This is a CLIL
lesson plan (Content and Language Integrated Learning), where we will focus on
plants. Children will learn Science contents in English in a motivating and
integrated way, so they will have the opportunity to use English language in
communicative contexts to acquire new information at the same time. As the
lesson is very experimental and hands-on they will have plenty of opportunities
to internalise new contents gradually throughout these 10 sessions by means of
numerous activities focused on varied learning styles.
We will practice
the 4 language skills in an integrated way: listening, speaking, reading and
writing. Whilst we will focus on oral production and comprehension, there will
be activities dedicated to practice the written form of the language.
1. Learning
outcomes
/ Evaluation criteria
|
·
Identify characteristics of living things vs
non-living things.
·
Learn and use vocabulary about plants.
·
Learn Science contents related to plants through
English:
·
Values: being respectful with Nature.
|
2. Subject Content
|
Science contents related to plants by means of English language:
·
differences between living things vs non-living
things
·
different parts of a plant,
·
life cycle of a plant,
·
different uses that we can give to plants,
·
different elements that a plant needs to live: soil
and nutrients, light, water.
·
5 different types of plants: trees, herbs, flowers,
bushes, vegetables and fruit.
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3. Language Content / Communication
|
|
Vocabulary
|
NOUNS:
4 seasons:(revision from daily routines): winter, spring, summer, autumn. Characteristics of spring: birds, flowers,
weather, etc.
Revision of vocabulary from previous years: colours, numbers, etc.
Parts of a plant: roots, stems,
leaves, flowers, fruits, pot, seed
Plants (what part of the plant it is): Asparagus,
broccoli, carrots, coffee, peach, lettuce, celery, cucumber, radish, green
pepper, potato, spinach, orange, peanuts, tomatoes.
Elements that a plant needs to live: water, soil,
minerals, nutrients, sunlight, photosynthesis, reproductive part of most
plants.
Uses of plants: food /
fabrics / medicine and cosmetics / decoration
Types of plants: Herbs, bushes,
trees, flowers, vegetables and fruit.
Vocabulary about plants (uses of plants):
Gerbera,
camomile, lettuce, arnica, linen, carrot, cotton, poppy, rose, aloe-vera,
orange,
Habitats: jungle, desert, water, forest,
VERBS:
Grow and die;
need energy, nutrients, air, and water; produce young; are made up of cells;
react to what's around them.
Come from plants: breath in / out (carbon dioxide), oxygen, etc.
Life cycle of a plant:
We want to grow
a plant / we sow a little seed /the seed is in the soil / the seed grows a
root / the seed grows a sprout / the sprout grows a plant / the plant grows a
flower / etc.
Come from
plants
Be made from
plants
There is /
There are...
We can / we
can’t
Celery
experiment: follow instructions… PROCEDURE (instructions):
1. Put some water
in the jar.
2. Add some food colouring.
3. Put the celery stick in the
water.
4. Observe what happens.
ADJECTIVES: little / big, giant, living,
non-living, etc.
Comparisons in
terms of size:
Small / Smaller
/ Smallest
Big / Bigger /
Biggest
PREPOSITIONS:
In, on, under,
behind, in front of, next to….
ADVERBS - Sequencing:
First / Then /
Finally...
|
Structures
|
Routines:
Do you have
plants at home? What do you do to take care of them?
Why do you
think that plants are important for us?
What types of
plants do you think there are in the world?
Contents:
Life cycle of a plant: we plant a seed, we water the plant, the plant
grows, it has got a stem, leaves, flowers and fruit.
Elements a plant needs to live, types of plants, different uses of
plants....
Classroom
management:
Examples:
Let’s listen to
this song!
Please be
quiet.
Hands up…who
knows….?
Work in pairs.
Please tidy up
and line up!
|
Discourse type
|
Science texts and
instructions.
|
Language skills
|
Listening,
Speaking, Reading and Writing
|
4. Contextual (cultural) element
|
This lesson
plan will raise children’s awareness on the importance of taking care of the
Nature around us and learn new things about plants: they will be able to
identify the different parts of a plant, they will study the life cycle of a
plant, they will see the different uses that we can give to plants, they will
discover the different elements that a plant needs to live and they will
explore more things about 5 types of plants (herbs, trees, flowers, bushes
and vegetables and fruit) during our visit to a Botanic Garden.
