CES DON BOSCO

2014

Didactic Unit Wild vs. Domestic Animals

Alcázar Martín, Tania

Ballesteros Herrero, Elena

Maldonado Morales, Mercedes

T R A I N I N G F O R B I L I N G U A L E D U C A T I O N

1

INDEX

1. Legal Justification ……………………………………………………………………… 2

1.1 Content in the curriculum …………………………………………………………. 2

1.2. Assessment Criteria in LOMCE …………………………………………………. 2

2. Aims ……………………………………………………………………………………... 2

2.1. Content Aims ………………………………………………………………………. 2

2.2 Language Aims …………………………………………………………………….. 2

3. Expected Problems and Possible Solutions …………………………………………... 3

4. Lesson Plans ……………………………………………………………………………. 5

4.1. 1st Lesson …………………………………………………………………………... 5

4.2. 2nd

Lesson ………………………………………………………………………….. 7

4.3. 3rd

Lesson ………………………………………………………………………….. 10

4.4. 4th

Lesson ………………………………………………………………………….. 12

4.5. 5th

Lesson ………………………………………………………………………….. 13

ANNEX ……………………………………………………………………………………. 15

2

1. Legal Justification

1.1 Content in the curriculum

Our CLIL Didactic Unit is based on the first grade content in Natural Sciences from DECRETO 89/2014, de 24 de julio, del Consejo de Gobierno, por el que se

establece para la Comunidad de Madrid el Currículo de la Educación Primaria. We will focus on the points:

16. Explica lo que diferencia a los animales domésticos y salvajes. Observa e identifica algunos animales de cada uno de estos grupos.

13. Observa el reino de los animales y de las plantas, identificando sus características generales.

20. Conoce el cuidado que requieren los animales (…).

1.2. Assessment Criteria in LOMCE

On the other hand, we will incorporate the next assessment criteria collected from the Ley Orgánica 8/2013 para la Mejora de la Calidad Educativa (LOMCE):

2. Conocer diferentes niveles de clasificación de los seres vivos, atendiendo a sus características y tipos.

4. Usar medios tecnológicos, respetando las normas de uso, de seguridad y de mantenimiento de los instrumentos de observación y de los materiales de trabajo,

mostrando interés por la observación y el estudio riguroso de todos los seres vivos, y hábitos de respeto y cuidado hacia los seres vivos.

2. Aims

2.1. Content Aims

1. Students must be able to identify different animals

2. Students must be able to classify different animals into domestic and wild groups.

2.2 Language Aims

According to lexis :

COL CCL

Animals

Lion, Monkey, Zebra, Giraffe, Tiger,

Elephant, Fox

Fish, Frog, Turtle, Bird

Dog, Cat, Horse, Chicken, Sheep, Pig

Shark, Bat, Cricket, Goose, Fly, Owl, Butterfly,

Penguin, Bear

Parrot

Goat, Hen, Rooster, Bull, Mouse

Actions (verbs) Jump, Slither, Run, Walk, Climb, Fly, Swim Hop, Stamp, Crawl, Gallop

Body Parts Beak, Ears, Horns, Tail, Arms, Teeth, Trunk,

Legs, Feet, Wings, Spots, Stripes

Whiskers, Fins, Antennae, Paws, Claws,

Hooves, Fur, Feathers

3

Animal Sounds Roar, Bark, Neigh, Hiss, Meow, Sing Bleat, Growl, Howl, Cheep

According to grammar

1. Students will use the present simple tense of the verb to be when describing different animals and classifying them into wild and domestic groups with

sentences as “The elephant is big” and “The lion is a wild animal”.

2. Students will use the present simple tense of the verb to have + got and the modal can when describing the main characteristics of different types of animals

with sentences as “The parrot has got wings. It can fly”.

3. Students will use the structure there is/are to identify different animals in their environment with sentences such as “There is a dog in the farm” or “There

are two monkeys in the jungle”.

3. Expected Problems and Possible Solutions

Expected problem Suggested solution

Students may find difficulties when using the different forms of the verb to be

in present simple.

Playing with flashcards and modelling and drilling

Students may not add –s in the third person singular of the present simple Giving multiple examples and practice through activities and drillings.

Students may use the full infinitive with the modal can (*The fish can to swim) Giving multiple examples and practice trough activities and drillings.

