number of Internet connections and tell them that now that they know two classifications of animals investigated the classification of invertebrates and vertebrates , as well as the types of vertebrates. Each student will select three animals , they must be of different subtypes. Once selected, the print it to form a collective . Each time the child places the animal in the appropriate place in the wall has to say : this is vertebrate animals , the eagle is a bird . The mural can be done online ( glooster ) or a traditional mural. You can also do both.

 

 

·         Activity 5: Watch a video in Youtube about classification of animals. https://www.youtube.com/watch?v=oxOFsHfJYbQ#t=54

https://www.youtube.com/watch?v=GoSq-yZcJ-4

 

·         Activity 6: Make a diagram of the classification of animals

 

·         Activity 7: The students should choose a kind of animal and search information about it on the internet.

 

·         Activity8:Puzzle: http://en.educaplay.com/en/learningresources/1861437/animals.htm

 

- Extension activities. The students should bring different photos or drawings of very rare animals, and then in groups, they should classify these animals in their suitable family.

- Reinforcement activities. The students could use the internet to find more information in order to clarify some concepts that they can´t understand properly.

7. Methodology

Organization and class distribution / timing

 

About methodology and class distribution, we will use four aspects, autonomous learning, cooperative learning, task-based approach and learner centred.

Besides, the students will be in contact with significant communicative and comprehensible data, near to their interests; we will need to take into account the previous knowledge; students should learn to learn by using autonomous learning; and we should promote a positive attitude towards the Foreign Language.

Apart from this, about timing, this learning unit will last 2 weeks, with 8 lessons.

Resources / Materials

 

Books, notebooks, photocopies, pencil rubber, colors, etc,…

We will use a video from youtube, and different webquests.

 

 

Key Competences

In this unit, we will use all the basic competences:

·         Autonomy and individual initiative. Using their skills to find information by themselves.

·         Interaction with the physical world. Demonstrating knowledge of some animals and their main characteristics, apart from classifying these animals into their suitable family.

·         Learning to learn. Using deductive reasoning to understand the new information and learn new techniques.

·         Communication skills. Respecting the basic rules of communication in group discussions. Reading and understand instructions to complete the activities.

·         Information and technology management. Improving computer skills and discovering the possibilities that the internet offers.

·         Cultural and artistic competence. Knowing how animals are treated by human beings in our culture.

·         Social and civic competence. Knowing how to treat animals in the environment.

·         Math skills. Using mathematic skills to organize different kinds of datas. about animals.

 

8. Evaluation (criteria and instruments)

 

·         Evaluate if the students distinguish the different kinds of animals that we can find in the environment.

·         Check that they know their main characteristics for differentiating and classifying each animal properly.

·         Verify that they know the difference between mammals, birds, fishes, reptiles and amphibians.

·         Confirme that they know where they usually live, what they usually eat and how they live.

Ensure that they understand the reproduction of these animals.

Enlace Google Drive: https://drive.google.com/drive/my-drive?ltmpl=drive

Mª ISABEL SANTOS TENA