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MASTER EDUCACION SECUNDARIA UAX 2013
DIDACTIC UNIT:
DIDACTIC UNIT PLANT KINGDOM
Eva Rubio Félix Página 1
Índex
1. INTRODUCTION
2. DIDACTIC PLAN
2.1.- BASIC INFORMATION
2.1.a.- Title
2.1.- b School and context
2.1..- c Students
2.1.-d Timing
2.1.-e Syllabus
2.1.-f Connection of activities with the Curriculum
2.2.- OBJETIVES
2.2.a General objectives
2.2.b Specific objectives
2.3 CONTENTS
2.3 a Grammar
2.3.b Functions
2.3.c Vocabulary
2.3.d Skills
2.3.e Competences
2.4.f Attitudes
2.4 DIDACTIC RESOURCES
2.4.a Methodical Principles
2.4.b Procedures and Techniques
2.5.c Material Resources
2.5 TEACHING-LEARNING ACITIVITIES
2.5 a Classroom tasks and activities
2.5 b Attention to diversity
2.5 c Measures to attend diversity
2.5 d Measures for students with specific Needs
2.6 EVALUATION AND ASSESMENT
2.6 a Students´ assessment
2.6 b Teachers´ assessment
2.6.c Specific assessment criteria and basic competences
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1- INTRODUCTION
In this didactic unit of the course, it will be addressing the topic: The
Plant kingdom. It has been designed with the purpose of introducing
the pupils to the plant world. They will have to discover how important
plants are for human beings and all other characteristics of plants.
This unit consists of six sessions in which we will develop all the aims,
contents and evaluation necessary for the development of the
corresponding capacities in our pupils.
The unit treats to favor a meaningful learning from the previous
knowledge of the learner about plants, to try the interaction of the
group and the cooperative work with experiments, to favor learning to
learn and finally to promote functional learning through association of
knowledge of plants with photographs and real plants.
2- DIDACTIC PLAN
2-1 BASIC INFORMATION
2-1 a. Title: The Plant Kingdom
This topic is relevant for our pupils as they are learning about all living
beings that we have on our planet.
This topic has been proposed by the text book entitled ‘Essential
Natural Science 1 published by Richmond Santillana Edition.
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2-2 b. School and context
This didactic unit has been designed for the first year of ESO of
Greenwich School in Alcobendas (Madrid). This unit is included at the
beginning of the second term.
The Secondary High School “Greenwich school” is located in C/
Felicidad , 9 Alcobendas (Madrid). It is situated in the outskirts of the
town; the families belong to a medium-high economic level. In the
High School, there are only three groups as this year is the first
academic course in secondary education. There are two groups in first
year of ESO and one group in second year of ESO. It is a bilingual
school and only Mathematic and Spanish language are taught in
Spanish. All the classrooms have a digital board to use new technology,
Internet, videos and so on.
2-1 c. Students
This didactic unit is for the first year of Secondary Education.
Pupils, at this age (12- 13 year old), according to Piaget’s theory of
cognitive development, are in ‘the formal operational stage’ in which
they can transcend the concrete situation and think about the future.
This group is made of 28 learners; all of them are born in Spain. In
English they have more or less the same level, they express themselves
without any special problem and they can follow the class in English
communication. The majority of them were in a bilingual school in
Primary Education. Although some of them were not in this kind of
school, they have a very good level of English.
2.1.d. Timing
This Didactic Unit will be boarded at the end of the second term and it
will consist of 6 sessions.
Each session is divided in stages:
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-review, new items
-Content assimilation
-Practice time
2.1. e. Syllabus
To design this Syllabus we have to take into account:
The Organic Act 2/2006 of 3rd May on Education (LOE).
And more specifically, the Official Core Curricula –or Curriculum
Minimum Content), which the Central Government establishes for the
whole of Spain: - RD 1631/2006 of 29th December currently regulates
the Curriculum Minimum Content (55-65%) for Compulsory
Secondary Education .This RD builds on the Organic Act 8/1985 of 3rd
of July, Regulating the Right to Education and Organic Act 2/2006 of
3rd May on Education (LOE).
The aim of the Curriculum Minimum Content, set in RD 1631/2006 is
to ensure a common basic education for all students within the Spanish
Education System and to guarantee the validity of the certificates
issued by the Autonomous Regions.
