CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo

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Lesson Plan

DIDÁCTICA DE LA LENGUA EXTRANJERA (INGLÉS)

Marcos Bodas Muyo

CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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Lesson Plan

TOPIC: Animal kingdom ecosystem, characteristics and classification. (BOE 2014)

CONTENT AIMS According to Real Decreto 126/2014, de 28 de febrero, pp 63:

- To observe components of an ecosystem.

- To identify the main characteristics of an ecosystem.
- To recognizes and explains some ecosystems and the living beings that inhabit them.
- To classify food chains: Populations, communities.
- To learn basic vocabulary (meadow, pond, forest, coastline and city).

CONTEXT, TARGET GROUP FEATURES:

It is a private school called “Los Olivos” located in Las Rozas de Madrid (Madrid), a medium-high socio-
economic context. The school have all the levels from Pre-school to High Schools. It is a school built 10 years
ago, so it is built and equipped with modern materials and very insulating. It is located near a forest area, so it
has the ease of excursions to a natural environment while not far from the old town.

Is a class of 24 students, there are no students with special needs. There are 13 girls and 11 boys, they are used
to work in cooperative groups since they were in childhood. The students are sociable, they are concerned about
belonging to the peer group and feel valued by them.

THE LANGUAGE FOCUS

- To use of comparative and superlatives and conditional form to describe cause and effect. (Session 1)
- To form sentences using: “The + name of the animal + Present simple + habitat” (Session 2)
- To use adjectives to describe animals habitat and their characteristics. (Session 3)
- To practice forming questions in present simple and present continuous (Session 4)
- To use and learn the basic vocabulary related to the didactic unit

SPECIFIC LANGUAGE AND CONTENT AIMS:

- Students can describe the characteristics of habitat by using the verb have in sentences such as the
meadow has grass.
- Students can create sentences by using the vocabulary related to the animal ecosystem such as the frog
lives in the pond.
- Students can compare different habitat by using comparative and superlative forms in sentences such as
the lake is bigger than a pond.
- Students can ask questions by using present simple, present continuous and wh- questions in questions
such as what about the coastline, are there many animals living there?

- Students can give opinions by using present simple and present continuous such as in my opinion
animals need to stay alive because...
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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CROSS-CURRICULAR AIMS:

- To identify the different animals characteristics.

- To work with TICs.
- To identify main problems and establish possible solutions.
- To learn how to protect animals’ habitats,
- To use and learn graphic organizers, in order to summarize and structure the main ideas.
- To listen and respect opinions from other people.

EXPECTED PROBLEMS/SUGGESTED SOLUTIONS:

Expected problems Suggested solutions

Phonology:

- Students may have problems pronouncing - Modelling and drilling the difficult
“meadow” or “coastline” words

- Students may mispronounce the word
“Tropical” or “humidity”, because they tend to
pronounce it as in Spanish.
- Students may mispronounce functions ending
in -tion (reproduction, nutrition…)
- Ask the students to form sentences
using those words
- Give more examples of words with
the same pronunciation.

Form:

- Students may have problem writing the words - Visuals and modelling
like “Vegetable” because it is very different
from the phonology. - Concept question: “there are
vegetables in the forest?”

Use: - Concept questions:

- Students may misunderstand the word “pond” “Are frogs in the pond?”
or “meadow” because it is very different from
the Spanish word “is the meadow full of grass?”
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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IDENTIFY LEARNING OR THINKING STRATEGIES TO BE WORKED ALONG THE UNIT (LOTS AND
HOTS).

LOTS
- Remember: The students have to write the classification of the food chain that they can remember.
- Understanding: They have to comprehend the main characteristics and parts of each animal habitats in
order to complete the activities
- Applying: The students have to be able to use all the information learnt about food chain of animals
kingdom to prepare a presentation
HOTS
- Analysing: Compare and contrast different animal habitats
- Evaluating: By using the Logic Wheel and the Interview the students will prove what they have learnt
about animal ecosystem
- Create: The students have to create a cardboard about the vertebrate animals, an interview and a
PowerPoint presentation

MATERIALS

- Cardboards
- Templates with some key vocabulary
- Schema about the vertebrate animals
- Photos about the animal’s part of the body
- Electronic board / Computer

FIRST SESSION:

SESSION TITLE: Animals Bed

DATE: September SUBJECT: Science CLASS/GROUP: 5th Primary/24 students
TIME: 5 sessions (1hour)

Time / Stage / Activity Rationale

Interaction
Warm up.
5 minutes The teacher will write on the blackboard the title of the lesson The purpose of this
Individual “Animal kingdom and their habitats” and the students must raise their activity is to see if the
hand and tell whatever they know about it. The teacher will write students have previous
them on the blackboard creating a mind map. knowledge about animal
ecosystem.