Students may add the verb to do while using the interrogative and negative

forms of the modal can (*Does the fish can swim? / *The lion doesn’t can

swim)

Being sure that students practice these forms as much as the affirmative form or

even more.

Students may stress the modal can or may not do it with its negative form. Using the help of the native assistant to model both forms and using rhymes to

practice both ways of stress, marking where the stress is in each sentence with

the hands.

Students may pronounce the vowel of can (/kən/) as the vowel of can’t (/ka:nt/) Using the help of the native assistant to model and make various drillings with

both words.

Students may find difficulties in using “there is/are” when identifying if the

object/animal is plural or singular, so they don’t know which one they have to

use. For example, *There is people.

Working with the plural and singular of different words related with the unit,

trying to use collocations. In that way, they get used to it. Concept questions

about what there is in the classroom: “Are there any... in this classroom?”

Students may get confused when using the interrogative and negative of “there

is/are”. ”. For example: *Is there some animal in the picture? *There aren’t

animals.

Giving models and examples + drilling and/or concept checking and practice.

Students may find difficulties in the pronunciation of the new vocabulary. Use the help of the native assistant to model and practice the pronunciation of

all the new words.

4

Students may find difficulties in the pronunciation of the phoneme /ə/ at the end

of words such as in /’zebrə/ (*/’zebræ/)

Use the help of the native assistant to model and do various drillings with this

words

Students may find difficulties in understanding the difference between words

“Growl, Howl and Roar”

Give models of the word and the specific sound that each other means (Gowl is

like “Grr”, Howl is “Awwww” and Roar is “Roaaar”)

Students may find difficulties in the spelling of some words which are similar

to Spanish, such as *Leon, *Jirafe, *Cebra or *Elefant

Doing spelling games and activities and providing word walls.

Students may find difficulties in understanding the meaning of wild and

domestic

Different concept questions to make them think, such as “Can a dog be wild?”

“If a lion lives always with a man, is the lion domestic?” etc.

Students may find difficulties with the plural form of tooth and foot, saying

*tooths instead of teeth and *foots instead of feet.

Give various models and drillings with both forms of each word, being sure

they are related to the numbers: “One foot, two feet” or “A tooth, ten teeth”.

5

1st

Lesson Plan

SESSION TITLE: Domestic and wild animals DATE: 1

st day SUBJECT: Science CLASS/GROUP: 1ºA Primary TIME: 50 minutes

MAIN AIM: Students will use the present simple tense of the verb to be and the structure “there is/are” when identifying different animals and classifying them into wild and

domestic groups with sentences as “This is an elephant” and “The lion is a wild animal”.

SECONDARY AIMS:

1. To learn vocabulary related with animals 2. To connect each animal with its general and basic habitat (jungle, farm, house...).

CROSS-CURRICULAR AIMS:

1. To follow a song in step and in tone (Music) 2. To encourage physical activity (PE)

HOMEWORK: There won’t be homework in this lesson MATERIALS: Pictures of animals and places (house, farm and jungle), flashcards of animals and shepherd, Old MacDonald’s song, a rope.

Time / Interaction

Stage / Activity

Rationale

10min Plenary (P)

1. What’s this?

In this activity the teacher will show three pictures in the white board (Annex p. 15). Then, he/she will ask some questions about it like: What’s this? Where does it live? and so on. If they don’t know how to answer we will show them the picture of the house and the farm saying: this is a farm, the horse lives in the farm. We will make clear that all of them are pets, so we will ask them: Have you got any pet? Finally, we will show them flashcards with different animals (Annex p. 15) and we will ask them: What’s this? And they will have to answer: This

is … (these structures will be written in the blackboard). At the same time, we will drill in order to emphasize in the phonics and use. It could be possible that they need Spanish support as it is the first course, so we will try to use the visuals properly instead of translating but it could be used sometimes to clarify the meaning.

To use the verb to be, the present simple and vocabulary related with pets in order to be able to say something about them.

This activity is thought for them to figure out which animals are presented. Besides, its main purpose is to motivate them and personalize the content.

6

5min P-Groups of 4

G(4)

2. Funny animal sounds

The teacher will give a flashcard (the ones previously used) to each student. Then, each student should make the sound of his/her animal trying to find the mates of his/her group. Once they have found all the members of their group they should make the sound at the same time (they can improvise some kind of movement too).