As regulated in the above legislation and based on it, each Autonomous
Region then draws up its own official curriculum. Consequently, this
syllabus design has taken into account the official curriculum or
syllabus framework for the Autonomous Region of Madrid: Decree
23/2007 of 10th May (BOCM) for ESO, regulating the organization of
the different subjects for Madrid.
Building on the above legislation, and in compliance with it, this
syllabus design has taken into account The School Educational Project
and the Annual School Curriculum Design for ESO.
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The teaching program of the Natural Sciences subject is seen as a route
to achieve the overall objectives of the stage. The didactic program
contributes to the integral formation of the students, providing personal
autonomy and relationship with society and access to knowledge and
culture.
2.1.f. Connection of activities with the curriculum
Didactic unit is defined as the third level of development of the
curriculum that determines the didactic objectives; evaluation criteria;
contents; resources and teaching-learning activities for a course year.
Our unit’s frame of reference is the teaching program developed for the
academic year 2012/2013, for the first year of Compulsory secondary
Education and Social Science subject but taught totally in English. At
the same time, this program is based on the main following legislation:
-Royal Decree 1631/2006, December the 29th,
which establishes the
minimum requirements for CSE
-Decree 23/2007, March 10th
which establishes the minimum
requirements for CSE in this autonomous Region of Madrid
2. 2OBJECTIVES
2.2.a General Objectives
The objectives are the goals we intend to reach within the teaching-
learning process, expressed in terms of capacities that the students must
have acquired at the end of this process. They are developed taking as
reference such the aims of the stage as the aims of the subject, both of
them recorded in our teaching programme and, of course, included
within the framework of the different legislation
At the end of this unit children should develop the following capacities:
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1-Listen and understand messages in different oral interactions, using
the transmitted information to do tasks in relation to their experiences.
(Basic Competence number 1)
2. Express themselves and interact orally in habitual and simple
situations, which have a known content and development, using verbal
and non-verbal processes and adopting an attitude of respect and
cooperation. (Basic Competence number 2)
3. Learn to use the means around them with progressive autonomy,
including new technologies so as to get information and express
themselves in a foreign language. ( Competences number 4 and 7)
4. Show a receptive, interested and confident attitude in their own
learning capacity and use a foreign language. ( Basic Competences
number 7 )
2.2.b Specific Objectives
1-.Know the characteristics of the Plant Kingdom and classification.
2-. Recognize the different organs of a plant as well as its form and
function.
3-. Know the process of nutrition and reproduction in plants
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4-. Know plant characteristics, and its main groups. (Gymnosperms,
Angiosperms, Bryophytes, Pterydophyta)
5-. Learn the steps required to perform a classification.
6-. Analyze and interpret the illustrations and drawings showing cycles
or sequences in nutrition, plant respiration.
7-. Develop a positive attitude towards biodiversity conservation.
8-. Environmental Education: Interest and curiosity for nature and the
environment. Learn to be free citizens, but with consciousness to know
and appreciate the importance of the diversity of the species that exist,
and knowing also that some species are in danger today.
9. Highlight the importance of biological and genetic diversity of plants
in agriculture. Throughout history, humans have used about ten
thousand plant species for food.
10. Learn vocabulary about plants. (Part of a plant, flower, science
vocabulary of types of plants, etc.)
11. Understand oral and written texts about plants, and use the
Information, both global and specific, which these texts transmit.
12. Read simple texts to obtain specific information about
characteristics of plants, different kinds of plants, nutrition process,
reproduction and respiration in plants
13. Produce written texts and talk about the plant kingdom.
14. Show an attitude of acceptance and respect towards other countries
and its people.
15. Read some text about taking care of plants, the intonation and
rhythm.
16. Establish relations among meaning, pronunciation and graphics.
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2.3. CONTENTS
Contents are the element of the curriculum that constitutes the direct
object of learning for the students, the indispensable means to get the
development of capacities. Contents of this unit are divided in different
sections.
2.3. a. Grammar
- They will be able to use the present simple: interrogative and negative
form.
- They will be able to use the demonstrative pronouns.
- They will be able to express likes and dislikes.
- They will be able to give descriptions about how plants are, how the
nutrition process takes place and the reproduction process.
- They will be able to use the verb to have, to be.