Presentation.
15 minutes. The purpose of this
Individual The teacher will put a video on the electronic board about the animals activity is to learn new
and their habitats. vocabulary about the
habitat and to develop
https://www.youtube.com/watch?v=Xj1ASC-TlsI listening skills

Once they sow the video, the teacher with the help of the photos is
going to explain to the students the different habitats of the animals.
And she is going to ask them, orally, the following questions:
- What can you see in the photos?
- Where these animals live? What country?
- Do these animals live in your country?
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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10 minutes Practice.
S-S The purpose of this
The teacher will give each student a crossword puzzle. You will have activity is to review and
to complete it with the definitions that come at the bottom of the define different parts of
paper. the animal kingdom
ecosystem.
Students will have a limited time to complete it. Once the time is up
they will have to communicate the selected answers with their
classmates.

30 minutes Application.
G4 The purpose of this
The students in groups of 4 will make a logical wheel on an habitat activity is to identify and
(meadow, pond, forest, coastline and city) that they decide. The activate prior knowledge,
logical wheel is divided into four parts: build new content in an
➢ Identify: where they explain the characteristics of habitats and organized way and to
which animals live there. guide the autonomous
➢ Compare: where they must compare habitat with another from construction of contents
another kingdom. They have to use comparative and with its phase guide.
superlative expressions To practice the use of
➢ Establish cause-effect relationships: Why fish live in the sea? comparative and
➢ Argue, assess where you should make a summary of all the superlative.
above and a drawing.

If the children don’t know how to expel a word, they can use the
textbook, the dictionary or the internet.
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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SECOND SESSION:

SESSION TITLE: Who studies animals

DATE: September SUBJECT: Science CLASS/GROUP: 5th Primary/24 students
TIME: 5 sessions (1hour)

Time / Stage / Activity Rationale

Interaction
Warm up.
10 minutes The purpose of this
Individual To start this session the teacher will put different pictures of habitats activity is to know the
and animals. Ask some students to stand up and relate to the animal previous knowledge they
and the dwelling it lives in. have about the animals
and where they live.

Presentation
10 minutes The purpose is to
Individual The teacher will put an audio on the whiteboard. It will be an understand the different
interview with a biologist where he tells us how he studied the habitats of by using a
different animals and how he could sleep in the prairie, in the forest, listening.
in the sea, . . .
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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10 minutes Practise
G4
Rotating paper: The students have to complete a chart identifying the The purpose of this
most animals they know from where they live in groups of 4. They activity is to check if the
have 5 minutes to write it down, they will have one paper in each students have learnt and
group and then one by one will write one animal in the paper until the understood the habitats
time is up. and what animal live
there.
Ecosystem
River Pond Forest Meadow

When the time is up, each group will say aloud the number of animals
they have found, the group with more animals will start. The teacher
will write on blackboard all the animals the students say without
repeating any words.

25 minutes Application
G6 The purpose is to practice
The students will be divided in four groups of six. Each group will orally the grammatical
have assigned an animal’s habitats. So, they will have to choose one structures they have learnt
animal and draw it in a big cardboard. Once they have done this, they to describe animals
will make a list with the main characteristics of the animal and write during the activity.
their names. Such as “ The + habitat +
Present simple (has “these
For this activity, children will need: cardboards of different colours, animal”) + characteristics
crayons, markers, ruler, pencils, and they can bring a photo of the + adjectives”
animal to copy it. They could also bring other materials to decorate it.
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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THIRD SESSION:

SESSION TITLE: Can you find me?

DATE: September SUBJECT: Science CLASS/GROUP: 5th Primary/24 students
TIME: 5 sessions (1hour)

Time / Stage / Activity Rationale

Interaction
Warm-up
10 minutes The purpose of this
Individual At first, the teacher will show the students two imagenes from the activity is to check
electronic board: one of the Sea and other of a forest. Then, the students’ previous
teacher will ask students to tell the differences they can find between knowledge. Also, we
both and which animals can live there. pretend to see if students
differentiate habitats.

Presentation
15 minutes. The purpose of this
The students will have to find the words given in this word search activity is to know if
S-S about habitats. After this they will have to think about an animal for children recognize
each habitat. For example: an animal who lived in the sea could be an habitats and correctly
Dolphin. identify them within their
animal.
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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10 minutes Practice
S-S
In this activity the teacher will create an online hangman with words The objective of this
from the animal ecosystem. As it is an online game the students will activity is to know if
go to the computer room where they will be put in pairs to complete children recognize
the activity. habitats.

