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TABLA DE IDENTIFICACIÓN DE LA TAREA
TÍTULO
THE PLANT KINGDOM
IDIOMA
Inglés
ÁREA/ MATERIA
Ciencias de la Naturaleza
NÚCLEO TEMÁTICO
Los Seres Vivos
GUÍON TEMÁTICO
Conocer el Reino Plantas, tanto sus características propias como
su clasificación más general. Además, reconocer los distintos
órganos de una planta y su función. Por último, completar el
estudio del reino con las funciones de nutrición y reproducción.
CORRESPONDENCIA
CURRICULAR (etapa, curso)
1º de Educación Secundaria
AUTORÍA
Mª Encarnación Femenía Ríos
TEMPORALIZACIÓN
APROXIMADA
6 sesiones (2 semanas)
 Conocimiento e interacción con el medio físico. Conociendo las
distintas especies vegetales del entorno.
 Matemática. Gracias al estudio de las partes de una planta y las
etapas de sus procesos reproductivos.
COMPETENCIAS BÁSICAS
 Tratamiento de la información y competencia digital. A través
de la elaboración de la tarea principal.
 Cultural y artística. También mediante la preparación de la tarea
principal.
 Aprender a Aprender. Con la conexión conceptual de las
diferentes parte de la secuencia didáctica.
OBSERVACIONES
1º de ESO: The Plant Kingdom
La competencia en comunicación lingüística es una competencia
tratada de forma continuada tanto en inglés como en español.
2
TABLA DE PROGRAMACIÓN DE LA TAREA
TEMA O SUBTEMA
OBJETIVOS
 Interpretar y producir
con propiedad,
autonomía y
creatividad mensajes
que utilicen códigos
artísticos, científicos
y técnicos.
Bloque 4. Los seres
vivos y su diversidad.
 Reconocer las
características
propias de las
especies del Reino
Plantas.
 Entender cómo se
nutren las plantas.
 Describir las etapas
de la reproducción en
angiospermas.
 Desarrollo de una
actitud favorable a la
conservación de la
biodiversidad.
1º de ESO: The Plant Kingdom
CONTENIDOS DEL
ÁREA
CONTENIDOS
LINGÜÍSTICOS
TAREAS
FUNCIONES:
 Realizar
comparaciones.
 Reconocer y describir
las características de
las plantas a partir de
fotografías y dibujos.
 Describir procesos.
 El Reino Plantas.
 Las plantas sin
flores.
 Las plantas con
flores.
 Hacer generalizaciones.
ESTRUCTURAS:
 Did you find …?
 Look for information …
 Can you spell …?
 Las hojas, el tallo y
la raíz.
 May I …?
 La nutrición de las
plantas.
 Complete this chart
with
 La relación de las
plantas.
 Find this concept
 La reproducción de
las plantas.
 In my opinión …
 Can you repeat …?
 Connect with linkers
LÉXICO:
Angiosperm, dispersal,
ferns, fertilisation,
germination,
gymnosperm, mosses,
pollination, stomata,
transpiration, vascular.
CRITERIOS DE
EVALUACIÓN
 Ejercicios de
vocabulario específico
con definiciones
monolingües.
 Preparar
presentaciones para
el resto de los
compañeros en
formato digital.
 Exponer al resto de
los compañeros las
presentaciones
elaboradas.
 Clasificar plantas
utilizando claves
sencillas.
 Describir los órganos
y partes de una
planta y explicar su
función.
 Describir el proceso
de nutrición de las
plantas, explicando el
papel de la
fotosíntesis
 Describir el proceso
de reproducción de
las angiospermas,
explicando el papel
que desempeñan las
flores, frutos y las
semillas.
3
UNIT 6. THE PLANT KINGDOM
TASK: MAKE YOUR OWN INVE^TIGATION
Work in groups of four. Choose a plant of your area (for example, pine tree), and investigate
about its classification, its way of carry out nutrition, its types of interaction with the
environment and its reproduction. After this, elaborate a digital presentation and explain it
to the rest of the class.
1º de ESO: The Plant Kingdom
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UNIT 6. THE PLANT KINGDOM
INTRODUCTION
1. Work in pairs. Look at the pictures. Do you know which of them represent plants? Talk to
your partner about what they all have in common, and the differences between them.
Expressions to use:
The picture …. is ….
The main differences between plants and animals are…
The characteristics that all plants have are …
What’s different is…
2. Match the word with its definition.

Root
 The main organ of photosynthesis and
transpiration in higher plants.

Stems
 Living beings that have many different cells.

