Name
What if animals from different parts of the world would come and live in our town? How could we help them to survive?
Topic
Realtionship between animals and habitats
Learning time
5 hours and 45 minutes
Designed time
5 hours and 45 minutes
Size of class
22 children aged 9
Description
What if animals from different parts of the world would come and live in our town? How could we help them to survive? Students will have to investigate the relationship between animals and the natural habitats where they live and apply their knowledge to re-create the conditions for some of them to survive in a habitat different from the natural one.
Aims
- Identifying body features of animals that live in different habitats; - Identifying the relationship between body features of the animals and habitats in which they live; - Planning and creating a suitable habitat in our village for animals that come from habitats different from ours.
Outcomes
Knowledge, Analysis, Synthesis, Application, Evaluation
Editor
silvanarampone
Edit
Setting groups and team building activity
15 minutes)
  • Collaborate
    5
    22
    0
    The teacher prepares some coloured cards and collects them in a bag. Then she asks students to pick one card and make groups of 4 with those who have the same colour.
  • Collaborate
    10
    0
    In order to build group work, each group is given 3 balloons. Each group has to find a strategy to keep the balloons in the air as longer as possible.
Notes:
Resources linked: 0
Scaffolding independence and building entrepreneurial mindset
60 minutes)
  • Read Watch Listen
    10
    4
    0
    Placemat cooperative strategy - 1st step. individual work: 1.Divide the class into groups of 4 students and arrange tables in a way that allows u to work together on a big sheet of paper. 2. Divide the paper into sections equal to the number of students in your group but and leave a circle/oval/rectangle in the centre of the paper for the results of the work. 3. Tell the students: Today you are going to work on the following topic: World Animals 4.First think about the topic individually. Then – without speaking – write your ideas in MT or L2 or draw on your section of the placemat.
  • Discuss
    20
    4
    0
    Placemat strategy- 2nd step - SHARE and Discuss-Group work 1. When everybody has finished (time limit: 10 minutes) start reading the others’ ideas by turning the paper clockwise/counter-clockwise so that you have always got a new section in front of you. 2. Then discuss your ideas and try to agree on an animal group that lives in a certain habitat
  • Produce
    22
    0
    Placemat- step 3 - presentation Draw the habitat with its animals in the empty space - Select someone from your group to present the results. - Share your results with the entire class.
  • Practice
    10
    22
    0
    Practice saying the name of animals and where they live by describing the placemats of the other groups: The....lives in the...
  • Discuss
    10
    22
    0
    - All the placemats are put on the classroom walls and students have to fix criteria in order to choose which animals are coming to live in our village.
  • Collaborate
    10
    22
    0
    - When the criteria has been chosen, animals are selected - Groups agree how to choose animals in order to do next activity: each group will have to reserach animal and habitat facts in order to recreate the right habitat for each animal in our village.
Notes:
This project will be run in English following the CLIL methodology (teaching content through a foreign language). Some strategies and learning activities are also aimed to scaffold language and content together.
Resources linked: 0
Making choices and create the habitats for the animals
210 minutes)
  • Investigate
    30
    4
    0
    Students work in groups of four. Each group is given a set of paper and digital resources (grids, website, factfiles) to be used autonomously by the students to search information about the animals assigned to the group and the habitat in which they live
  • Collaborate
    20
    4
    0
    Each group has to make a plan of the area where to locate the animals taking into consideration materials, changes of the place and time needed to create the right habitat
  • Practice
    20
    22
    0
    Students practice describing their plan in English - If the... (lion) comes to my village, it needs......... - We need to provide.............
  • Discuss
    20
    22
    0
    -The teacher explains the task that consists in creating a model of the right habitat for each group of animals. Students and Teacher discuss about the criteria to be used to assess the final models. Criteria are collected in a rubric and one copy printed for each group.
  • Collaborate
    10
    22
    0
    Students make a list of the materials they need to make a model of the habitat in a cardbox the following lesson. They split materials to be collected at home and brought to school next lesson.
  • Produce
    90
    22
    0
    Each group makes the model of the habitat for their animals that will be created in the village
  • Practice
    20
    22
    0
    Each group practices presenting its own model to the class in English
Notes:
Resources linked: 0
Peer assessment
60 minutes)
  • Read Watch Listen
    0
    Each group has to assess the work of another group by using the rubric they created and then share the evaluation with the rest of the class that has to give feedback
  • Read Watch Listen
    30
    22
    0
    The mayor of the village is invited to school to evaluate the students'models. Students have to present their work in English. The mayor will use the same rubric and give suggestions how to improve the models
  • Practice
    30
    22
    0
    Each group has to take into accounts the peers and the mayor feedback and improve the model if necessary
  • Practice
    0
    The teacher will close the activities with a final formative assessment by using the same rubric and observation grids collected in a diary during the project activities
  • Produce
    0
    Students will collect feedbacks, personal reflections through "can do statements" and photos of the models in a personal Portfolio
Notes:
I didn't upload any rubrfic as it's written that the criteria will be defined with students
Resources linked: 0

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.