The teacher will paste on the board different hints with the intention
that all students can complete the activity without problems.

http://www.xn--juegosparanias-1nb.com/?aho=5d08a9b430247

20 minutes Application
Individual The objective of this
For this activity we will use the cooperative learning technique 1, 2, 4. activity is for students to
We'll tell the students an animal habitat. First they will have to write improve their
down individually what they know about that habitat. The teacher will descriptions, with the use
tell them when the time is fulfilled and they will begin to do the same of adjectives and the
thing but for couples. And finally they will have to do it in groups of characteristics of
four. ecosystem.
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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FOURTH SESSION:

SESSION TITLE: The King of food

DATE: September SUBJECT: Science CLASS/GROUP: 5th Primary/24 students
TIME: 5 sessions (1hour)

Time / Stage / Activity Rationale

Interaction
Warm up. The purpose of this
10 minutes The activity is call “How am I? What are they like?”, it consists of 2 activity is to promote
S-S phases: self-knowledge and
➢ The first one is individual, where students should think about balanced self-esteem,
which habitat they would like to visit, how they think the since with a partner it is
climate is, which animal they think they will see there, why it easier to engage in
is their favourite habitat... conversation than with
➢ In the second phase, you should talk with your partner about the teacher or in front of
the previous issues the class.
At the end each student will explain to the rest of the class what their
classmate has told them.
Presentation
10 minutes. With this activity we
G4 In order to introduce the animal food chain in an entertaining way, the want to stimulate the
teacher will put a video on the electronic board that explains this reading skills and also to
subject in a more visual way. share to the students the
Once watched the video will ask students through comparisons which characteristics of the main
animal is above the food chain. habitats throw a more
didactic activity.
https://www.youtube.com/watch?v=YuO4WB4SwCg

10 minutes Practice The purpose of this

activity is to learn new
G4 The students have to make a summary in their notebook with all vocabulary about the
words they have already learned: habitats.

For Example: Prairie - Habitat - Taiga - tropical - rainy season -

humidity - tall grasses

They can use the dictionary or the internet to write the definition.

20 minutes Application To promote writing skills

G6 of the students. To use the
In this activity we will mix two cooperative learning techniques. We structures to ask questions
will start with the revolving sheet where students will have to write and connectors.
questions about the animal food chain. A total of two questions will Understand and
have to be written by each student. investigate the main
characteristics of habitats
Once the students have written the 8 questions, the teacher will ask and ecosystems.
them to choose two to read to the rest of the class to be answered. To practice forming
questions in present
simple and present
continuous
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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FIFTH AND LAST SESSION:

SESSION TITLE: If you were an animal, where you'd live?

DATE: September SUBJECT: Science CLASS/GROUP: 5th Primary/24 Students
TIME: 5 sessions (1hour)

Time / Stage / Activity Rationale

Interaction
Warm up.
10 minutes The purpose of this
G4 The teacher is to play the game “Who is who?”. Each group will have activity is to assess
a turn-based question to ask the teacher. Will be questions that can whether students are
only be answered with a yes or no. learning the vocabulary
If any student guesses habitat that the teacher is thinking will have to exposed in previous
raise his hand and say it. classes.

Presentation:
5 minutes. The purpose of this
In order to reactivate the previous knowledge of the previous sessions, activity is to clarify and
the teacher will reproduce a video summarizing everything learned in review the main ideas that
the last four days. students have been
learning during the
https://www.youtube.com/watch?v=7k8CcAU2Lt0 lessons.

15 minutes Practice
The purpose of this
Individually As an individual evaluation, the teacher will prepare a Kahoot with activity is to assess the
different questions on this topic. Students will have to do it in the student's knowledge on
computer room individually. In this activity the teacher will be able to an individual basis.
see to what extent the students know about this content.

https://create.kahoot.it/share/animal-food-chain/26be240a-f1e3-4676-
b53e-c575c39bd3d3

25 minutes Application The purposes of this

G2 activity are to evaluate if
We take advantage of the fact that we are in the computer room to they have learnt the basic
carry out the following activity. The students in pairs will have to concepts of the didactic
create a PowerPoint presentation following the next schema. It will unit and if they have the
have to be a short presentation where they explain the different ability to identify the key
characteristics of the different habitats. information about the
topic.
These presentations will be given to the teacher and will have to be
evaluated.
CES Don Bosco, 2018-19 Lesson Plan Marcos Bodas Muyo
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