Level: 4th grade of primary
lunes, 17 de marzo de 2014
AIMS
CONTENT AIMS:
- Identify and describe our digestive system
- Define the parts of this system
- Explore and understand concepts related to digestion
- Learn the food pyramid and what it means
- Learn the main nutrients our bodies need
EFL AIMS:
- Express orally views and experiences in small and
large groups communicating with classmates.
- Foster children’s confidence in the use of
the English language.
- Prompt the development of
children’s ability to listen attentively and respond appropriately, in a
variety of contexts.
- Enable children to communicate clearly,
using forms of speech appropriate to the occasion and purpose.
- Develope writing skills for a range of
purposes and audiences, using correct spelling, punctuation and syntax
confidently.
- Promote independence in written tasks and encourage
children to evaluate their own work.
LITERACY AIMS:
- Broaden and enhance children’s command of
literacy skills, by providing them with a range of different contexts in
which to use and practise these skills.
- Explore and experiment with sounds, words and
texts.
- Link sounds to letters naming and pronouncing the
letters of the alphabet.
- Identify the main events and characters in
stories and find specific information
in simple texts
- Create short simple texts on paper that combine words with images
MATERIALS
-
Worksheets
-
Videos
/ games
-
Pictures
-
Computers:
internet
-
Textbook
-
Plasticine
-
Visual
organizers
-
Science
article
-
Products
of a supermarket
-
Flash
cards
-
Subject-specific
glossary
LESSON 1:
The first step is to activate
prior knowledge. For this purpose, the teacher introduces a listening task in
which the main characters will mention the important parts of our subject.
1.
Students look at the comic and listen to the story.
Where are Dr. Small, Tom and Laura?
2.
They
listen to it again and at the same time, in their notebooks, they have to write
the words they have really understood; after that, the teacher interacts with
the students asking them ‘what are you
listening to? What organs do you see?’
3.
All
together aloud ,we brainstorm the parts
of the digestive system
4.
We
make a hangman in order to develop their spelling.
Play code: hitbffeaecjb
These are the hints given to the students so that they
guess the part that belongs to the digestion:
-
Moves food down to be digested
-
Where most nutrients are absorbed
-
Where the waste exits the body
-
Where water is absorbed
-
Stores energy, vitamins and minerals.
-
Highly acid to break down food
5. The teacher revises the present simple making questions.
Firstly, the teacher gives some examples and then students have to make and
answer questions in pairs, writing them down in their notebooks.
Examples: What is the favorite food of your sister?
What do you like most: chips or sausages?
Does your bother love pasta?
Before moving on to the other step! The whole class will play an interactive game about
the present simple.
6.
Make
a cut-out: the teacher hands out one sheet per couple.
One student cuts the organs’ pictures and the other
the organs’ names, then they have to match and stick each part with their own
name.
v
WORKSHEET: (work in pairs) cut and paste each
part with the name
LESSON 2
- Watch a video about how human body works
2. Again we watch the video, but this time each
student will have a sheet where they have to complete the gaps (these gaps
are related to the moment when the parrot talks)
Each pair has a sheet, both pupils have to cut it and
start the game. The one, who has more pairs, wins
4. Crossword
LESSON 3
- We read and understand ‘the story about a hamburger ‘; after that, students will have to answer some questions:
Where does the digestion process begin?
And where does it end?
Where are the gastric juices?
Why does our body need nutrients?
2.
Personalize
the topic by doing a comic in groups of three in which they have to draw the
process of another food. Meanwhile, the teacher walks around the class making
questions about the type of food they have chosen.
LESSON 4
1.
We will work with the textbook for learning the
complete definition of each part. The teacher asks for volunteers that want to read
aloud, in order to practice their pronunciation.
2.
With
these two flashcards which will be handed out, students have to answer right or
wrong depending on the card they raise.
v
The
large intestine is like a mixer
v
In
the mouth the food is mashed and mixed until it forms a liquid.
v
In
the small intestine the nutrients from the liquid food mixture are extracted
v
The
stomach is a tube
v
The
digestion process begins in the esophagus.
v
The
food mixture do not necessary leaves the body through the anus.
3. In pairs students have to complete this visual
organizer writing in order the stages of the digestion and color each square.
4.
When
they have finished the last activity, the teacher gives the students Plasticine®
to build their body, modeling the parts of that system.
LESSON 5
1.
In
order to change the subject, students have to complete another graphic
organizer: “K.W.L. chart”. Before that, the teacher explains to them that they
should move to another step which is the food pyramid.