- They will be able to ask and give information about plants
2.3. b. Functions
As we have situated this didactic unit at the beginning of the second
term, the pupils have received the previous acquired knowledge as
follows:
Regarding the communicative functions, we have dealt with
characteristics of living beings, exchanging personal information and
talking about how living matter is organized, their vital function, the
five kingdoms and the composition of living matter.
Related to grammatical aspects, we can mention the verb ‘to be’, to
have, question words, imperative, verb ‘have got’, possessive
adjectives, present simple in the affirmative form and adverbs.
Finally, it has focused on the environment.
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2.3. c. Vocabulary
The language used in this unit is simple but with some special
vocabulary about parts of a plant.
The students will have to learn some scientific words when they study
the plant classification (Gymnosperms, angiosperms) the nutrition in
plant (raw and elaborated sap...), and the reproduction process
(pollination, fertilization, germination..)
2.3. d. Skills
In this didactic unit entitled ‘The Plant Kingdom,’ In listening
comprehension, the students will have to listen to a video about plants
and also a song about photosynthesis and identify characteristics and
the nutrition process in plants.
In oral expression/speaking, our pupils will be able to ask and give
information about plants; they will be able to give a description and ask
questions about characteristics, reproduction and the nutrition process
of plants. They will have two oral tests for the evaluation.
In reading comprehension, the students will have to read several texts
of the lesson and then they will have to do some activities choosing the
correct answer, matching the sentences and finally answering several
questions.
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In the activity the students have to fill the gabs with some words.
In written expression, the pupils will have to write an activity about
what is a plant, they have to look a plant outside and try to figure out
what and where it comes from, Is a unusual tree? Or one of many
bushes. The students have to fill in the worksheet enclosed.
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The grammatical aspects that we are going to concentrate in this unit
will be:
- Description
- Present simple
- Use of adjectives and adverb: (Soft, hard, woody...)
- Link in sentences in nutrition and reproduction process: Nevertheless,
although, because of, in spite of...
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- Singular and plural: Leaf- leaves, Grass Grasses, stem- stems
- This is … / these are …
- That is … / those are …
In phonetic, the students have a CD with the book test and they will
have to listen and check how the words are pronounced.
The pronunciation aspect that we are going to deal with is sentence
stress.
The lexical items are related to plants: stem, root, leaf chlorophyll,
grasses, bushes, vascular, non-vascular, pine cones, seed, fleshy, soil,
photosynthesis, stamen, stigma, corolla, pollen, petals, calyx.. English
expressions: How do plants reproduce? Do you remember? Find an
explanation, what do all plants have in common?
2.3. e Competences.
Following the European Union recommendations, Key Competences
are now introduced in the CSE official curriculum. Competences are
defined as a combination of knowledge, skills and attitudes appropriate
to a particular situation. In this unit we will develop the following
competences:
Linguistic competence: learning to communicate in a certain
language.
We will promote the necessary steps in order to develop activities that
stimulate the interest and habit of reading and the capacity to express
themselves in public. To achieve these targets, we will carry out a great
deal of activity types in order to attend to our students’ diversity and
individuality: activities of introduction and motivation, of evaluation of
their previous knowledge, activities to develop the contents, to
consolidate, to recuperate, to widen their knowledge or to evaluate.
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Data processing and digital competence: visiting websites and
doing exercises and games.
Nowadays, ICTs belong to the real world of our students and are a
needed for their future as far as education and future incorporation to
active life is concerned. We only have to think that most of the
information they have comes from channels on the Internet. Moreover,
resources are part of the learning process, which must be functional and
meaningful. Thus, its use is an element to create interest in our student
and help them to take more active participation in the learning-teaching
process
Interpersonal, social and civic competence: conversation and
interaction with their classmates in English using the present
form.
Autonomy and personal initiative: realization of a self-evaluation
to level their improvement in this unit. Be conscientious about
how important is nature.
2.3.f Attitudes
- Interest and curiosity about plants. Understand how plants grow, how
they reproduce and how the nutrition process operates in plants.
-They will be able to appreciate the importance of communicating in
the English language.
-They will be able to show interest for participating creatively in the
classroom activities.
2.4 DIDACTID RESOURCES
2.4.a Methodological Principles ( Organized and sequenced
task)
The methodology that we are going to use in this didactic unit is an
eclectic one, as we have used different methods during the
development of this didactic unit such as the inductive method, in
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which our pupils infer the structure from the examples given or the
deductive method, in which our pupils obtain the rule and then, they
have to provide different examples according to the rule.
