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Transcript of SESSION 1
Title of the Lesson: DEAR ZOO: LET’S CLASSIFY THE ANIMALS: WHAT DO THEY EAT? Date: _January 2015____
Unit of Study: SCIENCE
Level and group Primary, Year two Number of children _25
They already know some aspects about animals.
Animals they can find in a zoo, jungle, grasslands, wild animals, pets….
We’ve been working on animals before, describing them physically and spotting some differences: big/ small, tall/short, fast/slow.
They also know some basic structures: it is, it lives….
Learning objectives (both language and content):
To learn about wild animals and pet animals, differences.
To learn about what do they eat and where do they live.
Classify the animals in terms of feeding.
Names of animals and review of the ones they know: camel, monkey, snake, elephant, frog, dog, giraffe, lion.
To be able to make predictions while listening to the story: big box, big animal?
Communication in foreign languages, basic competences in science, learning to learn
-Children are able to say a simple sentence about animals.
-Children can identify and classify different animals in feeding terms using pictures.
-Follows instructions from the teacher.
-Can complete a worksheet and create their own poster.
-Can talk about their own poster or worksheet.
The assessment will be continuous.
do a review of the animals they already know. Make a list and try to make a review of their physical description. Ask children for their favourite wild animal and they favourite pet animal. You can also play Guess the animal ( mime the animals).
Then, read the story using the book, and try to do some questions (they have to do predictions): what animal can it be?Look, it’s a big box! If they put their finger up and answer the questions, give the finger puppet. Try to make all the children participate and ask them to complete your sentences: look, the box is ( colour).
Finally, at the end of the session, they have to draw their favourite animal and where does it live ( a lion in the grasslands, a dog at home…). (worksheet 1) They have to tell to the rest of the class what did they draw: It’s a dog, it lives at home, it’s a pet / wild animal.
re-tell the story, but now you can omit some vocabulary (names of the animals), use the finger puppets to help them. Have a look at the pictures they did the last session and do some oral descriptions. Prepare some photocopies of the animals of the story and colour them. Then you can cut them and and finish the session watching the video of the story and the song. Ask children to look for images at home of different animals and cut them.
Prepare three cardboards: herbivorous, omnivorous and carnivorous. Ask children about what does an elephant eat ( start with the easiest animal), and then, stick the animal on the correct poster. As they do it, they must say: An elephant is herbivorous because it eats plants. (note that you have to prepare three different posters and they have to repeat different sentences for each poster)
Finally, ask them to draw animals in the correct place. (see worksheet 2)This can also be the assessment of the lesson (do not forget to assess also the speaking individually)
Once I implemented the lesson plan, I realized there were some activities I could improve, and that working with a story can be more motivating that the resources we use to use. I chose to plan three session, the first one worked very well, children were motivated about the story and they could have the finger puppets while drawing. The second session did not work so well, I decided to change it a bit and not to ask for the pictures. The third one was the best, I prepared a notebook activity (memory) and then we finished the poster and completed the asessment worksheet. It could have been done in another session. Children learnt that they can use English to speak about whatever they want. Using tolls like vocaroo also is a good way to motivate them. I should tell more stories.
Dear ZOO By Rod Campbell
This is a lesson plan to work with Year two students, but you will find some interesting activities you can adapt to another group if you want to. It is planned in three sessions that can be extended to four. The assessment is continuous and there's a final activity.