To develop auditory perception and cognition from basic animal sounds in order to relate them with the correct source.

To stimulate listening and associative skills.

This activity is lots of fun for the kids.

10min G(4)

3. Wild or domestic?

Firstly the teacher will ask some simple questions like where does it live? (referring to different animals) Farm or jungle? If it lives in the jungle it is wild. If it lives in the farm it is domestic. Then, each group created in the previous activity, will have different animal flashcards and two big pictures, one of a jungle and the other of a farm. They should classify the animals according if they are domestic or wild. Previously, the teacher will show an example in front of the class: There is a cat in the farm. There is a lion in the jungle (these structures will be written in the blackboard as an example to follow). F.B: Finally, the whole class will correct the activity in the white board. One member of each group will put an animal in its proper place.

To use the structure there is a … in the … and animal vocabulary.

To make the children differ in between wild and domestic animals.

To boost teamwork and associative skills as well.

To encourage the kids to make decisions after rational thinking on a decision making game.

10min P

4. Old Mcdonald! The teacher will give each pupil a flashcard with an animal on it. When the animal that they have in the flashcards will be mentioned in the song, they have to stand up and make the animal´s sound. Firstly the song will be heard once to assure that they understand the song and then the activity will began.

To practise the listening skill

To enjoy learning.

7

15min P

5. Domestic Tag At the end of the class, the teacher and students will go to the playground. After explaining the game, giving an example, the teacher will give each student a picture. There will be 3 types of flashcards: wild animals, domestic animals (both used in previous activities) and shepherds (Annex, p. 16-17), so the students will be divided into 3 big

groups. Children will walk around the playground. The shepherds have to find the domestic animals and lead them to the farmyard (placed in a corner of the playground, marked with a rope). When the domestic animals are picked, they will try to escape from the shepherd but, if they are caught, they will have to go to the farmyard with him. When the wild animals are picked, they will count until 5 and try to catch the shepherd. To escape from a wild animal, the shepherd will have to touch the farmyard. If a shepherd is caught, he will have to stay still until another shepherd touches him.

To differ wild and domestic animals

To encourage physical activity

2nd

Lesson Plan

SESSION TITLE: Animals Body Parts DATE: 2

nd day SUBJECT: Science CLASS/GROUP: 1

st Grade TIME: 50 minutes

MAIN AIM: Students will use the present simple tense of the verb to have + got when describing the parts of the body of different anima ls with sentences as “The parrot has got wings”. SECONDARY AIMS:

1. To develop and practice speaking skill, producing orally different types of sentences 2. To learn vocabulary about animal’s body parts 3. To review and reinforce the present simple tense of the verb to be 4. To review and reinforce vocabulary of animals and their categorization in wild and domestic.

CROSS-CURRICULAR AIMS:

1. To practice the use of TIC’s through the smart board. 2. To practice the appropriate colouring of drawings. 3. To encourage group work and listening to others

8

HOMEWORK: At the end of the class, students will be asked to bring a teddy animal the next day. MATERIALS: Smart board (+activity), Flashcards of wild animals and body parts and Worksheets. PROCEDURE

Time / Interaction

7 min.

Individual (I)-Plenary(P)

3 min. I - P

Stage / Activity

Activation: 1. Smart Board Vocabulary: Students will review the vocabulary of different animals (horse, bat, cricket, bull, fox, pig, goose, fly, chicken, frog, owl, rooster, cow and butterfly) with an activity on the smart board (Annex, p. 17I. One by

one, volunteers will come out to the smart board to relate each animal with its written word. If they are right, the word will flip and the sound of the animal will sound. If they are wrong, the word will go back to its place. As some of the words are new and difficult, if at some point, they aren’t able to place a word, they can hit it and the smart board will reproduce the animal sound. After using the smart board, the teacher will ask them which animal it is and if it is wild or domestic. 2. Let’s Do Mimics: Students who don’t go out with the smart board will play a mimic game. One student will come out and the teacher will ask him/her to mimic a wild (or domestic) animal. The student will have to choose right and mimic the animal while their classmates try to guess which one it is. FB: The teacher (or the native assistant if it’s possible) will correct the pronunciation of the animals and drill it if there are problems. He/she will also do feedback about the correct vocabulary or categorization of animals.

