Working with words

Morning to you all,

In the following chart you can see some words which pronunciation is exactly the same. They are homophones. It's really useful!

Pet Competition

Hi everyone,

At the weekend it's time to relax and chill out, however we should not forget English! In the following video you can watch and listen to a Peppa Pig Episode about pets, hope you like it!

What's your favourite pet of all?

Diario CLIL 3

Esta ha sido la secuenciación total de mi Unidad Didáctica AICLE basada en los animales vertebrados:

1. Learning outcomes

 / Evaluation criteria a. Recognise and classify vertebrates: mammals, birds, reptiles, fish and amphibians.

 b. Identify and describe the characteristics related to vital functions which make it possible to classify vertebrate animals.

 c. Classify animals based on their characteristics. 

 d. Use keys and guides to identify animals.

 e. Observe animals directly or indirectly, using suitable instruments and audiovisual and technological resources.

f. Find information on the characteristics of animals and how they live.

2. Subject Content - Direct and indirect observation of animals using suitable instruments and audiovisual and technological resources.

- Vertebrate animals: nutrition, interaction and reproduction.

- Classifying vertebrates based on vital functions.

- Identifying animals using a guideline.

- Demonstrate an interest in observing and studying all living things.

- Introduction to scientific activity.

- Using different sources of information (direct, indirect).

- Individual and group work; interactive group work.

- Using information and communications technology.

3. Language Content / Communication: English Language

Vocabulary

  Mammals (whale, cheetah, leopard, giraffe); reptiles (rattlesnake, python, turtle, chameleon); amphibians (frog, tadpole, salamander, newt); birds (penguin, goose, pheasant, seagull); fish (roach, carp, stint, salmon).

Vertebrates, invertebrates. 

Carnivore, herbivore, omnivore.

Oviparous, viviparous.

Gills, fins, skeleton, spinal backbone, scales, dry scaly skin, feathers, moist skin, wings, legs, shell, lungs, fur.

Nutrition, interaction, reproduction.

Structures

  (Penguin) is a (bird).

(Salmon) is an (oviparous) animal.

(Whale) is a (vertebrate) animal.

The differences between (amphibians) and (reptiles) are…

The similarities between (mammals) and (birds) are…

An (ostrich) has a (beak).

A (seahorse) hasn’t got (teeth).

Discourse type Oral and written texts related to vertebrate animals and their characteristics.

Language skills Listening, Speaking, Reading, Writing and Interaction.

4. Contextual (cultural) element This template would be included in the Didactic Unit number 2 of the subject Natural Science.

Animals are related to children’s nearest environment and they are really interested in them. That is why the approach is focused on pupils’ as the main character of the teaching and learning process.

5. Cognitive (thinking) processes Know and understand the different types of vertebrates.

Analyse the different similarities and differences when comparing two kind of animals.

Apply basic methods related to scientific activity.

Use different sources of information.

Planning projects.

Creation of final task.

6. (a) Task(s) Elaboration of the product “This is my zoo!” through recycled materials.

6. (b) Activities Games: Describe and recognise the characteristics that define the different groups of vertebrates and give examples of each. 

Video/Story: Observe and analyse the characteristics of certain animals in order to identify and classify them. Created with StoryJumper.

Song: Classify vertebrates based on their vital functions. (Listening and later recording and uploading using SoundCloud).

Research/ Web Quest: Describe how vertebrates carry out the three vital functions: nutrition, interaction and reproduction. 

Mural: Recognise and describe the phases of metamorphosis in amphibians. 

ICT: Use of the blog of the classroom for keeping a working diary in one of the entries (learning and self-assessment). 

Cooperative ICT: Cooperate as part of a group in the activity about interactive group work (comments about the final task: repair phase) through Padlet. 

Reinforcement activity: Elaboration of a picture dictionary (with Class Tools).

Extension activity: Elaboration of a presentation (with Blurbb) where three groups of vertebrate animals are compared and contrasted. 

7. Methodology

Organization and class distribution / timing

Session distribution (45 minutes): Section A: Initial routine (warm up, planning of the task or presentation) 8 minutes; Section B: Development (execution phase, production phase) 22 minutes; Final routine (evaluation phase, repair phase, self-evaluation phase) 15 minutes.

Classroom distribution: Tables arranged in 5 groups of 4 forming a U shape in the centre of the classroom (in order to favour the interactive group work methodology).

Resources / Materials

Blog of the English area, webpages about different vertebrate animals, worksheets, teacher’s laptop, interactive whiteboard,  

Key Competences - Linguistic communication (Objective b)

- Mathematical competence and basic competence in science and technology (Objectives a, b, c, d, e, f)

- Competence in learning to learn (Objectives d, e)

- Sense of initiative and entrepreneurial spirit (Objective f)

- Digital competence (Objective f)

- Competence in Science and Technology (all the objectives).

8. Evaluation (criteria and instruments) Evaluation Criteria 1. Identify and classify animals based on scientific criteria related to their morphology.

