ENGLISH DIDACTIC UNIT

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



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.



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:



-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.



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:



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



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.



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.



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.



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.



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...



- 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.



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



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.



- 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.



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.



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

http://prezi.com/f-_w2fggoc-r/plant-kingdom/

http://pear.ly/bXo01



Some of the slides for the explanation with prezi are:



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.

http://video.nationalgeographic.com/video/kids/green-kids/plants-kids/



� 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.



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.



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/

http://prezi.com/7ff5xpuxwwbc/nutrition-respiration-and-reprduction-in-plants/

http://prezi.com/7ff5xpuxwwbc/nutrition-respiration-and-reprduction-in-plants/



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)

http://youtu.be/lDwUVpOEoE4

http://www.youtube.com/watch?v=FsBQQDg5GIw



SKILL DEVELOPED: SPEAKING,PRONUNCIATION, WRITING,

GRAMMAR ( I will correct them some grammar mistakes)



� 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.



SKILL DEVELOP: SPEAKING AND READING

Some interesting and curious information about plants:



-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.

http://blog.lindtusa.com/wp-content/uploads/2010/09/0901311.jpg



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



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

http://flowerandplants.wordpress.com/2009/10/01/flowers-and-plants-curiosities

http://flowerandplants.wordpress.com/2009/10/01/flowers-and-plants-curiosities



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-



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



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



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.



- 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.



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.

ENGLISH DIDACTIC UNIT

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