We will start
by analysing the difference between living things and non-living things
around them so we build the lesson plan from their own experience. This
position is in line with the meaningful learning approach founded by Ausubel.
Children will be able to reflect on their own environment and use English
language in communicative contexts. The most important goal for science
education is to stimulate, nurture and sustain the curiosity, wonder and
questioning of children and young people.
|
5. Cognitive (thinking) processes
|
HOTS: EVALUATE / SYNTHESISE / ANALYSE
LOTS: APPLY / UNDERSTAND / KNOW AND REMEMBER |
|
6. (b) Activities
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SESSION 1:
1.1.
WHAT HAPPENS IN SPRING? LIVING THINGS vs NON-LIVING THINGS
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Musical, Naturalist styles.
Introduction
to the topic: In assembly...
1.
Talk about the 4
seasons and specially the arrival of spring. SONG: FOUR SEASONS SONG:
Plants are alive, just like people and animals. How
do we know this? Living things all do certain things:
·
They grow and die.
·
They need energy,
nutrients, air, and water.
·
They produce young.
·
They are made up of
cells.
·
They react to what's
around them.
1.2. Homework
Ask children to look up at home any information
related to plants and bring to school any kind of material (pictures,
magazines, newspapers, texts) that can be of interest for this lesson plan to
show to the rest of the group. We will inspire their interest and motivation
by encouraging them to look into it in advance.
SESSION 2:
2.1.PARTS OF A PLANT – GAME
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Interpersonal, Naturalist learning style.
Before starting the lesson, I will hide 2 sets of
the following parts of a plant around the classroom:
1 pot, 1 stem, 2 big leaves, 2 small leaves, 1
flower, roots.
The group will be divided in 2 teams. Each team
needs to find the hidden pieces of a plant around the classroom. They need to
build a plant with these pieces on the blackboard using Blu-tack.
The teams can exchange parts of the plant if
appropriate. They both need to build 2 identical plants.
2.2. PARTS OF A PLANT – group-work and individual worksheet.
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Interpersonal, Naturalist learning style.
After this game, in small groups, they will glue the plant onto an A4
paper and will label the parts of the plant. Then, individually, all children
will complete the worksheet about parts of a plant.
They will have to label each part of the plant using
the words below.
2.3. Functions of the parts of the plant.
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Interpersonal, Naturalist learning style.
In small groups, they will receive a set of cards
that will contain all parts of the plant and the corresponding function. They
will need to associate each part of the plant with the corresponding
function.
Given the difficulty of some of these sentences, I
will read each card with them and explain with gestures its meaning,
illustrating on a poster of a plant so they understand its meaning.
·
Roots absorb water and
minerals from the soil.
·
Stems carry water and
nutrients from the roots.
·
Leaves capture sunlight
to make food through a process called photosynthesis.
·
Flowers the reproductive part of most
plants.
·
Fruits carry seeds.
·
Seeds contain new
plants.
The two
teams will compare answers together once finished and they will add these
cards to the poster of the flower they have created.
2.4. ICT - PARTS OF A PLANT
COMPETENCES: 1. (CLC), 2. (CMST), 3. (DC), 4. (L2L)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Naturalist learning style.
We will do this activity on the interactive
whiteboard for the last 15 minutes of the session. Children will need to
decide whether each of these vegetables and fruits are indeed seeds, roots,
leaves, fruits, stems, etc.
Asparagus,
broccoli, carrots, coffee, peach, lettuce, celery, cucumber,
radish, green
pepper, potato, spinach, orange, peanuts, tomatoes.
Then, they will complete the corresponding
worksheet, indicating what part of the plant each of them is. This worksheet
will be added to their personal file.
SESSION 3:
3.1. WHAT ELEMENTS DO PLANTS NEED TO LIVE?
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Interpersonal, Naturalist learning style.
Start discussion by brainstorming what elements
human beings need to live: food, water, air, light, etc.
Then, turn discussion into the world of plants. What
elements do plants need to live? As clues, children can look at the poster of
part plants we saw 2 sessions before, where we indicated the functions of the
parts of the plant: to capture water and nutrients from the soil, to capture
sunlight, etc.
Flashcards: sunlight + water + air + nutrients in
the soil.
We will place these flashcards next to the plant we
built the previous day.