We can also speak about the oral approach, in which the students infer
the meaning from context inductively; also grammatical structures are
learnt with oral procedures: drills and the oral language come first, then
the written language.
The most important method is the communicative approach, in which
language is considered a means of communication and interaction
between members of a community. The goal is to develop the student’s
communicative competence.
The learning must be significant (based on the previous knowledge and
useful in everyday life), constructive, cooperative with the students,
integrating, globalizing but at the same time specialized.
The interaction is also a very relevant factor in learning as it makes the
development of socializing easier and it has also positive effects in the
intellectual development, as well as in the motivation of the students.
Depending on the activity, they will work individually, in small or in
large groups.
2.4.b Procedures and techniques
Each session is going to be developed explaining what I´m going to do
with the pupils step by step:
Three weeks before the students will have to do some experiments with
plants.
To develop plant experiments, students form groups of 4 and choose a
type of experiment that will be given by the teacher. Experiments are:
-Grow a plant from a stem: The purpose of this project is to observe
how a plant grows from a cut stem of another plant.
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- See how water circulates in the plant: The purpose of this experiment
is to show how water diffuses and loses water through the leaves.
-We will put a few pieces of carrots, in the holes in an egg carton (it
must be waterproof, not cardboard), and every day we put a little water.
We placed them near a window to receive the sun.
In about 2 or 3 days we will see the first leaves grow.
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The purpose of doing different experiments is that each group is
involved in their experiment and explains to the rest of the class the
effects of their experiment opposed to the other experiments. We will
put a plant in a place where it will not light, to see its effects.
� 1ST
SESSION:
Before starting with the didactic unit, we are going to write the title of
the unit on the blackboard and we are going to ask our pupils what they
think the unit will be about, all their suggestions will be included in a
brainstorming chart on the blackboard.
Then, I´m going to open the book, ask our pupils some questions I have
written in a prezi presentation and what they think .They have 5
minutes to answer the questions and they are going to listen the
answers of the classmates.
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In the 2nd
step the teacher explains a part of the lesson through a prezi
presentation. Then, they are going to listen to and ask any questions
they might have. Afterwards, they are going to listen a video about
plants. Then they will ask any questions they may have. They will have
to write down in their notebooks the extra information given.
You can see the presentation / explanation of the topic at the following
links
http://prezi.com/f-_w2fggoc-r/plant-kingdom/
http://pear.ly/bXo01
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Some of the slides for the explanation with prezi are:
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As homework, the pupils are going to do an activity about: what is a
Plant? They should complete a worksheet and be prepared with it next
session.
See the part 2.3 d Skill Activity about “ fill in the worksheet enclosed”
What is a plant?”
SKILL DEVELOPED: LISTENING, VOCABULARY, SPEAKING AND
SHORT WRITING
� 2ND
SESSION
We will begin this lesson by asking if there are any questions for the
previous.
Then, the students should do some activities from the textbook relating
to the unit, and they can ask to the teacher if they have any doubts.
The activities ask the pupils to complete a table about characteristics
and examples of plants and classify the plants. Our pupils will have to
read and answer the questions, writing the names of different plants.
In this session we will listen to a video about plants:
http://video.nationalgeographic.com/video/kids/green-kids/plants-kids/
SKILL DEVELOPED: READING, LISTENING, VOCABULARY,
SPEAKING AND SHORT WRITING.
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� 3RD
SESSION
At the beginning of this session, we will correct the activities of the
previous session.
The pupils will correct the exercise in pairs, using oral interaction while
the teacher monitors just to check they are speaking English or if they
have any kind of doubt.
I this session some students will have an oral test about all the things
we have learnt up to that moment about plants.
The teacher will show them a picture on the digital board of a kind of
plant and the students have to name what characteristics it has and
classify which group it belongs to. Example: It is an angyosperms, it
has flowers and fruit.
Some questions to ask the students are:
ASSESSMENT
1-What do living beings have in common?. They are made up by cells. They
can be unicellular or pluricelular.
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2-What do plants have in common? They are living beings which have
eucaryotic cells organized into tissues.
3-What function does tissues have in plants?. The tissues are a group of cells
which have the function of growth production. Groups of tissues form organs.
