Post on 23-Jul-2020
GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME
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Let’s save the Trachemys Scripta (vertebrate animals) Àrea: Llengua anglesa; medi natural Autoria: Sara García Molero
GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME
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LET’S SAVE THE TRACHEMYS SCRIPTA (VERTEBRATE ANIMALS)
Material elaborat durant la realització de la formació adreçada als docents que implementen el pilotatge del GEP (Grup d’Experimentació per al Plurilingüisme) durant el curs 2015-2016, realitzada amb el/la formador/a del OUP. SG de Llengua i Plurilingüisme Servei de Llengües Estrangeres Març, 2016
Els continguts d’aquesta publicació estan subjectes a una llicència de Reconeixement-No comercial-Compartir 3.0 de Creative Commons. Se’n permet còpia, distribució i comunicació pública sense ús comercial, sempre que se n’esmenti l’autoria i la distribució de les possibles obres derivades es faci amb una llicència igual que la que regula l’obra original.
La llicència completa es pot consultar a:
http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca
GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME
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Be responsible for your own individual piece of work.
Work collaboratively (pairs and groups) through THINK-PAIR-
SHARE and JIGSAW methodologies.
Brainstorm about the previous knowledge about the
vertebrate animals (mammals, amphibians, reptiles, birds
and fish).
Do some research using the reliable websites provided by
the teacher.
Integrate the new contents and explain them with your own
words.
Understand the main difference between vertebrate and
invertebrate animals.
Understand the main differences within vertebrate animals.
Classify different animals into the vertebrate group they
belong to.
Create a mini presentation about 5 different vertebrate
animals in groups.
Create a mind map about turtles & reptiles in groups.
Work on self and peer-assessment.
Respect your classmates’ pieces of work.
Ten tips for learning success
GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME
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The selected text is Classifying Animals (BrainPOP Jr.):
https://www.youtube.com/watch?v=dCm5CcQhU-c
Explicit
1. Memory mode on! Fill in the table with the names of the five
vertebrate groups and add three examples of each one (watch
video).
2. Can you remember? In groups of three, complete the following text
with the information that appears in the video.
All animals are divided into two main groups:
_____________and invertebrates. A vertebrate is an animal
that has got a __________or backbone. People
are____________. An _____________ is an animal that has
Activities
Títol del text
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not got a spine. Insects like _____________or grasshoppers
are invertebrates. Most of the world’s animals
are_____________.
Implicit
3. Let’s be detectives! Watch the video again and write if the
following statements are true (T) or false (F). Then, correct the
sentences.
- Vertebrate and invertebrate animals have a
spine. ___________
- Mammals lay eggs. ___________
- Reptiles haven’t got hair or fur. ___________
- All birds can fly. ___________
- Fish breathe through their lungs. ___________
- Amphibians can breathe inside the water.
___________
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4. Let’s brainstorm! Fill in the following chart with the information
provided. 3,2,1...GO! Then, share them with your partner.
Referential
5. Come on biologists! The Zoo of Barcelona has asked us to create
some informational posters to hang them on the different animals’
cages so that visitors can read the information about them.
Your group has to choose 1 mammal, 1 reptile, 1 fish, 1 amphibian
and 1 bird and create a mini poster with the most important
characteristics of them (use the information that you learnt with the
video). You can add some extra information from
http://kids.nationalgeographic.com/animals/ .
MAMMALS BIRDS AMPHIBIAN
S REPTILES FISH
Are they vertebrate?
(YES/NO)
How do they move?
(WALKING/ SWIMMING/
FLYING/ CREEPING)
How do they reproduce?
(VIVIPAROUS/OVIPAROU
S)
What are their bodies
covered with?
(SCALES/ FUR / MOIST
SKIN/ FEATHERS)
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REINFORCEMENT ACTIVITY
1. Let’s play with JCLIC! Click on the following link and enjoy while
reviewing some contents within the JCLIC.
SOURCE:
http://agrega2.red.es//repositorio/01022010/61/es_2009063063_7240060/ind
ex.html
EXTENSION ACTIVITY
1. Let’s be journalists! Our famous school magazine “El balcó del Jaume
Llull” includes the super successful “Interesting facts” page. The head
teacher of our school has asked us to create it about animals. Here
you are an example of a very nice “Animal Interesting facts” page.
http://www.spire.io/blog/2014/07/07/lets-take-a-breath-infographic/
In pairs, surf the website http://kids.nationalgeographic.com/animals/ and
choose the most curious pieces of information of some animals. Then, write
between 2 and 4 “Animal Interesting facts” in some POST-ITS and stick them
on the “ANIMAL INTERESTING FACTS POSTER”.
Revision
Extension
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LET’S SAVE THE TURTLE “TRACHEMYS SCRIPTA”!