3.2.GREENHOUSE PROJECT
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Naturalist learning
style.
I will explain that we are going to do an experiment
to grow our own plants in a greenhouse.
Materials:
·
Beans
·
Kitchen paper
·
Plastic greenhouse bag
·
Register worksheet for
each child
·
Jar with water
·
Marker
Procedure:
1.
I will distribute as
register worksheet, together with a bean, a piece of kitchen paper and a
plastic greenhouse bag to each child. I will place a jar with water on each
cluster of tables and a marker.
2.
I will ask each child
to moist the piece of kitchen paper in water and place the bean inside.
3.
Then, they must place
the bean into the piece of paper inside the plastic greenhouse bag and stick
it to the window with their name on it.
4.
They must complete the
register worksheet with details of what they have done today and a drawing of
the experiment.
5.
On the following days,
we will observe how the plant grows as the seed germinates. Every child will
be responsible for watering their plant as they wish and take down the
effects of their actions. They may also decide to cover the greenhouse
plastic bag so the plant remains in the dark with no sunlight for a few days,
in order to observe what happens to the plant.
6.
In order to complete
the register correctly, we will practice the sentence structure in the pocket
chart:
MY ACTIONS:
“I put the seed in the soil”
“I put water” (or I water the plant) / “I do not put water” (or I do not water
the plant).
“I cover the greenhouse” / “There is no sunlight”
OBSERVATION:
“The seed germinates / grows”
“There are roots / leaves” or “It has got roots /
leaves”.
“There is a stem”.
“It is small / big / green / brown, etc”
SESSION 4:
1.1.
Book: Eye Know. Plants.
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Naturalist learning style.
We will use this interesting book to review what we
have learned so far in this lesson plan:
-living things vs non-living things
-parts of a plant and functions of each part
-what elements plants need to live
-introduction to the lifecycle of plants (sessions 7
and 8).
This session integrates into the School Reading Plan by which 30
minutes everyday are dedicated to reading in class in order to motivate
children to read more in their everyday life and also in the future. As
agreed among all teachers, the last 30 minutes of the day (from 1.30 pm to 2
pm) will be dedicated to reading activities. In my case, this coincides with
my English lesson every Tuesday, so on this day every week we will
concentrate on some reading activities.
Guided reading:
a.
Pre-reading questions:
This is a non-fiction book, therefore, it will be
used as a great opportunity to review their knowledge about plants. We will
take the poster with the 10 things they would like to know about plants and
check if we have covered some of these topics.
b.
Reading
I will attract children’s attention to each picture,
and will prompt a dialogue to describe what they see.
Then, I will read the text slowly, pointing to the
text with my finger as I read the story so they can identify written form
with the sounds we pronounce.
c.
Post-reading.
Review children’s knowledge about plants from what
we have read and from previous sessions.
1.2.
uses of plants
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE), 7. (CAE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Naturalist learning style.
Present the 4 main uses that we give to plants: food
/ fabrics / medicine and cosmetics / decoration.
Whilst all children are sitting in assembly, I will
present the flashcards of various types of plants in turns covering the name
of the plant, so children first need to guess what it is (it may be in
Spanish so I help them with the English name) and then what it is used for.
We will post the flashcards with Blu-tack on the blackboard next to one of
the four different uses these plants may have.
4.2. Homework
Ask the children to take responsibility for a plant
at home, recording the amount of light, temperature and water every day, and
writing up their observations in a table.
SESSION 5:
1.1.
KINAESTHETIC ACTIVITY: GROWTH OF A PLANT
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L)
Multiple intelligences (Gardner): Linguistic,
Bodily-kinaesthetic, Naturalist learning style.
After doing the daily routines and warm-up
activities, I will ask children to imitate the growth of a plant by
stretching themselves gradually from their current sitting position to a
standing position, whilst I describe the steps: there is a little seed in the
soil, the soil grows a root, the seed grows a sprout, the sprout grows a
plant, and so on.
1.2.
MY FLOWER – ART ACTIVITY:
COMPETENCES: 1. (CLC), 6. (SIE), 7. (CAE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Naturalist learning style.
Children will create their own flower using the
following material:
-small pot
-wooden tongue depressor for the stem painted in
green with finger paint.
-coloured paper for the flower (in orange) and the
leaves (green).
