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LIFE UNDER THE SEA
(Lesson Plans)
Salvador Rodríguez Almendros
January - March 2009
LIFE UNDER THE SEA
TOPIC: LIFE UNDER THE SEA
LESSON:
(Types of marine life: real facts on sea
1
flora and fauna )
SESSIONS:
1 and 2
LEVEL:
5th
KEY COMPETENCE:
- Knowledge of and interaction with the natural world
TRANSFERABLE SKILLS:
Communicative skills: (Linguistic and audio-visual)
- To express opinions and give account of experiences
Methodological skills: (Information handling)
- To transform information into knowledge, activating thinking skills
Personal skills: (Autonomy, initiative and decision taking)
- To develop collective activities with confidence and responsibility
AIMS:
- To identify the different types of existing life in a marine ecosystem
- To learn real facts about aspects concerning natural flora and fauna in the sea
TEACHING OBJECTIVES
LEARNING OUTCOMES
(What is planned to be taught)
(What students will be able to do)
COMMUNICATION
CONTENT
- Living and non-living
things in the sea
- Marine flora and fauna
- Basic characteristics of
different sea species
(food, babies, enemies...)
- The ocean zones
CONTENT
- Memorise the names of some
sea creatures
- Distinguish between sea
animals and plants
- Understand the relationship
between species
Language OF learning:
* Key vocabulary: fish, octopus,
COGNITION
- To classify sea elements
into living or non-living
things
- To describe different
species of fish
COGNITION
- Build up a display using the
vocabulary learned
- Interpret visual information
- Write down some of the
basic data provided
Language FOR learning:
dolphin, starfish, jellyfish, shark,
angelfish, living/non-living things,
sunlit, twilight and midnight, eat/
live in/weigh/jump/swim-live up to
* Key structures: under the sea, in
the water, are the main enemies
of..., can it breathe/move/excrete/
get food/reproduce?
I can see, We can find, there
is/are. I would like to know more
about...
Language THROUGH learning:
- Language needed to express
previous knowledge and
experiences related to sea depths
CULTURE/CITIZENSHIP:
- To explore scientifically an environment completely unknown to the children
ASSESSMENT CRITERIA: can the pupils...?
- write down facts and other kinds of information on a chart
- summarise the concepts explained on a worksheet
Salvador Rodríguez Almendros
CEIP Barrufet (Barcelona)
LIFE UNDER THE SEA
TOPIC: LIFE UNDER THE SEA
LESSON:
(Food chains and species’ characteristics)
2
SESSIONS:
3 and 4
LEVEL:
5th
KEY COMPETENCE:
- Knowledge of and interaction with the natural world
TRANSFERABLE SKILLS:
Communicative skills: (Linguistic and audio-visual)
- To use language as object of observation and analysis
Methodological skills: (Information handling)
- To access and communicate information using different supports including ICT tools
Personal skills: (Autonomy, initiative and decision taking)
- To initiate activities with creativity and critical thinking
AIMS:
- To understand the concept of food chains taking place in the sea
- To explore the sea depths in order to get familiar with other type of marine species
TEACHING OBJECTIVES
LEARNING OUTCOMES
(What is planned to be taught)
(What students will be able to do)
CONTENT
- Plankton varieties:
phytoplankton and
zooplankton
- Elements in a food chain
- Common and not so
common species
- External characteristics
of different sea creatures
CONTENT
- Describe species by looking
at their external appearance
- Identify elements in a
marine food chain
- Describe different species
of fish
COGNITION
- To integrate new
concepts of marine species
to previous learning
- To exemplify the
functioning of food chains
- To expand knowledge
autonomously by browsing
appropriate materials
COGNITION
- Recognise marine species in a
food chain in terms of
importance
- Establish logical links
according to previous
experiences with certain
species
- Gather information on
processes in the sea depths
COMMUNICATION
Language OF learning:
* Key vocabulary: plankton,
phytoplankton, zooplankton, food
chain, seahorse, manta/sting ray,
sardine, starfish, whale, coral, tuna
fish, sea cucumber, fins, scales, tail
* Key structures: Diving in the
sea..., what can you see? I can see a
___ swimming in the sea.
Language FOR learning:
We think that __ is..., We are not
really sure but __ could be..., We
don’t know what it is, __ is a group
of..., Is the...? Yes, it is/No, it isn’t,
Can you...? Yes, I can/No, I can’t
Language THROUGH learning:
- Language coming across when
looking for information about
marine species in books provided
CULTURE/CITIZENSHIP:
- To appreciate the contribution of all species in order to sustain the marine ecosystem
ASSESSMENT CRITERIA: can the pupils...?