2. In groups students have to describe photos related to
healthy food and fast food. Each one will have a photo; thus, they have to reach
an agreement on the description and characteristics of their photo. When they
have finished, the teacher will ask some groups to describe their picture.
-
Involving
in our culture, we read together an article published in Science Daily about
the obesity problems in children. Then the teacher will make some questions to
his pupils.
v
Do
you like fast food?
v
Is
it healthy?
v
How
many days per week do you eat fish?
v
What
is your favorite meal? Why?
LESSON 6:
1.
Students
watch the video once; the teacher asks about words they understand, and the
knowledge they have about that subject.
1.
Secondly,
we watch the video again and we will stop in the important parts to translate
and to guess the meaning (using gestures, making pictures….)
2.
They
have to match the name of the nutrients with the food of each group. For that,
they need to play a game where they will classify the products.
|
FOOD
|
NUTRIENTS
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
LESSON 7
- We revise the content of the last lesson
refreshing their vocabulary throughout the use of some games.
- In groups they have to build a food pyramid (
drawing the food, designing the pyramid , writing the words and color them)
LESSON 8
- ROLE PLAYING “ supermarket”
In pairs they have to make a list of food to buy for
one day “menu”. After that, they have to go to the supermarket and buy all that
food. To get this objective, we will create a supermarket in which the students
can practice different structures related to that lesson, and overall, they can
develop their oral skills performing a daily activity.
- To finish the entire unit in pairs, they have to
elaborate a menu through this game.
- Finally the students will revise the whole unit
playing some games in pairs.
EXTRA ACTIVITIES FOR FAST- FINISHERS:
*Fill the legs of the spider writing in order the
parts of the digestive system. Then number and color it.
Games:
GLOSSARY
BREAK INTO- romper en
Ex: the glass breaks into small
pieces
CHANGE- cambiar
Ex: I change my clothes
MASH- machacar
Ex: the food is mashed in my
mouth
MIX- mezclar
Ex: I mix all the ingredients
PASS INTO- pasar hacia
Ex: the food passes into the
pharynx
BEGIN- comenzar
Ex: In the mouth begins the
process of the digestion
SHALLOW- tragar
Ex: I shallow my saliva all the
time.
BREAK DOWN- romper
Ex: in the stomach breaks down
the food into liquid
RELEASE OF- liberación
Ex: in the anus produces the release
of waste
PROVIDE – proporcionar
Ex: My mother provide me with
food
ASSESSMENT
ASSESSMENT
Evaluation criteria:
1. Distinguish mouth, esophagus, stomach, small intestine and large intestine
2. Know the functions of the parts of the digestive system
3. Recognize the main nutrients and the food where they are contained
4.Classify food according to the nutrients they provide us
5.Identify how the food guide pyramid works.
Assessment
My assessment is based on two models of rubrics which will allow the teacher to evaluate the students in our area of interest throughout an oral presentation. With the first one, the students are scored on a scale of 1- 4 in three major areas. (Delivery, Content / organization and Audience awareness)
• The first area is Delivery, which includes eye contact, and voice inflection.
• The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being presented and the overall organization of their presentation.
• The third area, Enthusiasm/Audience Awareness, assesses students based on their enthusiasm towards the topic and how well they came across to their intended audience.
In our case that assessment would be carried out during some parts of the unit, not only at the end of it.
According to that, this will happen when students have to make a comic in groups and then present it to the class, so in that moment each member have to talk and explain something about their story related to the digestive system;
Meanwhile, the other one will be associated with two activities. The first one is assessed through the elaboration of the food pyramid; another one is the oral description of the photos related to the healthy and unhealthy food, where in groups they have to reach an agreement; and finally the other moment to do that assessment will be when they have to perform the role of being sellers and customers on a market, that corresponds to one of the 4 C’s of CLIL, culture.
The second model of rubrics will be really useful to carry out, overall when the group as a whole is planning, interacting and thinking about the project. Here the students will be focused on their assignments while the teacher would only be monitoring and walking around the class observing how things develop in each team.
Finally, although I do not think that it is necessary,
I will provide them with two final tests, to follow the traditional way of assessment
in case the teacher notices that some students are not achieving the goal of
the lesson and they do not feel comfortable with their performance in class. So
instead of becoming burnt-out students, a good method would be to hand out both
sheets and they will be able to do the tests correctly at home using their
material. Then the teacher has to correct them and give some feedback
based on the progress of each one, but without any marks.
Suscribirse a:
Comentarios (Atom)