-tissue paper for the interior of the flower
(different colours)
-small decoration leaves with perfume to put on the
soil of the plant.
-finger paint for decorating the pot.
We will practice fine motor skills (cutting with
scissors and working with tissue paper) and creativity as each flower will be
their own creation.
Children will take it home to show it to their
parents and keep it for decoration. It is a great opportunity for them to sit
with their parents and speak about all the things they have learned about
plants so far in the lesson.
SESSION 6:
ICT
COMPETENCES: 1. (CLC), 2. (CMST), 3. (DC), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Interpersonal, Naturalist learning style.
We will go to the Computers room to access this
website where it is explained how to make a Herbarium:
Each child will complete a page to add
to the group herbarium:
We can go to the playground for them to start
looking for their flowers.
I have included the name in Spanish intentionally,
as it may be too difficult for them to find the word in English, so if
required, they can use picture dictionary and/or demand my support to
translate.
This activity will take a few days to complete as we
need the flowers to get dry into the newspapers, so we will revisit this
activity at the end of the lesson plan as a round-up activity.
SESSION 7:
7.1.
CELERY EXPERIMENT (see
worksheet)
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Naturalist learning style.
Today, we are going to do an experiment to see how
plants absorb (drink) water.
MATERIALS: a celery stick, a glass jar, some water,
food colouring.
PROCEDURE:
1.
Put some water in the
jar.
2.
Add some food
colouring.
3.
Put the celery stick
in the water.
4.
Observe what happens.
Children will write down the results of the
experiment on the worksheet in intervals of 5 minutes.
SESSION 8:
4.1.
SONG: WE WANT TO GROW A PLANT and SONG: PLANT A LITTLE SEED.
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 5. (SCC), 6. (SIE), 7. (CAE)
Multiple intelligences (Gardner): Linguistic,
Musical, Bodily-kinaesthetic, Naturalist learning style.
We will sing the following song which is a very
entertaining way to introduce the life cycle of plants.
I will use mimicry and gestures to illustrate each
of the steps.
As the song is repeated again and again, I will
encourage children to sing it along and I will omit the most important words
for them to complete alone: plant / seed / soil / root / sprout / plant /
flower.
LYRICS:
We want to grow a plant, we want
to grow a plant,
E,I,A,U,O, we want to grow a plant
We sow a little seed, we sow a
little seed,
E,I,A,U,O, we sow a little seed.
The seed is in the soil, the seed
is in the soil.
E,I,A,U,O, the seed is in the
soil.
The seed grows a root, the seed
grows a root
E,I,A,U,O, the seed grows a root.
The seed grows a sprout, the seed
grows a sprout
E,I,A,U,O, the seed grows a
sprout.
The sprout grows a plant, the
sprout grows a plant
E,I,A,U,O, the sprout grows a
plant
The plant grows a flower, the
plant grows a flower.
E,I,A,U,O, the plant grows a
flower
A bee is on the flower, a bee is
on the flower
E,I,A,U,O, a bee is on the flower
We all dance together, we all
dance together
E,I,A,U,O, we all dance together.
LYRICS:
Plant a little seed
Down in the ground
The Sun shines down
Big and round
The rain goes down
The air is all around
The plant begins to grow
The plant begins to grow......
Up, up, up, Up to the sky
4.2.
SEEDS
COMPETENCES: 1. (CLC), 2. (CMST), 3. (DC), 4. (L2L), 5. (SCC), 6. (SIE), 7. (CAE)
Multiple intelligences (Gardner): Linguistic,
Logical-mathematical, Visual-spatial learning style, Naturalist learning style.
Present the seeds from different plants: from the
smallest (radish, lettuce), to medium-sized (sunflower, flower, sweet corn)
to the biggest one (pumpkin). With gestures, describe seeds in comparison
using superlatives and comparatives.
In small groups they need to match each seed with
the corresponding label:
SMALLEST / SMALLER / SMALL / BIG / BIGGEER / BIGGEST
This will be very interesting to provide them with
scaffolding structures to make comparisons.
4.3.
SEQUENCING - LIFE CYCLE OF A PLANT
COMPETENCES: 1. (CLC), 2. (CMST), 3. (DC), 4. (L2L), 5. (SCC), 6. (SIE), 7. (CAE)
Multiple intelligences (Gardner): Linguistic,
Logical-mathematical, Visual-spatial,
Naturalist learning style.