4-Organization of the plants:
Cell: Basic unit of structure
Tissues: Cell that are similar in structure
Organs: Groups of tissues that work together to perform a specific function.
Organ system: Groups of two or more tissues .Vascular system in plants
Organisms: Things that carry out all basic life process.
5-Example of some organs in plants: Flowers, seeds, roots, stems, leaves.
6-What is the most important element in the composition of living matter’:
Carbon
7-The vital functions of living being: Nutrition; Interaction and reproduction.
8- What do plants need to survive? Water, light, nutrients and air
9-How many kingdoms of living beings do we have:
Monera: ( unicellular without tissue; cell Prokaryotic.Auto/heterotrop Example
bacteria
Prototicst Kngdom: Unicelular/ pluricelular, without tissues; cell
eukaryotic;Auto/heterotroph. Example Algae
Fungi Kingdom: Uni/plurice; without tissues, cell eukaryotic: Heteretrop;
example: Yeast; Mold, Mushrooms
Plant Kingdom : Unicelular/ pluricelular, with tissues , cell Eucaryotic;
Autotroph. Examples : Fern; moss; plants with flowers.
Animal kingdom: Pluricel, with tissues, cell Eucaryotic; heterotroh.
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9-b: Examples of each kingdom of living being
Bacteria; Algae; Mushrooms and Mosses
10- What does heterotroph mean? : Plants produce their own food
11- Why do you think neither algae nor fungi are not considered part of the
plant kingdom? They don´ t have tissues ; fungis are heterothophs.
SKILL DEVELOPED: SPEAKING AND GRAMMAR
� 4TH
SESSION
The teacher will explain the second part of the unit with a presentation
in prezi.
http://prezi.com/7ff5xpuxwwbc/nutrition-respiration-and-reprduction-
in-plants/
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In this session the pupils will listen to two videos: one about
photosynthesis (a very nice song about photosynthesis) and other about
the reproductions in plants:
http://youtu.be/lDwUVpOEoE4
http://www.youtube.com/watch?v=FsBQQDg5GIw
They are going to listen to the videos once and the second time they
will have to take notes.
For homework they have to bring a plant for next session. It is a project
work; they will have to develop it individually by means of using the
previous knowledge, and they will have to write about the plant they
will chose. I will be guiding all the process although we are going to
show the pupils a model for imitation so that they will have an idea
how to carry it out.
SKILL DEVELOPED: READING, LISTENING, VOCABULARY, SPEAKING
AND WRITING ( Homework)
� 5TH
SESSION
First of all, we are going to talk about the plants that the students bring
to class. The student will do a short presentation about their plant.
Then, if we have time, the students are going to do some activities
from the book and they can ask me any questions that they may have.
Before the session finishes I will inform the students of their oral text
question and I will explain to them that they will have to explain with
the help of a real things.
Homework: reading comprehension. (See text enclosed in part: 2.3. d
Skills)
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SKILL DEVELOPED: SPEAKING,PRONUNCIATION, WRITING,
GRAMMAR ( I will correct them some grammar mistakes)
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� 6TH
SESSION
We are going to use this last session as a self-assessment session, in
which our pupils are going to be asked individually to see their
progress. The activity will be related to the acquisition and
reinforcement of vocabulary and knowledge about plants.
The students will show and explain to their partners some of the things
I will bring to the class.
At the beginning of the session I will give them some interesting
information about plants, I will also give them information about 10
Interesting Chocolate Facts. This information they will keep in the
classroom for a few days and they will read it during break time.
Next session we will start asking about: How many of these facts did
you already know and which one surprised you the most?
Next session I will tell the students which people have to do a written
text. This will be the people who didn´t pass the oral test or didn´t
complete any activity.
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SKILL DEVELOP: SPEAKING AND READING
Some interesting and curious information about plants:
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-10 Interesting Chocolate Facts You May Not
Know.
Theobroma cacao (Cacao Tree) is the tree from which the Cacao bean
comes. Cacao beans are found inside the "fruit" of the tree, pods about
the size of a football..Raw cacao is comprised of over 300 compounds
including: Carbohydrates, protein, fat, fiber, iron, copper, zinc,
magnesium, calcium and sulfur.
2. The word “chocolate” comes from the Aztec word, “Xocolatl”,
which ironically means “bitter water”.