- synthesise knowledge on both a class collective mindmap and individual tasks
- show progress in understanding while following PowerPoint presentations
Salvador Rodríguez Almendros
CEIP Barrufet (Barcelona)
LIFE UNDER THE SEA
TOPIC: LIFE UNDER THE SEA
LESSON:
(The art of fishing: technique & methods)
3
SESSIONS:
5 and 6
LEVEL:
5th
KEY COMPETENCE:
- Knowledge of and interaction with the natural world
TRANSFERABLE SKILLS:
Communicative skills: (Linguistic and audio-visual)
- To reflect on how to use the communicative resources specific to the area
Methodological skills: (Learning to learn)
- To gain, process and assimilate new knowledge and skills, seeking and making use of guidance
Personal skills: (Autonomy, initiative and decision taking)
- To assess individual activities or projects
AIMS:
- To understand that different species of fish swim at different depths in the sea
- To identify different fishing methods and what sea creatures they are designed to catch
TEACHING OBJECTIVES
LEARNING OUTCOMES
(What is planned to be taught)
(What students will be able to do)
CONTENT
- Basic types of fishing:
shore fishing and boat
fishing
- Main characteristics of
traditional fishing
methods: similarities and
differences
- Strategies to describe
content meaningfully
CONTENT
- Learn about different ways
of fishing
- Express tastes and
preferences regarding the
world of fish
- Follow and understand a set
of events in a story
COGNITION
- To analyse traditional
types of fishing
- To compare different
fishing methods
- To discuss the levels of
depth in the sea where
groups of fish swim.
COGNITION
- Locate different species of
fish according to their
behaviour
- Describe the bottom of the
sea in detail for the others to
identify its elements
- Compare basic fishing types
COMMUNICATION
Language OF learning:
* Key vocabulary: shore/boat
fishing, mid-water trawl, bottom
trawl, longline, pots, handline, the
bottom/top of the sea, mackerel,
cod, herring, prawns, lobster, net,
fishermen, surface, seabed, buoy
* Key structures: eating fish, going
fishing, fish from the rivers/sea,
your favourite fish, what kind of
fish...? How do you catch a ___?
Language FOR learning:
Did he see/hear/spot...? It
depends on..., When I ___, I learn
___, if you like/don’t like, if you
prefer, if you have/don’t have ___
Language THROUGH learning:
- Spontaneous language to describe
pictures and write short sentences
CULTURE/CITIZENSHIP:
- To reflect on the process through which fish living in the sea end up in our homes
ASSESSMENT CRITERIA: can the pupils...?
- name the traditional methods for fishing living things under the sea
- use the language of the subject to play different games and carry out communicative tasks
Salvador Rodríguez Almendros
CEIP Barrufet (Barcelona)
LIFE UNDER THE SEA
TOPIC: LIFE UNDER THE SEA
LESSON:
(The impact of fishing & fish for eating)
4
SESSIONS:
7 and 8
LEVEL:
5th
KEY COMPETENCE:
- Knowledge of and interaction with the natural world
TRANSFERABLE SKILLS:
Communicative skills: (Linguistic and audio-visual)
- To interact with other people and approach other cultures in an adequate way
Methodological skills: (Learning to learn)
- To handle effectively an array of resources to transform information into personal knowledge
Personal skills: (Autonomy, initiative and decision taking)
- To develop projects with responsibility
AIMS:
- To recognise that human activity can affect healthy marine ecosystems
- To understand why we should care for sea life and the environment
TEACHING OBJECTIVES
LEARNING OUTCOMES
(What is planned to be taught)
(What students will be able to do)
CONTENT
- The declining number of
fish in the sea and some of
the reasons for this
- The concepts of
‘overfishing’ and ‘bycatch’
related to sustainable
fishing
- Common marine species
eaten in both English and
Catalan diets
CONTENT
- Memorise the main
vocabulary used to talk about
fishing
- Understand that catching
more animals than we need is
counterproductive
- Get familiar with the
process of the trade of fish
until it reaches homes.
