ANIMALS

ANIMALS

Subject: Natural Science                                    Teacher: Patricia Rodrigo Ramiro

 

Title of the Unit: Animals                               Course / Level: 3º primary education                                                                                                                  

Introduction

In this unit the animals will be worked. It is important that students learn English and subject content at the same time. That is the main objective. Also that the students acquire fluency. For this, scaffolding will be provided so that students can achieve this goal more easily: glossary of vocabulary, standard phrases, models of expressions ... working the different linguistic skills. Mainly with this unit we are looking for three main objectives:Know the three vital functions of living beings, distinguish the different kingdoms in which living beings are classified, differentiate characteristics of vertebrate and invertebrate animals.

This unit will work through seven sessions. The first five will be to work content. The sixth session will be devoted to a final review contest and the final session will be the final task. The final task will be to make a mural in pairs, described as a typical Extremadura animal.

Description of the sessions

1) We will begin the unit by asking standard questions such as:

• How many living things can you name in one minute?
• what is a skeleton/lungs/feathers… for?
• what is the main difference between…?…
  
  
  
  With this first debate we will begin to learn the first words of basic vocabulary (glossary) from the unit:
  
  
  
              Names: living beings, nutrition, relationship, reproduction, nutrients,      animals, plants, fungi, kingdoms, skeleton, wings, head, torso, tail, spine,     shell, mammals, birds, reptiles, amphibians, fish, worms, mollusks,    arthropods, skin, lungs, feathers, scales ...
  
              Verbs: interact, react, reproduce, crawl, walk, fly, breathe, develop ...
  
              Adjectives: thin, thick, soft, dry, wet, ...
  
  
  
  2)Video about three life processes: https://www.youtube.com/watch?v=L_zaTnh8LXo
  
  After the video we will ask questions to check if they have understood the message
  
  How many living things can you name in one minute?; what is a skeleton/lungs/feathers… for?; what is the main difference between…?…
  
  
  
  3) Write on the board all the animals that occur to them for two minutes. Then, classify them in different kingdoms with the help of flashcards.

• Flashcards about kingdoms : Animals http://www.loving2learn.com/SuperSubjects/SuperScience/LifeScience/Kingdoms/AnimalKingdom.aspx
• Plants  http://wdscreative.us/2017/10/19/worksheet-map-reading/worksheet-map-reading-unique-super-subjects-super-science-life-science-kingdoms-plants-kingdom/
• Fungi http://www.loving2learn.com/SuperSubjects/SuperScience/LifeScience/Kingdoms/FungiKingdom.aspx
  
  
  
  4)   To know if they are vertebrate and invertebrate animals we will listen to this audio https://www.youtube.com/watch?v=Gg1AwImc86M . Then compare their characteristics.
  
  
  
                         The lion is bigger than the dog.
  
                         There are many more ivertebrates than vertebrates.
  
                         The crab is less soft than the caterpillars.
  
  
  
  
  
  5)Worksheet to place the body parts of vertebrate and invertebrate animals.
  
  
  
  head – torso – backbone – tail - limbs
  
  
  
  
  
  
  
  
  
  
  
  

1. To practice the vocabulary of the unit and the grammar (verb to be, can/cant and have/haven't) we will do an oral activity in which I will offer to the students phrases like:
   
   
   
   A lion is a mammal
   
   Birds have feathers.
   
   Oysters are molluscs.
   
   Vertebrates have skeleton.
   
   
   
   6)Final review quiz. https://www.proprofs.com/quiz-school/story.php?title=vertebrates-invertebrates_2 
   
   The quiz will also help me to check the acquisition of knowledge.
   
   
   
   7)Final task: oral exhibition in pairs.
   
   The final task will be to make a mural in pairs, described as a typical Extremadura animal. They must indicate to which kingdom they belong, and if they are vertebrate or invertebrate animals and their characteristics. to make this mural students can use photos, drawings or even show videos. they will have a glossary in case of doubt.
   
   I will use the final task to evaluate if they have acquired the learned contents and if they use the vocabulary and the expressions worked during the unit.
   
   
   
   ENLACE PLANTILLA GOOGLE DRIVE
   
   https://drive.google.com/file/d/1fx5Gm8T_XMjEa1zQI5UrABIfBqrABL8e/view?usp=sharing
   
   
   
   
   
   Patricia Rodrigo Ramiro .