The town hall of Sant Andreu de Llavaneres, our town, wrote a piece of news
explaining that in Ca l’Alfaro there are some abandoned Florida turtles living
in the pond. Families buy this type of turtles and treat them as pets but the
majority of them don’t know anything about the care of the turtle and some
problems, like abandoning, appear. Then, students are going to create an
informational brouchure of how to take care of Florida turtles and some
important facts about turtles. Finally, we will publish one of the different
brouchures in our “Escoles Verdes” board at the hall of the school.
Lesson1
- WARMING-UP. Reading the letter and showing the “biologist” badge to
students.
- CREATING GROUPS. Since we are going to work on reptiles, every group is
going to be named as one reptile (E.g. Turtles, snakes, chameleons, lizards,
cocodriles and iguanas). Each student will take a piece of paper from a box
and groups will be created randomly*.
- INTRODUCING NEW INPUT. Students will watch a mini-video about turtles and
reptiles where some of their general characteristics are described. Once the
video is watched, in groups, they will fill the gaps of the turtles and reptiles
mindmap.
http://www.turtlediary.com/kids-videos/turtles-g1.html
*The teacher will supervise all the groups so that cognitive levels and skills are balanced.
Lesson 2
- LIVE OBSERVATION. We will bring a Trachemys Scripta to the classroom and
students will have to observe it like biologists do, while they fill in the
“Trachemys Observation Sheet” in groups. Every student will have to focus on
a specific question about the turtle. Then, every member will share his/her
notes with their group mates so that anyone can complete the observation
sheet.
Lessons 3 & 4
- CREATING THE INFORMATIONAL BROUCHURE. Every student will have to
research some information about how to create a habitat for Trachemys
Scripta at home. They will have a “Guided research document” that they will
Project: collaborative problem solving
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use while surfing the website http://www.pets4homes.co.uk/pet-advice/red-
eared-slider-turtle-care.html . Once at school, every student will share the
information with the other group mates and they will “create” their group
brochure.
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Name: Group:
Grade (out of 20):
ASSESSMENT RUBRIC 3RD GRADERS
“LET’S SAVE THE TRACHEMYS SCRIPTA SCRIPTA”
POINTS 4 3 2 1
Recalling
information
You can easily
remember all
the information
previously
watched in
“Classifying
animals” video.
You can
remember most
of the
information
previously
watched in
“Classifying
animals” video.
You can
remember
some of the
information
previously
watched in
“Classifying
animals” video.
You can
remember a
little part of the
information
previously
watched in
“Classifying
animals” video.
Understanding
information
You can
understand
very well the
differences
between
vertebrate
animals.
You can fairly
well understand
the differences
between
vertebrate
animals.
You can
understand
somewhat the
differences
between
vertebrate
animals.
You find it
difficult to
understand the
differences
between
vertebrate
animals.
Applying
information
You can easily
use and apply
the information
to create the
animals’ mini
poster.
You can use
most of the
information to
create the
animals’ mini
poster.
You can use
some of the
information to
create the
animals’ mini
poster.
You can use
little of the
information to
create the
animals’ mini
poster.
Group work You
participated in
all the aspects
of the unit with
your group. You
work was
brilliant.
You
participated in
most of the
aspects of the
unit with your
group. Your
work was very
good.
You
participated in
some of the
aspects of the
unit with your
group. Your
work was good.
You barely
participated in
the unit with
your group.
Your work has
to be
improved.
Research work You easily
found the
information
required about
Trachemys
Scripta. Your
group brochure
was brilliant.
You found most
of the
information
required about
Trachemys
Scripta. Your
group brochure
was very good.
You found
some of the
information
required about
Trachemys
Scripta. Your
group brochure
was good.
You found a
little part of the
information
required about
Trachemys
Scripta. Your
group brochure
has to be
improved.
Assessment
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Name: Group:
SELF-ASSESSMENT CHECKLIST
TRACHEMYS SCRIPTA PROJECT
DID I…
fill in the gaps of the mind map about turtles? YES NO
observe the turtle and write down the required information? YES NO
complete my observation sheet with the information of my
group mates?
YES NO
find the required information to create the Trachemys’ habitat
brochure?
YES NO
help my group mates to create the final brochure? YES NO
My project work was…
Checklist
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Appendix
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Guided Research Document
- Where is the turtle originally from?
It is from____________________________________.
- Do they need water to live in? And land?
__________________________________________.
- Do they like cold or warm environments?
__________________________________________.
- Do they need light?
__________________________________________.
- Is it necessary to put a filter to clean the water
regularly?
__________________________________________.
-What do they eat?
__________________________________________.
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Trachemys Scripta
Observation Sheet
What are the colours of
the turtle?
The colours are
How many legs does it
have?
Does it have nails?
It has
Has it got a beak?
And teeth?
Has it got tail?
Is it short or long?
drawing