- Learn some sea sayings
COGNITION
- To discuss reality from a
set of images
- To analyse the situation
in the sea from the point
of view of a fish
- To plan a visit to a
fishmonger’s
COGNITION
- Predict possible solutions for
a real problem by using simple
information sources
- List some of the seafood
that can be found in a market
- Design a mini-dialogue to be
held at a fishmonger’s
COMMUNICATION
Language OF learning:
* Key vocabulary: overfishing,
bycatch, sustainable, healthy sea,
marine protected area, mesh,
closed seasons, sea sayings, fish
auction/market, fishmonger(‘s),
fishing boat/net, fisherman(en)
* Key structures: What can we buy
in a...?, What type of fish is it, oily
or white?, Where is it from?, Do
you always sell it?
Language FOR learning:
Good morning Mr/Ms fishmonger,
how much is it?, thank you for your
time, bye-bye’
Language THROUGH learning:
- Language such as the one involved
in ‘dictionary use’ for vocabulary
extension and clarification
CULTURE/CITIZENSHIP:
- To be aware of the fact that small fish should not be bought to let them grow and reproduce
ASSESSMENT CRITERIA: can the pupils...?
- explain the process of fish trade and its distribution stages
- apply the knowledge and language acquired when working in pairs of small groups
Salvador Rodríguez Almendros
CEIP Barrufet (Barcelona)
LIFE UNDER THE SEA
TOPIC: LIFE UNDER THE SEA
(The dissection of a sardine & having
fun in the sea depths)
LESSON:
5
SESSIONS:
9 and 10
LEVEL:
5th
KEY COMPETENCE:
- Knowledge of and interaction with the natural world
TRANSFERABLE SKILLS:
Communicative skills: (Linguistic and audio-visual)
- To relate observations or explanations and develop argument
Methodological skills: (Learning to learn)
- To apply study skills that include strategic thinking and cooperation and self-evaluation skills
Personal skills: (Autonomy, initiative and decision taking)
- To develop confidence and critical thinking
AIMS:
- To carry out an experiment using real fish in order to observe its body and skeleton
- To enjoy the topic worked along the unit through songs, poems, tongue twisters and games
TEACHING OBJECTIVES
LEARNING OUTCOMES
(What is planned to be taught)
(What students will be able to do)
COMMUNICATION
CONTENT
- Common fish species
caught near the Catalan
coast
- Main parts of the body of
a fish
- Basic organs of a fish and
their function
CONTENT
- Recognise some of the
common species of fish caught
near the Catalan coast
- Identify the parts of a fish
by opening a sardine
- Learn poems and songs
related to the sea culture
Language OF learning:
* Key vocabulary: head, body, tail,
COGNITION
- To provide some
feedback on different
species of fish found in a
Catalan fishmonger’s
- To find out more about
the body of a fish through
experimenting
COGNITION
- Name the basic and more
specific parts/organs of a fish
- Look for real songs, poems,
tongue twisters and films
dealing with the sea life
- Answer some questions
based on direct observation
Language FOR learning:
eyes, nose, mouth, gills, scales,
pectoral/ventral/dorsal fins, anus,
anal/caudal fin, tray, tweezers,
magnifying glass
* Key structures: look at, open,
does it have scales?, How many...?
In the head, we can see..., In the
body, we can see..., In the tail, we
can see....
Language THROUGH learning:
- Language in context appearing in a
real song or online game related to
the topic of the sea depths
CULTURE/CITIZENSHIP:
- To get to know pieces of cultural work regarding the topic of the sea
ASSESSMENT CRITERIA: can the pupils...?
- follow the steps to carry out the experiment on the dissection of a sardine
- understand in a global way the messages expressed in songs, poems, games and films
Salvador Rodríguez Almendros
CEIP Barrufet (Barcelona)