GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME...GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME 3...

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

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TÍTOL HUMANS vs ANIMALS Àrea: Science Autoria: Daniel Valiente Puchal


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TÍTOL 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 2016-2017, realitzada amb la formadora Joanna Dossetor del British Council. SG de Llengua i Plurilingüisme Servei de Llengües Estrangeres Desembre, 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

http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca


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(In order as they will appear during the Unit: Animals vs Humans)

Engage in activities that develop thinking skills.

Demonstrate understanding of different types of text.

Express own ideas and justify your answer.

Work collaboratively.

Use different kinds of materials such as authentic texts and

multimedia.

Use ICT technology.

Do activities that require thinking and problem solving.

Develop understanding of real world issues such world

preservation.

Present work to the class.

Complete a self-reflection activity to evaluate learning in the unit.

Ten tips for learning success


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THE JUNGLE BOOK (Original Script)

{Dissolve to Mowgli riding on Bagheera's back in the night}

Mowgli: Bagheera, I'm getting a little sleepy. Shouldn't we start back home?

Bagheera: Mowgli, this time we're not going back. I'm taking you to a man-

village.

Mowgli: But why?

Bagheera: Because Shere Khan has returned to this part of the jungle and he

has sworn to kill you.

Mowgli: Kill me? But why would he want to do that?

Bagheera: He hates men. And Shere Khan is not going to allow you to grow up

to become a man - just another hunter with a gun.

Mowgli: Uhh, we'll just explain him that I'd never do a thing like that.

Bagheera: Nonsense! No one explains anything to Shere Khan!

Mowgli: Well, maybe so. But I'm not afraid. And besides I--

Bagheera: Now that's enough. We'll spend a night here. Things will look better

in the morning. Man-cub? Man-cub! Now come on, up this tree. It's safer up

there.

Mowgli: Uh, I don't want to go back to the man-village.

Bagheera: Go on. Up you go.

Mowgli: That limb way up there?

Bagheera: Try

[Mowgli tries to climb the tree-trunk but can't]

Bagheera: Is that all the better you can climb?

Mowgli: It's too, it's too big around! And besides, I don't have any claws.

[Bagheera helps and with some grunting gets Mowgli on that limb]

Bagheera: Now, get some sleep. We've got a long journey ahead of us

tomorrow.

Mowgli: Uh, I want to stay in the jungle.

Bagheera (chuckles): Huh? Heh, you wouldn't last one day.

[He yawns and lies down to sleep]

Títol del text


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Before reading the text, students will watch the episode where this part of the

script is spoken; in order to understand the meaning of what they are going to

read.

Before the watching, the teacher will ask the following easy comprehension

question:

Why does Shere Khan want to kill Mowgli?

Then, the reading and after reading the text, we will watch again the episode

where this part of the script is spoken. We will project the movie with subtitles

so students could read again the text.

Mowgli Shere Khan Bagheera

Then, we will start a debate where the teacher will ask the following questions:

Explicit Level 1: Literal or explicit comprehension, identifying content.

Where does Bagheera want to take Mowgli?

Does Mowgli have claws?

Where do they sleep?

Implicit Level 2: Reasoning, cause & effect, or implicit meaning.

Why does Bagheera climb better the limb?

Will it be difficult for Shere Khan to kill Mowgli?

Why does Shere Khan hate men?

Referential Level 3: Interpreting, evaluating, creating or developing critical thinking about the topic.

What difficulties would a baby have to survive in a jungle?

Can you tell me differences between wild animals and pets?

In which landscapes, can we find more wild animals?

Activities


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After reading and working with the text and its characters, we will do the next two revision activities:

1. The teacher will read one of the sentences on the text and the pupils will guess who said it. The teacher will read the first sentence and then he or she will choose a student the read the next sentences.

2. TPR activity: there are several words on the text which students have probably learned as new vocabulary and other words they need to reinforce. These 5 words are: jungle, climb, sleepy, kill and afraid.

Each word will have a movement associated (for example: crossing your arm and a scary face for “afraid”) and the pupils will have to recognise them and do the movement. We will start with a pair of words in the first listening and the 5 of them in the next. We will also read out whole sentences for them to act out? For example – the monkey is climbing the tree / Mowgli is afraid / there are big trees in the jungle / the bear is asleep, etc.

In this activity we will have an open debate about the cohabitation between humans and animals. During the debate the teacher will write down in the board the most interesting comments. After the debate, students will copy the statements on their notebook. Before starting the debate, we will watch part of the following funny video about cohabitation: https://www.youtube.com/watch?v=1k427P5DfNA. During the watching, students will list all the animals that appear on the video. If they don’t know an animal’s name, they will raise their hands and I will name it and write it on the board. After watching it, we will start an open debate among all the students. As usual, students must raise their hand and wait for their turn, when giving an opinion.

Revision

Extension

https://www.youtube.com/watch?v=1k427P5DfNA


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To support the debate, I will project some scaffolding in order to help pupils to understand better or to express easily. Scaffolding and substitution table in blue

To start, I will randomly ask them an easy question:

o Did you like the video? o Yes, it was funny. o No, I didn’t like it.

Then, I will randomly ask again:

CAN An elephant LIVE IN A house?

A tiger A school?

A crocodile A swimming pool?

A reindeer A small garden?

A turkey Your room?

Answer:

No the ……………. can not live in ………………. because it is very big or dangerous.

Then, I will ask them if is possible for wild animals and humans to live together. For this part of the debate the students will talk freely but I will make sure that all of them speak at least once. In this part of the debate, students will ask me to translate if necessary using the sentence:

How do you say ………….. in English? In my opinion………….. I consider that………………. I think your opinion is good but…………


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PROJECT METHODOLOGY

1. Initial brainstorming/ ideas gathering. In science classroom, after studying the landscapes and habitats, the food chain

and the relation between humans and animals, it is time to do a project based learning activity (naturalist intelligence).

