Template to outline a CLIL eProject

Title of the eProject: “Are you an animal expert?”   

Subject: Natural Science                                                   

Course / Level: 3rd grade    

Teacher: María Collado           

1. Learning outcomes

 

- To understand that animals can be classified according to different criteria.

- To recognise vertebrate and invertebrate animals and to explain the differences between them.

- To explain the life processes and to know the classification of animals by their nutrition, reproduction and interaction.

- To give examples of animals depending on their characteristics.

- To know how animals move from one place to another.

- To understand the importance of looking after animals and to know some of their basic needs.

- To create ICT artifacts.

2. Subject Content

- Animal kingdom.

-Vertebrate and invertebrate animals. Classification and characteristics.

- Life processes of animals: nutrition, interaction and reproduction.

- Habits of respect and care of animals.

3. Language Content / Communication

Vocabulary

Nouns: backbone, vertebrate, invertebrate, interaction, reproduction, nutrition, life processes, kingdom, needs, herbivore, carnivore, omnivore, meat, roots, seeds, leaves, plants, egg, womb, teat, milk, land, water, air, fins, wings, vet.

Verbs: classify, grow, develop, produce, fly, swim, jump, run, slither, walk, born, reproduce, interact, eat, give birth, feed, move, allow, live.

Adjectives: oviparous, viviparous, strong, clean, male, female.

Structures

(Insects) can (fly).

(Vertebrates/Invertebrates) have/don’t have (backbone).

(Dogs) are (mammals).

(Parrot) is an (oviparous) animal (adjective+noun).

(Kangaroo) is a (vertebrate) animal.

The difference between (carnivores) and (herbivores) is…

One example of vertebrate is…

Discourse type

Description

Language skills

-Reading

-Writing

-Listening

-Speaking

Contextual (cultural) elements

The cultural focus of this lesson is that students can understand the importance of being respectful with animals and know how to look after them to keep them safe and healthy. Besides, as they will see during all the sessions different animals and how to classify them by their characteristics, the teacher can talk about common species in Spain or strange animals that live in other countries to increase their curiosity and cultural knowledge.

Cognitive (thinking) processes

Questions

-Which are carnivores and herbivores in this picture? (understanding)

-How would you classify animals? (evaluating)

-Why do we need to classify animals? (evaluating)

-Can you tell me examples of invertebrate animals? (remembering)

-Write the name of an animal that is vertebrate, carnivore, viviparous and move on the land (applying)

-What type of food herbivores eat? (understanding)

Activities

-Design a new animal and describe its characteristics (creating)

-Guess game (applying)

-Tree diagram (applying)

Task(s) and Activities

1. Activate students’ prior knowledge

2. Listening activity (video)

3. Make an infographic about vertebrates and invertebrates

4. Reading activity (comic)

5. Guess game (create avatars)

6. Create an animal and evaluate it (rubric)

7. The needs of animals’ song

8. Tree diagram

ICT tools, apps, web services (how they are integrated with tasks and activities)

-Pinterest: show animal creations and description

-Voki: guess game

-Blogger: share students’ final products

-Easelly: tree diagram

-Youtube: video and song

-Pixton: comic

-Piktochart: design infographic

-Quick Rubric: rubric

7. Methodology

Organization and class distribution / timing

The students’ tables will be arranged in pairs, as children will work individually and in pairs. It can be possible that they work in groups, depending on the difficulty of the task and the final product. Each session will last 45 minutes and the time planned for each activity will vary in each session.

Resources / Materials

Videos, song, whiteboards, flashcards, pictures and ICT tools.

Key Competencies

- Linguistic competence

- Mathematical competence and basic competences in science and technology

- Learning to learn

- Social and civic competences

8. Evaluation (criteria and instruments)

- To know different levels of classification of living things by their characteristics and types.

- To observe, to identify characteristics and to classify invertebrate and vertebrate animals.

- To classify and to give examples of carnivores, herbivores and omnivores.

- To classify and to give examples of viviparous and oviparous.

- To show respectful behaviour and care of animals.

The teacher will take into account the participation and the attitude of students during the different sessions and their work. The teacher and the students will use a rubric to evaluate the students’ animal creations and whiteboards will be also useful to evaluate students individually.

9. Dissemination means

Twitter, school’s blog, Pinterest

Adapted from samples by Pérez Torres, Isabel.