Leaves
 Cells which have a nucleus.

Multicellullar
 Pigment that absorbs the Sun’s energy to
elaborate
organic
matter
during
photosynthesis.

Eukaryotic cells
 The organ of a higher plant that anchors the
rest of the plant in the ground and absorbs
water and mineral salts from the soil.

Chlorophyll
 Living beings that produce the organic
substances which they need from inorganic
substances.

Photosynthesis
 The main axis of a plant, which bears the
leaves and flowers.
Autotrophic
 The synthesis of organic compounds from
carbon dioxide and water (with the release of
oxygen) using light energy absorbed by
chlorophyll.

1º de ESO: The Plant Kingdom
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3. What’s the difference?
Root – leaves
Multicellular – unicellular
Eukaryotic – prokaryotic
Autotrophic -heterotrophic
The most interesting difference between ... and ... is ...
By the way, don’t forget that ...
In my opinion you’re right but it’s more important to
emphasize that ...
I think they are similar but with a little difference that is ...
I agree with you, but I don’t think we need to write about it
because it’s obvious that ...
I disagree with you because ...
HOW ARE PLANTS CLASSIFIED?
4. Listening: complete the text.
Plants are classified in two groups: non-flowering and flowering.


Non-flowering ________ are simple plants without __________ or seeds.

Mosses. They are small, and non-vascular: they have no conductor
vessels.

Ferns. They are bigger than mosses. They are vascular: they have
conductor vessels to distribute water and nutrients.
___________ plants are more complex, with flowers or ________.

Gymnosperms. They have seeds inside a false fruit, like a pinecone.

Angiosperms. They have seeds inside a real fruit.
5. Test your partner. Ask questions.
Which plants have flowers?
Which plants do not have seeds?
Which plants ……..?
1º de ESO: The Plant Kingdom
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6. Working in groups of four, classify the following sentences into mosses, ferns,
gymnosperms and angiosperms.
Angiosperms are flowering plants.
Ferns are non-flowering plants.
Mosses are very small, non-vascular plants.
Gymnosperms’ seeds are not protected by a fruit.
Ferns reproduce by spores. The mature spores are dispersed by the wind. The spores
germinate and produce new ferns.
Instead of leaves, mosses have small laminas called phyllodes.
Angiosperms’ seeds are enclosed by a fruit. The fruit protects the seeds. It also
enables them to be dispersed more easily.
Ferns’ leaves are large, and are called fronds.
Mosses don’t have true roots, stems or leaves. They fix themselves to the ground by
rhizoids.
Most of gymnosperms are evergreens, like pine trees and sequoias. They have
leaves all year. The leaves are normally shaped like needles.
Ferns develop clusters of spores called sorus on the underside of the fronds.
Mosses produce spores inside capsules at the end of filaments.
Many angiosperms are deciduous, for example, oak trees. They lose their leaves in
winter.
Ferns have roots, stems and leaves. The stem, called a rhizome, grows horizontally
in the ground.
Gymnosperms are flowering plants.
Mosses reproduce by spores. The mature spores are dispersed by the wind. The
spores germinate and produce new mosses.
Angiosperms have brightly coloured flowers. The flowers attract animals and
facilitate polinisation.
Ferns are vascular plants. They can be very large.
Gymnosperms have small, insignificant flowers. These group together into
inflorescens or cones. These cones are male and female.
Mosses are non-flowering plants.
Now, each of you chooses a different group of plants, and develops its definition using the
information from the sentences above and the appropriate linking words from the box on
the right.
Type of plant: ……………….
Linking words
Sequencing: first, second, …
Adding: also, too, …
Contrasting: however, although, ….
Finally, each of you reads aloud your definition and the others copy down what you say.
1º de ESO: The Plant Kingdom
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PLANT NUTRITION – FUNCTIONS OF LEAVES, STEMS AND ROOTS
7. Work in pairs. Take turns to read. Then classify the sentences and write the numbers.
1.
Plants have three main organs: leaves,
stems and roots.
2. Mosses belong to this group.
3. They reproduce by spores which are
dispersed by the wind.
4. They grow seeds in order to
reproduce.
5. These keep the plant upright and
conduct nutrients from the roots to
the leaves.
6. Raw sap is transformed in the leaves
into elaborated sap through
photosynthesis.
7. Angiosperms are deciduous and have
brightly coloured flowers.
8. The stem of the fern, which grows
horizontally in the ground, is called
rhizome.
9. When mineral salts dissolve in the
water absorbed by plant roots, raw
sap is produced.
10. Oxygen goes into the leaves as excess
water is expelled through the stomata
as water vapour.
11. Gymnosperms have small, insignificant
flowers grouped together into
inflorescens.
12. The function of plant roots is to fix the
plant to the ground and absorb water
and minerals.
Flowering plants
Non-flowering plants
Function of roots, stems
and leaves
Plant nutrition
8. Draw a simple diagram to explain plant nutrition.
1º de ESO: The Plant Kingdom
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PLANTS’ REACTION
9. Read the text and answer the questions.
Plant reactions
There are two types of plant reaction: permanent – related to growth
and temporary – caused by stimuli in the habitat. For example, if you
place a plant horizontally, the stem will grow and curve towards the
light and the roots will grow down into the soil. This is a permanent
reaction.
In temporary reactions, the plant returns to its initial state when the
stimulus stops. For example, the stems, leaves and flowers of
sunflowers turn with the Sun as it moves across the sky.
Plants also react to classical music: they open their leaves and flowers
and bend towards the source of the music. They grow much faster if
music is played to them every day. However, they do not like rock
music, and absolutely hate heavy metal! They will bend away from
this type of music, and if it does not stop, they usually die within two
weeks.