Rationale

To activate students’ schemata in an interactive, visual and kinaesthetic activity.

To encourage guessing and thinking skills.

To review some animal vocabulary and assess the understanding of wild and domestic.

2 min.

I

2 min Pairs (S-S)

2 min

P

3. Differing animals. Teacher will inform students they are going to identify animals as wild or domestic by themselves. After explaining the activity, he/she will give worksheets to children. In the worksheet (Annex, p.18), there will be different groups of animals. Students will have to cross out the one which doesn’t fit in the group. First, they will do it individually and then they will share their answers with their partners. FB: Finally, there will be a sharing and feedback with the whole class.

To encourage analysis level of

cognition

To promote reasoning, explanation and understanding other points of view.

To review and asses understanding of wild and domestic animals

5 min. P

4. Learning Body Parts. COL and CCL vocabulary of Body Parts will be taught with flashcards (Annex, p.18). First, the teacher will pass each flashcard, say its word and ask students to repeat. After two rounds, there will be another two where the students will have to say the word by themselves. In the last round, the teacher will stick the flashcards on the blackboard (or on the word wall).

To learn new vocabulary about the parts of animal’s body.

Modelling and drilling pronunciation.

9

FB: Teacher will pay attention to students’ correctness in pronunciation, drilling those which present more problems. If it is possible, the native assistant will be the one who model and drill.

10-15 min. I – G(4)

5. Colouring parts of the body. After explaining the activity, the teacher will give students a worksheet (Annex, p.19). Only the COL vocabulary will be asked in this worksheet. They will have to colour the part of the body indicated in each animal. If they have doubts, they can ask to their table partners. FB: The teacher will pass through the tables giving feedback and assessing the comprehension of the vocabulary. Finally, there would be a plenary feedback using the smart board or drawing each part asked on the blackboard.

To assess the understanding of the vocabulary.

To promote creativity and to cover visual thinking.

10 min. G (4) - P

6. What has it got? The teacher will explain the activity and give various examples and models of the structure “have + got” on the blackboard, writing its positive and negative forms “The ______ has got one trunk/two eyes/many teeth” or “It hasn’t got wings”. Then, the teacher will give each group a picture or drawing of an animal (Annex, p.19). Students will have to think and

discuss 4 things the animal has and 1 thing it hasn’t. Finally, each group will present their ideas to the whole class.

To learn and practice the structure “have + got”.

To encourage cooperative learning and taking into account other points of view.

5-10 min. P

7. “What are you? What is he?” game. Firstly, the teacher will review the present simple (in 1

st and 3

rd person) of the

verbs to be and to have + got and write models on the blackboard. Then, he/she announce they are going to play a game. Students will sit down in a circle at the front of the classroom. The teacher will explain the game and give an example with the pupil at his/her side. That student will start by saying “I’m a (animal) and I have got (part of the body)” while he/she mimics. Then, the one sat next to him/her has to say “He/she is (previous animal), he has got (previous part of the body) and I’m a (other animal) and I have got (other part of the body)” and all of them have to follow. At the beginning, they can keep it simple by saying just the one before and their own during one round. If there is time, the difficulty can be increased by asking them to say everyone’s claims before him/her. If someone breaks the chain, he/she will start another chain again. Variation: If it seems too difficult for students, they can start by saying just the animal in the first round, adding what they have got in the next one. In addition, when the difficulty rises, we can suppress one part of the claim (saying just the animal). FB: The teacher (or the native assistant) will correct the pronunciation of the vocabulary and the form of the structures, paying particular attention to the differences between the 1

st and the 3

rd person.

To produce orally affirmative sentences.

To practice the present simple of the verb to have + got in 1

st

and 3rd

person forms.

To review the present simple of the verb to be in 1

st and 3

rd

person forms.