Standards 

1.1. Observe, identify and recognise basic characteristics and classify vertebrate animals.

1.2. Observe living things directly and with suitable instruments or using audiovisual and technological resources. Gather information and use it to identify and classify animals.

(Competence in learning to learn)

Evaluation Criteria 2. Learn about scientific criteria related to vital functions, including diet and type of reproduction. Use them to classify living things.

Standards 

2.1. Learn about the nutrition, interaction and reproduction functions of vertebrate animals and use them for classification.

Evaluation Criteria 3. Recognise a species with the help of keys and simple examples.

Standards

3.1.Use keys and guides to classify animals.

(Competence in learning to learn)

Evaluation Criteria 4. Demonstrate an interest in observing and studying invertebrates.

Standards

4.1. Demonstrate an interest in observing and studying living things.

4.2. Demonstrate the habit of caring for and respecting animals.

Evaluation Criteria 5. Obtain significant information about previously defined events and phenomena.

Standards

5.1.Consult and use written documents, images and charts. Look for, select and organise specific, relevant information.

(Sense of initiative and entrepreneurial spirit, Digital competence)

Evaluation Criteria 6. Communicate results in writing, presenting them with visual aids.

Standards

6.1. Use the vocabulary corresponding to each type of content appropriately.

6.2. Prepare explanatory texts to communicate research results and submit work in paper format that is organised and neat.

(Linguistic communication)

Evaluation Criteria 7. Work cooperatively and use materials appropriately.

Standards

7.1. Use strategies to complete assignments individually and with a group.

(Competence in learning to learn, Sense of initiative and entrepreneurial spirit)

Evaluation Criteria 8. Use the computer to reinforce and conduct a self-assessment of the content covered in this unit.

Standards

8.1. Use the computer to develop Natural Science knowledge.

(Digital competence)

Instruments: Direct observation through the whole unit and gathering of data in the teacher’s file of Excel. 

Correction of the activities, final task and final tests and the assignment to the corresponding percentage in the final evaluation.

Los objetivos fueron diseñados a partir de los que ya me había propuesto trabajar en el tercer curso de Natural Science. Las actividades que creé con EducaPlay y Word favorecen las etapas de andamiaje para fomentar la zona de desarrollo próximo.

Animals

Hi,

I've found the following chart and I really think it is really useful in order to see all the animals we have studied in one look.

And there are some funny online games where you can practise and check your knowledge about them. Have fun learning!

GAME

EASY QUIZ

HARD QUIZ

Do Pelicans fly?

In class we came across one doubt: Do pelicans fly?

So, in order to solve our doubt we looked it up on the Internet and this is what we found:

It's an amazing video. It's really beautiful.

Reptiles

Hello,

Here you can watch a video about reptiles. Hope you find it useful!

See you in class.

Diario CLIL 3

Esta es la parte dos de la actividad,

En el siguiente link está mi symbaloo: http://www.symbaloo.com/mix/myclil1

En él aparecen todas las webs que utilizo a la hora de programar las clases CLIL. Hay bastantes sobre materiales, que son tremendamente útiles a la hora de buscar flashcards, storycards, dibujos... El resto son sobre vídeos educativos disponibles en youtube y algunas páginas web amigas que también disponen de material CLIL.

Diario CLIL 2

La actividad del British Council que elegí trata sobre "healthy eating" ya que, por los contenidos y la temporalización, me sirve para llevarlo a la práctica en clase.

La propuesta es trabajar la pirámide nutricional y por lo tanto, la comida saludable. El trabajo con la lengua inglesa recae en los nombres de los diversos alimentos que se pueden clasificar. La tarea supone la elaboración final de una pirámide a la que hay que asignar etiquetas para su clasificación.

La metodología CLIL está presente, ya que se parte del conocimiento previo de los alumnos a través de un brainstorming (lo que sería la fase de planning según el Marco Común Europeo) y está enfocado a una tarea final (Action Oriented Approach). El hecho de ser una actividad más o menos "plástica" permite que la tarea se pueda adaptar a las necesidades de los alumnos/as ya que permite diferentes grados de ejecución.

Las actividades se presentan de forma progresiva. Cada actividad lleva hacia una final task. Creo que es una propuesta muy completa que incluye perfectamente contenido de Science, English y Arts and Crafts.

El link es el siguiente: http://www.teachingenglish.org.uk/article/clil-pshe-healthy-eating

Sugerencia de posibles variaciones

Se podría ampliar las posibilidades a la hora de elaborar la pirámide nutricional. En la clase de Arts and Crafts se podrían elaborar dibujos e incluso la pirámide que después podría completarse a través de un juego del tipo "all my beans".

Otra variación podría ser la elaboración de una pirámide nutricional propia de cada alumno para observar si distan mucho de cómo deberían ser y de qué manera podrían completarlas.

Incluso se podría realizar con plastilina en tres grupos llevando a cabo la metodología de los grupos interactivos.

November is here!