What is the difference between permanent and temporary reactions?

Describe one temporary and one permanent reaction in plants.

What kind of music do plants prefer?
PLANTS’ REPRODUCTION
10. Listening: complete the text.

Asexual ……………….. Only one plant is involved.

…………… reproduction. Sexual cells from two different plants join together to
produce a new plant. ………………… plants have sexual ……………….
Main parts of a flower
Flowers are the reproductive ………………… of angiosperms and ………………… Flowers
have two ………….: the reproductive part and the protective part.

……………… parts: the stamen (male ………… part) and the pistil (…….. part). The
ovules are found inside the ovary. During ……………., the ovules come into
contact with the pollen, which is produced in the stamen.

……………. parts: the petals, which make up the corolla, and the sepals, which
make up the calyx.
1º de ESO: The Plant Kingdom
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11. Complete the word map with the main parts of the flower’s reproductive organs. Use the
words in the box.
stamen
pistil
filament
stigma pollen grains ovules style anther
ovary
Parts of the flower
Male
Female
12. Match the words with the descriptions below. Then put the stages of reproduction in the
correct order.
Germination
Fertilization
Fruit and seed
Formation
Pollination
Dispersal
 ____________: pollen reaches the stigma, penetrates it and fertilizes the ovules inside the ovary.
 ____________: the seeds fall on the ground and germinate. A small root and shoot grow.
 ____________: the ripe fruit falls off the plant or releases the seeds.
 ____________: the fertilized flower is transformed. The corolla and the calyx dry up. The ovary
changes into the fruit.
 ____________: pollen from one flower’s anther reaches the stigma of another flower.
13. Answer the questions in pairs.
a) Name two kinds of animal that help plants pollinate.
b) What are the functions of fruit?
c) Name some ways in which seeds are dispersed.
1º de ESO: The Plant Kingdom
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UNIT 6. THE PLANT KINGDOM
POST-TASK: QUIZ SHOW
We’re going to play Jeopardy. This is a quiz where you are given the answer and you have to say
what the question was.
A. Preparing the cards for the quiz.
1. The class will be divided into 4 groups, each one will write sixteen answers (and
questions) related to the following categories:
a.
b.
c.
d.
Classification of plants.
Plants’ nutrition.
Plants’ reproduction.
Plants’ reaction.
2. The Answer-questions must be written down on cards. The teacher must keep the cards
in a box until the quiz starts.
a. Levels of Difficulty we need:
 4 very easy (score 2 points).
 4 easy (score 4 points)
 4 soft difficult (score 6 points)
 4 difficult (score 8 points)
b. Use the internet to help you.
c. Write your questions in the boxes below.
Very easy
1º de ESO: The Plant Kingdom
Easy
Soft difficult
Difficult
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TABLA DE AUTOEVALUACIÓN
AFTER THIS UNIT….
I CAN…
Identify plants
YES
NO
Analyze the characteristics of a
particular plant
YES
NO
Give examples of each type of plant
YES
NO
Use English to learn and communicate
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
YES
NO
The functions of a plant
The general classification of plants
The parts of a flowering plant
I KNOW…
How the nutrition is carried out in
plants
How the reproduction is carried out in
plants
How plants can react
1º de ESO: The Plant Kingdom
NOT
YET
NOT
YET
NOT
YET
NOT
YET
NOT
YET
NOT
YET
NOT
YET
NOT
YET
NOT
YET
NOT
YET
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