10

3

rd Lesson Plan

SESSION TITLE: Domestic and wild animals DATE: 3

rd day SUBJECT: Science CLASS/GROUP: 1ºA Primary TIME:50 minutes

MAIN AIM: Students will use the modal can when describing the main abilities of animals with sentences as “The parrot can fly”. SECONDARY AIMS:

1. To practice reading and speaking skills in English 2. To learn vocabulary about animal’s abilities 3. To encourage children´s interest and attention

CROSS-CURRICULAR AIMS:

1. To develop fine motor skills and coordination. (PE) HOMEWORK: The students will be asked to bring a picture in colour of their favourite animal the next day. MATERIALS: Song (https://www.youtube.com/watch?v=7MKmbyfhkkE), Computer-Smart Board, flashcards of animals, die, stuffed animals. PROCEDURE

Time / Interaction

Stage / Activity

Rationale

7min

P

Activity actions. Lead in: the pupils will listen to the song: “What can you do?” and they have to try understanding the actions heard while the teacher help them making movements. The song will be heard twice.

To activate student’s schemata

To introduce them into the specific vocabulary.

11

5min P

Let´s mimic! Lead in: the class will make a circle standing up. The teacher will say an action and they have to imitate, between actions she says STOP and then another action. They can spread in all the space. This kind of game is perfect to stay in the playground if the weather is favourable.

To develop fine motor skills and coordination.

To motivate students.

To practice abilities vocabulary

10min S-S

Riddles! Riddles! The teacher will give them a card with an animal on it and a few features (Annex p. 21). There are only twelve cards and twenty four pupils so each pupil has a partner. They have to guess who is the same animal asking about the features: e.g.: Can you climb? Do you have tail? Are you a monkey? Yes I am! Like me!! (the teacher will model this kind of sentences before the activity, writing them on the blackboard)

Reading for specific information

Speaking to find information gaps

15min P

At the Zoo! Pictures of animals are put on the board and numbered 1-6 (Annex, p.20). Children take it in turns to throw a dice. The number thrown corresponds to an animal on the board, and the child must make a sentence about the animal. Before playing the game revise the name of some animals and some adjectives to describe them.

To practise and review animal vocabulary

To produce simple descriptions.

10min

G(5)

Go around! The day before the teacher ask the students for bringing a stuffed animal. In groups of five they will choose between a list of actions and around the animal with the actions (Annex, p.20) that the animal can do.

To assess if they have understand the animal’s abilities.

12

4th

Lesson Plan

SESSION TITLE: Final Jigsaw DATE: 4

th day SUBJECT: Science CLASS/GROUP: 1ºA Primary TIME:50 min

MAIN AIM: Students will check their understanding about the concepts, structures and vocabulary given in this unit as this is… it lives… it can… and so on when describing wild

and domestic animals. SECONDARY AIMS:

1. To develop thinking skills while differing evidences from thoughts and to encourage thinking dispositions among students practicing a Thinking Routine. 2. To organise the general information of the unit through different strategies and visuals.

CROSS-CURRICULAR AIMS:

1. To promote their curiosity as they have to think about what they want to know or what they wonder about. 2. To promote teamwork among them.

HOMEWORK: The class will be divided in two groups, one of them should bring a picture of a wild animal and the other one of a domestic one (if it is possible that they appear in the picture). Students should prepare a presentation about the information recovered in the chart for the final lesson. MATERIALS: Thinking Routine Worksheet, animal pictures (brought by students), chart worksheets. PROCEDURE

Time / Interaction

Stage / Activity

Rationale

8 min G(4)

1. Rolling paper The class will be divided in groups of four. Each group will have a paper divided in four parts and there will be just a pencil in the middle of the four tables. In the first section students will write domestic animals, in the second one wild animals, in the third one body parts and the last one about animal actions. Each member of the group has to write one word and pass to the next one as many times as they can during the established time. If one of them doesn’t know any word, their mates can help him/her. FB: at the end, the teacher will review the results with the whole class creating a word wall in the black board.

To improve writing and reading skills meanwhile reviewing learnt vocabulary.

To habituate children to work on time scheduled activities

To promote teamwork among them.

13

15-20 min.

5-10 min. I

5 min. G(4)

5 min.