In our project-based learning, students will take an important role since it is an

active learning activity. Students will collaborate in groups (interpersonal intelligence), they will research in Internet (visual intelligence), they will prepare a speech (verbal intelligence) and they will do debates in which they will have to create an opinion (intrapersonal intelligence).

To start, the teacher will ask them to have a brainstorming about which project can

suit them the best. The students will give their opinion about it and among all the ideas there are some of them that appear constantly. Students want to do a research about animals, they also want to do a poster since it is something they create in groups.

Finally, we decide to do a mural in order to fulfil their interests.

2. Divide into groups & discuss problem / ideas.

To develop this project, the 28 4th grade students will be divided in groups of 4. To create the groups, the teacher will choose 7 students (the ones with the best oral comprehension and expression level in English) and those pupils will form their groups by choosing among the rest of the classmates.

Each group will select an animal but if there are two groups choosing the same

animal, I will ask them to negotiate a change in their selection. Either, one group will swap for a different animal or the two of them will have to modify their selection.

The teacher will be the one to give the roles according to their abilities\intelligences.

Project: collaborative problem solving


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3. Allocate roles / responsibilities. Each member of the group will have the responsibility to prepare part of the oral

presentation. Trying to divide equally the speaking time, everyone will have an opportunity to express themselves in front of the classroom.

Roles: 1.- Coach: the 7 students chosen to form the groups will have this role. This pupil

will be the one who communicates problems or doubts to the teacher. He or she will also be the one to keeps the team´s volume level down.

2.- Translator: during the research, this pupil will use on-line dictionaries such as

www.wordreference.com and he or she will be able to ask the teacher for translations. 3.-Gate keeper and searcher: this pupil will make sure that everyone works and

speaks equally during the project process. He or she will also have to research the visual supports.

4.-Searcher and Recorder: this pupil will be the one to do the main research and

the one to record the information needed. He or she will also make sure that all the information needed appears on the poster.

4. Do research using books / internet / other people.

Next, the pupils will create a poster and a presentation in order to explain it to the rest of the classroom. The poster will contain the following information:

• Animal’s main features. • The habitat where the animal lives. • Its food chain. • Its relation with humans. To fulfil the information needed, students will search for it on the Internet during 2-

3 sessions and at the same time they will start to create the poster. Whilst doing the presentation they will be able to project videos or pictures as visual supports.

5. Translate research into outcomes: Written outcome / presentation slides / oral presentation.

The recorder will have all the information ready for the outcome (poster) and the

gate keeper will have printed the pictures as visual support. The poster will contain all the information needed, some information will be described in writing and the rest can be explained with pictures.

During the presentation, each group can use videos or pictures as visual support.

The students will have, at least, a session to prepare their speech.

http://www.wordreference.com/


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6. Reflection: Self-evaluation / Peer evaluation of final outcome.

As an assessment as learning activity, the criteria chosen will be decided among the students and the teacher.

After presenting the activity, the teacher will explain the aspects to evaluate

(assessment of learning); those criteria will be related with the information needed to develop the activity.

But for assessing the presentation this will be pretty different. Once the posters will

be almost ready, the teacher will ask them to stop and think what we should evaluate at the time of doing the presentation.

Then, we will start a brainstorming about what is necessary to evaluate:

Is the information clear enough?

Does the poster contain all the information?

Did we understand their speaking?

Did they answer our questions after the presentation?

Did the 4 students have an important role in the presentation?

Did the pictures show something important?

Did they show a suitable video?

Did they do their best?

Were they concentrated whist doing the presentation?

………… Then, we will choose the most important ones in order to create the assessment

worksheet. ASSESSMENT CRITERIA 1. To contain all the information needed 2. To explain it clearly whilst doing the presentation. 3. To show being conscious about the importance of preserving our nature. 4. To demonstrate effort, initiative and commitment to learning. We have chosen a peer assessment for this project. Student will complete a rubric for each poster and they will be free to show their

worksheet among them. At the end of each presentation we will have a question and answer session in

order to give the opportunity to clear doubts. Afterwards, students will give feedback about all the work done (opinions,

suggestions or regrets about the poster or the presentation), the teacher will ask them to be polite and nice when commenting on their classmates' work.

Finally, they will have the chance to add further information about the animal.


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Whilst doing a presentation, the rest of the students will be quiet and concentrated until the question and answer session. They will be observing and completing the worksheet and then they will write a short comment for each poster.

ANIMAL:

HABITAT FOOD CHAIN FEATURES HUMANS VS ANIMALS

COMMENTS

INFORMATION

4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0

EXPLANATION

4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0

TEAM WORK - The 4 students have an important role and

they help one another.

4 3 2 1 0

VISUAL SUPPORT -Pictures and videos suitable with interesting

information on it.

4 3 2 1 0

NOTES AND GENERAL COMMENTS:

4: EXCELLENT - 3 VERY GOOD - 2 GOOD - 1 FAIR - 0 NOT DONE Student will mark with an X each part of the rubric and they will write, at least, a

comment. Students will be able to write in their own language in order to avoid any translation request during the presentation (translations will be done after the presentation).

Assessment


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In this unit, you have…

Yes No

Demonstrated understanding of different types of text.

Worked collaboratively.

Used ICT technology.

Expressed own ideas and clarified your answer.

Developed understanding of real world issues such world

preservation.

Presented work to the class.

Completed a self-reflection activity to evaluate learning in the unit.

Improved your communication skills

Checklist

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