3. The biggest bar of chocolate ever made was created in 2000 and
weighed 5,000 pounds. Turin is the city in Italy that can be proud of
this accomplishment.
4. Americans eat an average of 22 pounds of candy each year, or
approximately 2.8 billion pounds annually which is split almost equally
between chocolate and candy. Most Europeans consume far less than
this.
5. While the US produces the most chocolate and consume the most
pounds every year, the Swiss consume the most per capita, followed
closely by the English.
6. Besides the obvious cheese and ice cream industries, American
chocolate manufacturers use about 1.5 billion pounds of milk and
consume approximately 3.5 million pounds of whole milk yearly.
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7. Chocolate manufacturers currently use 40% of the world’s almonds
and 20% of the world’s peanuts.
9. Every Russian and American space voyage has included chocolate
bars.
10. On the fourth visit of Christopher Columbus to the Americas, he
presented cocoa beans to the Spanish Court. King Ferdinand and
Queen Isabelle were not impressed and dismissed the chocolate as
bizarre tribal concoctions.
2.4.c Material Resources
During the development of this didactic unit we are going to use Prezi
Presentation and the blackboard to explain and spell some vocabulary,
the Internet to watch some videos for listening activities and the
student’s books to carry out the different exercises.
-European program: http://www.mec.es/programas-
europeos/jsp/plantilla.jsp?id=pel_docs
-Class text book: Oxford CLIL Natural Sciences
-Presentations: Prezi y Pearltree
-Great Plant Escape
-150 Educations Web
-Video:http://video.nationalgeographic.com/video/kids/green-
kids/plants
-Experiment:http://www.kalipedia.com/ciencias-
vida/tema/experimentos
-Activities: Text book: Greant Plant Escape
-Curiosities
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http://flowerandplants.wordpress.com/2009/10/01/flowers-and-plants-
curiosities.
.
2.5 TEACHING- LEARNING ACTIVITIES
2.5.a Classroom tasks and activities
-We will take into account:
They have to be adapted the students.
The activities must help to wake up their interests and improve their
understanding
They will improve their relationships between the learning and the
reality: functional learning.
-We will carry out activities such as:
Motivation activities: Experiments
Previous learning activities: Explanation by some of the students of
what they know about plants
Development activities: filling a Diagram, relation exercises,
observation of a plant.
Consolidation activities: Those activities carried out in classroom as a
means of consolidation and motivation.
Evaluation activities: Self-evaluation sheet
Written and speaking activity: presentation about plants.
2.5.b Attention to diversity
Following Gardner’s Multiple Intelligence theory, the same learning
task may be not appropriate for all of our students. That’s why we will
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offer the most possible variety of materials, contents and learning
techniques. We will carry out a great deal of activity types in order to
attend our students’ diversity and individuality: activities of
introduction and motivation, of evaluation of the previous knowledge,
activities to develop the contents, to consolidate, to recuperate, to
widen their knowledge or to evaluate.
Attention to diversity is regulated in the Organic Act of Education
2/2006 of May 3rd, (LOE), in its Title II “Equity in Education”, and its
subtitle “Pupils with specific necessities of educative support”. It
distinguishes three groups:
a) Students with special educational needs: Students with special
educational needs refers to those who require certain support and
specific educational attention due to disability or serious behavioral
disorders, either for a period or throughout the whole of their
schooling.
b) High ability students: the characteristics of these students require a
specific educative answer.
c) Late entries into the education system: immigrant students, who have
recently incorporated into our educative system.
Considering these groups, it is important to talk about two different
groupings of caring for diversity: measures for the whole classroom,
and measures for students with specific profiles.
2.5.c Measures to attend diversity
In this group the level of the student is very similar, so it is not
necessary in general; nevertheless we will do different activities to care
for the diversity of the students.
Teaching a class as a whole group, getting students to get on their own,
or having them perform tasks in pairs or groups all have their
advantages and disadvantages; each is more or less appropriate for
different activities.
Timing is different depending on the level and also on the students’
learning rhythm; we will have extra sheets with activities for fast-
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learners so that they do not feel bored while waiting for their
classmates to finish.
2.5.d Measures for students with specific Needs
All these resources are flexible and varied, so they can be adapted to
the level of the student with special necessities. It helps us to develop
the contents established by law, serve as a guide in the educative action
and allow a motivating and plural kind of learning.
