Subject: Natural and Social Science                             Teacher: Inmaculada Caballero

Title of the eProject  “Habitats and ecosystems”                               Course / Level   4º           

1. Learning outcomes


  • Notices and identifies key features and components of an ecosystem.
  • Recognizes and explains some ecosystems (meadow, pond, forest, and coast) and the creatures that inhabit them.
  • Notices and identifies different habitats of living things.

2. Subject Content

  •   What a habitat is.
  •  Animal and plant adaptation to habitat.
  • Type of habitats and features. Natural and artificial habitats.
  •  What an ecosystem is.
  •  Biotic and abiotic factors in an ecosystem
  • The biological environment of an ecosystem: species, population and biological community.
  • The main ecosystems in the Earth

3. Language Content / Communication


habitat, adaptation, features, environment, aquatic, terrestrial, ecosystem, tundra, savannah, meadow, desert, deciduous forest, coast, lake, pond, streams, wetlands, shoreline, coral reefs, rainforest, biotic and abiotic.


Comparatives: Ponds are smaller than lakes.

Descript: Camels have long legs, wide feet, closing nostrils and hairy ears.

Answers: Yes, no, because…

Explanation texts: present tenses. Singular and plural.

Language skills

Phonological awareness, phonetic awareness, dictionary usage, writing down a glossary, learning and remembering new words which arise in activities.

Contextual (cultural) elements

The children will learn about habitats: the animal habitats, the artificial habitats and the habitat where they live in. They will learn how the man interference with natural ecosystems as well as the types of ecosystem we find in the world.

One important thing they are going to experience is how animals adapt to their habitat and what the human resources to adapt the habitat are.

Cognitive (thinking) processes

-        Tree diagram to classify ecosystem and biological communities’ main factors and features.

-        Foster communication by the different activities: encourage answering close and open question to cater from low order thinking skills to high ones.

     Scaffold language and knowledge by reading, listening, watching, singing, writing and talking.

-        Peer and self- assessment to contribute develop critical thinking.

-        Provide models to scaffold learning.

     Access to all the activities to re-do if needed.

     Create their own living habitat by drawing or crafting.

Task(s) and Activities

1.- Activate prior knowledge. First they answer some Yes/No question. Later they exchange their answer with another team and check the answer using the information of the classroom blog.

    Individual task using quizzer.

2.- Video comprehension linked in youtube.

3.- Song linked in youtube.

4.- Individual task using quizzer.

5.- Team work. Infographic with easel ly. They have to create an infographic answering to some questions. They upload it to the dissemination wall in the classroom blog.

6.- Individual task. Try to guess about ecosystems.

7.- Team work. Fill in the chart.

EX.P.1.-  Activity for extrapoints, only for fast finishers.

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

  • Classroom blog. BLOGGER
  • Self-assessment. QUIZZER
  • Infographic. EASEL LY
  • Presentations. EMAZE
  • Songs and videos. YOUTUBE
  • Interactive dissemination wall. BLOGGER

7. Methodology

Organization and class distribution / timing

  Although the teacher will provide a sequence and timetable to the children to help them organize their work, all  activities and resources will be uploaded in the classroom blog to allow the pupils work at their own pace.

  Children will be match in group for daily work. Each team will be given a progression sheet where they have to fulfil the activities they have finished and whether they found them easy or difficult to deal with.

  The activities are planned for 4 sessions plus 2 sessions to individual evaluation.

  Some extra work will be provided for fast finisher and regarding low finishers they can have extra time both at classroom and at home.

Resources / Materials

  • Interactive book, video and song at the classroom blog.
  • One laptop and one tablet per group.
  • One headphone per pupil.
  • Photocopies
  • Paper, pencil and colours

Key Competencies

-     Linguistic communication competence.

-     Learn how to learn.

-     Social and civic competences.

Sense of initiative and entrepreneurship competence

8. Evaluation (criteria and instruments)

  • Self assessment with quizzer, check in activities and progression sheet and final habitat design.
  • peer assessment at team activities, pressentations, dissemination wall and communicative activities.
  • teacher assessment. activities feedback and final written evaluation.

9. Dissemination means

  • Upload work to the classroom blog.