P

2. STW Thinking Routine In this activity, student will practice the See-Think-Wonder routine (Annex, p.22). Firstly, the teacher will ask students to take the animal pictures they have brought (if some of them haven’t brought any, there will be some prepared to give them). Then, projecting the worksheet on the whiteboard (or with an example on the blackboard), the teacher will explain the steps of the routine, doing an example with the snake in it. Students will have to write or draw first what they can see in the picture; then what they know about that animal (abilities or other facts); and finally, some questions and doubts they have about the animal on the worksheet. After completing it individually, they can share their ideas with their groups so their partners can give them more. FB: The teacher will be passing through the tables answering the language doubts or questions they can have (if the doubt is about the animal, they will have to put it in the Wonder step). At the end of the activity, students will explain their ideas to the whole class.

To encourage thinking before presenting information

To develop thinking skills

To differ evidences from thoughts

To encourage thinking dispositions among students

15 min P

3. To sum it up

In pairs the student should complete a chart (Annex, p.22) according to the two pictures brought to class. At the

beginning, they will find an example with the structures they should use.

To assimilate learnt vocabulary through repetition and through answering questions about the animals such as name, size, place and actions,

5

th Lesson Plan

SESSION TITLE: Presentation DATE: 5

th day SUBJECT: Science CLASS/GROUP: 1ºA Primary TIME:50 min

MAIN AIM: Students will be able to produce a brief presentation using the structures and vocabulary used in the previous lessons with the support of the chart. SECONDARY AIMS:

1. To develop speaking skills like fluency and accuracy. 2. To be able to present the content following the schedule given.

CROSS-CURRICULAR AIMS:

1. To develop the ability of talking in front of the class. HOMEWORK: There won’t be homework in this lesson.

14

MATERIALS: The chart made in the previous lesson. PROCEDURE

Time / Interaction

Stage / Activity

Rationale

50 min Individual

Individual presentation

Each student should present which is his/her favourite animal and which are its main characteristics following the structure given in the previous lesson.

To develop speaking skills like fluency and accuracy.

To be able to present the content following the schedule given.

15

ANNEX: 1st Lesson Activity 1

Activity 2

Dog Bird Horse Cow Cat

16

Activity 3

Mini flashcards (each one would have its written name at the back)

17

2

nd Lesson

1. Smart Board Vocabulary

A picture of the vocabulary activity:

18

3. Differing animals 4. Learning Body Parts Worksheet: Flashcards:

19

5. Coloring Parts of the Body 6. What has it got? Worksheet Pictures of animals:

20

3rd

Lesson

21

I have four legs.

I live in Africa.

I am big and grey.

I live in the river. HIPPO

I am beautiful.

I have six legs.

I can fly.

I eat honey. BUTTERFLY

I am small.

I can be scary.

I have eight legs.

I spin a web. SPIDER

I am small.

I have feathers.

I lay eggs.

I can sing and fly. BIRD

I oink.

I give you bacon.

I like mud and dirt.

I am pink. PIG

I am small and brown.

I eat nuts.

I can climb trees.

I have a nice tail. SQUIRREL

I live on the farm.

I have horns.

I moo.

I give milk. COW

I live in the house.

I eat everything.

I am small and grey.

Cats eat me. MOUSE

I can swim.

I can’t fly.

I eat fish.

I am a bird. PENGUIN

I have a mane.

I whinny.

You can ride me.

I live in a barn. HORSE

I live in the city.

I have a long tail.

I eat rubbish.

People don’ like me. RAT

I am a pet.

I like mice.

I have nine lives.

I purr and meow. CAT

I am brown.

I have a mane.

I like to eat zebras.

I roar. LION

I live in Africa.

I am yellow and brown.

I eat leaves.

I have a long neck. GIRAFFE

I eat vegetables.

I can run fast.

I can be a pet.

I have long ears. RABBIT

I eat insects.

I live in the pond.

I hop.

I am green. FROG

I hiss.

I can be poisonous.

I am long.

I have a forked tongue. SNAKE

I have four legs.

You can ride me.

I have tusks.

I have a long nose. ELEPHANT

I can swim and dive.

I have two legs.

I have wings.

I quack. DUCK

I eat other animals.

I have a big mouth.

I am green.

I live in the water. CROCODILE

I have four legs.

I am a pet.

I hate cats.

I bark. DOG

22

4th

Lesson Activity 2 Activity 3 Thinking Routine Worksheet:

Wild

Domestic

Name This is a/an … This is a/an …

Size It is big/small It is big/small

Place It lives in … It lives in …

Actions It can…

It can’t …

It can…

It can’t …

PICTURE

PICTURE