I will distribute a set of 6 laminated cards which
will be distributed to small groups of 5.
Children will have to discuss what step happens
first and which one follows in the life cycle of a plant.
They will use connectives like: “First... / Then...
/ Finally...”
SESSION 9:
REVIEW: PLANTS: CUBE CONTEST
COMPETENCES: 1. (CLC), 2. (CMST), 3. (DC), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Interpersonal, Naturalist learning style.
We will review what we have learned so far in this
lesson plan by means of this motivating and fun contest: 2 teams that can
create their questions about plants online and print out their cube to ask
the other team.
ICT
COMPETENCES: 1. (CLC), 2. (CMST), 3. (DC), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Visual-spatial, Interpersonal, Naturalist learning style.
Today we will go to the Computers room and first, we
will do an activity in the interactive board where we will see the importance
of water and light in the growth of a plant.
Secondly, in pairs, children will complete a quiz
about plants. They will complete all correct answers in a worksheet to add to
their personal file.
QUIZ:
1.
What do all plants
need to grow well? Water
2.
Name another thing
that all plants need to grow well. Light
3.
Which seed will grow
best? A seed planted in wet soil.
4.
Which plant will grow
best? A plant put in a sunny position near a window.
5.
What’s a good way to
make sure a plant grows to its full and healthy height? Water it regularly.
6.
Which part of the
plant has petals? The flower.
7.
Which part holds the
plant upright? The stem.
8.
Which part of the
plant do leaves grow from? The stem.
9.
Which of the following
things needs water to grow and survive? A living plant.
10.
As a plant grows, what
happens to its roots? They get bigger.
SESSION 10:
Review objectives from session 1: 10 things we would like to know about plants. Check
if we have accomplished all objectives.
10.1.
VISIT TO A BOTANIC GARDEN.
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE)
Multiple intelligences (Gardner): Linguistic,
Interpersonal and Naturalist learning style.
Today we will visit a Botanic Garden. This will be a complementary
activity which will put an end to our session, where children will put in
practice all the things they have learned in this lesson plan and will
explore the various types of plants around them. Then, we will share the
results of this project with our partner schools involved in the Erasmus + project.
The botanic garden is divided into 4 big areas:
-Entorno Cantábrico
-Factoría Vegetal
-Jardín de la Isla
-Itinerario Atlántico
The group will be divided into 5 teams. Each team
will focus on a type of plant and will go to a section of the Botanic garden.
Each child will wear a distinctive headband with the corresponding plant
type:
TREES: This group will
collect examples of 5 species of trees and will create poster to explain how
important trees are for preventing soil erosion and for the clean oxygen we
breathe. In order to study this objective, children from this group will go
to “Itinerario Atlántico”.
HERBS: This group will
collect examples of 5 species of herbs and will create poster to explain how
important they are for culinary and/or medical purposes. This group will go to
“Entorno Cantábrico”.
FLOWERS: This group
will collect examples of 5 species of flowers and what they are used for.
This group will focus on the section called “Jardín de la Isla”.
BUSHES: usually under 6 m tall. Many of them are
covered in flowers and have multiple stems. This group will focus on the
section called “Jardín de la Isla”.
VEGETABLES AND FRUIT
(although it is not strictly a scientific classification of a plant, but
rather strictly a culinary term, vegetables are parts of a plant: flower, seeds,
stems, fruits, etc.). This group will go to “Factoría Vegetal” section, where
they will see all kinds of vegetables and fruit. |
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7. Methodology
|
|
Organization and class distribution /
timing
|
- Global &
Holistic approach
- Meaningful learning
approach (by Ausubel): we will build new knowledge upon children’s previous
knowledge, so their learning is meaningful.
- Daily routines will
be done at the beginning of every session: date, weather, registration…
- Communicative approach:
language is learned in practice and used in real communicative contexts.
-The four skills will
be practised in an integrated way, however oral form takes priority in
Primary Education, so children are better prepared to start reading/writing
in English.
- English will always
be used as the vehicular language in class, but Spanish will be allowed when
communication is impossible and the correct model in English will be given at
the very moment.
- Mistakes are
allowed, as a natural part of the learning process, and they will be
corrected in a constructive way and giving the right form in English.