Some Measures will be:
-follow-up activities and remedial work as measures to cater for
diversity. In that way, students who are above and below the level of
the group will be given an answer for their specific needs. Thus, it can
be designing, reviewing and reinforcement activities that contribute to
increase the confidence of the slowest students, and help more
advanced students to deepen in the acquired skills.
The curricular material also considers that some students, not having as
great of a capacity as language learners, can nevertheless be good in
other fields, or have some interesting hobby that the teacher can take
advantage of in class. That will increase the motivation of these
students and will demonstrate to all the value given to diverse skills or
abilities, apart from the linguistic one.
- creating motivating activities: another way of catering for diversity is
appealing to each individual’s interests and skills.
-grouping students together, so that they can help each other and
- individualized attention of the teacher when problems are detected.
2-6 EVALUATION AND ASSESSMENT
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ASSESMENT CRITERIA
2.6. a. Students´assesment
In the article number 4 of the R.D. 1513/06 it is said that every
teaching-learning process must be evaluated in a continuous, formative
and objective way.
I will establish three basic moments: at the beginning that will be an
initial evaluation to see their previous knowledge. Throughout the unit:
a continuous evaluation resorting to different activities. And, finally, at
the end of the unit: a final evaluation.
WHAT I am going to evaluate is if the students have acquired all the
objectives and contents:
Distinguish and use correctly the vocabulary of plants.
Use the grammar structures properly.
Know what a plant is, when reproduction takes place and the
nutrition and respiration process.
Recognize the importance of being responsible with the plants and
how important are they in the environment. (Education in values),
I will evaluate: by means of observation, daily work, interview and
oral and written tests.
2.6. b Teachers´assessment
I will also evaluate the methodology I have put into practice, whether
the activities proposed have been useful or not, and if the attention to
the diversity has been appropriate or not. In the case it has not been
appropriate we will have to look for reinforcement techniques so as to
help students with lower levels. For instance, as we must be flexible I
should prepare extra activities in order to facilitate their learning.
Students with difficulties in our subject may be given more worksheets
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than advanced students so as to help them to create words in an easy
way. Both types of students would be mixed in groups.
At the end of the unit I will give the students an evaluation sheet to
evaluate what they have learnt; if the teacher has explained properly; if
the student are satisfied with the teacher job in this unit; what is the
most and less that the student like or dislike and I will ask the students
what they liked to watch or learn about plants and what we didn´t do or
watch.
I will do in Spanish because I think for this level of CSE, it will be
easier to the students, and I would get more information.
2.6. c Specific assessment criteria and basic competences.
I am going to evaluate what our pupils are doing during the whole
class,
The evaluation will be done:
-20 % of the total marks, if they participate in class, or if they use
English as the main vehicle of communication.
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- 10 % of the marks will be devoted to the presentations of the pupils
- 10 % of the mark will be devoted to the self-assessment activities that
our pupils have done in class.
-Finally, 60 % of the final mark will be taken into account with the oral
exam or written test for those who didn´t pass the oral test.
Finally, I am going to provide more information by using The Portfolio
for Secondary Education dealing with the assessment of the integration
of the skills in this unit:
-Oral and Written skill, is understood as essential since it has an
important role as transmitter and receptor of the socio-educative
information. .
The oral expression will be evaluated thanks to the interventions of the
students in class when being encouraged to carry out the recommended
different activities.
The written texts I will be evaluating both the grammar and vocabulary
of the unit, as well as the written expression and the reading
comprehension.
I will take as essential aspects of the evaluation process the
participation level in the activities, the interest, the responsibility and
the attitude shown towards the work a team. I will analyse the class
activities, valuing the grade of creativity and adaptation to the proposed
objective, the activities of each group, valuing the participation level
and its quality. I will evaluate the time dedicated to the daily work,
homework, and notebook.
With the assessment we will evaluate the areas of the “learning to
learn” competence:
-Attitude towards learning and willingness to learn
-Setting objectives and planning activities
-Organized and targeted learning activities’
-Reflection on learning activities and outcomes, and self-assessment.
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The autonomy, personal initiative and the interpersonal, social and
civic competence will be evaluated according the interaction of the
students with their classmates and their awareness about the nature.
This rubric will help to evaluate the linguistic competence.
Following a structured working methodology, we can build didactic units.