- Fluency is more
important than accuracy, therefore I will encourage children to use the
language in communicative contexts without feeling afraid of making mistakes.
- Children have to
feel comfortable to speak, so I will respect their learning pace.
- I will try to use a
lot of group work, task-based activities, interactive games, songs, stories,
etc. To make the sessions as interactive and motivating as possible.
- Teacher acts just as
a guide and the teaching-learning process is learner-centred.
- TPR activities will
be used at the first stages of the lesson, to introduce new vocabulary and
structures.
- Multiple
intelligences (defined by Gardner) are taken into account, so activities
planned are very varied to cater for all learning styles in the group.
- Use of many visual
materials to facilitate communication and better understanding.
- Use of ICT for
children to become more familiar with the use of new technologies.
- Motivation will be
very important in my teaching activity, both intrinsically and extrinsically.
It is crucial that children feel engaged in their own learning process in
order to lead their learning curve.
-
This is a CLIL lesson plan (Content and Language Integrated Learning), where
language is not considered the object of study itself, but a medium to
acquire new contents. Students feel
more motivated and confident to use the language within a context and in a
spontaneous and natural way in a co-operative learning environment. This
approach offers a natural context for the development of languages, always
based on students’ previous knowledge, and children learn complex language in
an easier way.
|
|
Resources / Materials
|
TEACHING
RESOURCES:
-Book: Plants (collection: Eye Know).
-Song: 4 seasons
-Song: We want to grow a plant.
-Art: My flower in its pot.
-Flashcards of plants, parts of a plant and
functions of these parts, uses of plants.
-Celery experiment: a celery stick, a glass
jar, some water, food colouring.
-Greenhouse project: beans, kitchen paper, plastic greenhouse
bag, register worksheet for each child, jar with water, marker.
-Headbands for the 5 plant types during our
visit to the Botanic Garden: herbs, bushes, fruit and vegetables, trees and
flowers.
-Life cycle of a plant: A3 poster.
-Pocket chart + word cards
-Our Herbarium: newspapers, scotch tape,
cartons, slide.
-Worksheets: Register
sheet for Greenhouse experiment, ICT quiz, Playground Plant search,
Supermarket Botany, Celery experiment, Herbarium slide, Matching Petals,
Planting words, Parts of a Plant.
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|
Key Competences
|
I will contribute, in more or less depth, to the
development of the following Key Competences established by LOMCE:
-Competence in Linguistic Communication
-Competence in Mathematics, Science and Technology
-Digital Competence
-Learning to Learn
-Social and Civic Competence
-Sense of Initiative and Entrepeneurship
-Cultural Awareness and Expression
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8. Evaluation (criteria and instruments)
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EVALUATION CRITERIA: Children will be able to…
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Identify
characteristics of living things vs. non-living things.
·
Comprehension:
Internalize and use new vocabulary about plants and link
the oral and written forms of some vocabulary worked on the sessions (parts of a plant, elements a plant needs to live, life cycle of a
plant, uses of plants, types of plants).
·
Internalise Science
contents related to plants by means of English language:
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Become aware about the
importance of being respectful with Nature.
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Sing “4 seasons” song,
recognise seasons and their characteristics.
·
Sing “We want to grow
a plant” in order to identify steps in life cycle of a plant.
EVALUATION INSTRUMENTS:
In terms of the evaluation procedures and techniques
that I will carry out in class, I will use a balanced combination of the
following categories to obtain a meaningful evaluation of all children’s
progress. This is important in order to accommodate to all types of learning
styles, so all children are evaluated according to their capabilities,
interests and abilities and we value oral and written production, together
with children’s interaction with others, with the environment around them,
with music and art, etc.
·
Rubrics: Rubrics have
become popular as a means of communicating expectations for an assignment,
providing focused feedback on works in progress, and grading final products.
Rubrics are often used to grade student work but in our student-centered
approach to assessment, rubrics help students develop understanding and skill,
as well as make dependable judgments about the quality of their own work. In
my lesson plans, I include a competence-based rubric to evaluate students’
progress and a Self-evaluation rubric for my students to reflect on their own
learning process and their level of competence, in order to develop
children’s competence to “learn to learn”. This way, they will feel more
motivated and engaged.
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| AUTHOR: | LOURDES MOLEJON ASENJO |
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