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Vertebrate and invertebrate animals

Name: Vertebrate and invertebrate animals

Subject: Natural Science

Language: English

Level: 2nd of Primary School

Aims of lesson:

Students will classify animals in the correct category.
Students will be able to use the vocabulary learned to describe pictures.
Students will comprehend some characteristics of the animals.
Students will recognise the differences between vertebrates and invertebrates.
Students will know the mammals animals and how they live.

Language aims:

Vocabulary: animals
Questions: Is the (name of the animal) a mammal?
Sentence structures: "I’m a _____ .I’m a vertebrate / invertebrate”,“The mammals have hair, they are born of the mother”.

Language support:

We guide the students in the use of the L2 using flashcards, videos and games in order to learn the vocabulary, also we include oral and written activities so as to facility the learning of determinate sentence structures.

Procedure and methods:

Regarding to the methodology, The different methods we will use will be based on the trend towards active and student-centred learning.To ensure continuity in their learning process, there will be coordination with teachers involved in their education in previous or future cycles or stages.We

have considered a series of METHODOLOGICAL PRINCIPLES in the development of our D.U. Not only did he pay attention to the psychological development of my students, their prior knowledge and their needs, but also used activities that promote meaningful learning and develop students' mental activity. This has been accomplished through the integration of the four language skills (listening, speaking, reading and writing). We will also bear in mind the principle of “multiple intelligences” to cover as much as possible all my students’ needs.

Sessions

A TASTE OF THE MOON	SESSION: 1
MATERIALS
Flash cards Story of “A taste of the moon” Bingo
ACTIVITIES
Previous knowledge: We will present the flash cards to the students and they will try to say the name of each animal We will make teams and we will distribute the characters of the story that they will have to order a they appear in the story. We will tell the students the story of “ A taste of the moon”. When we finished the story will prove that all the teams have done well. We will also take the opportunity to reflect on the story and the work in the team. As final activity we play bingo with the animals of the story and some more to introduce vocabulary
Vertebrates and invertebrates	SESSION: 2
MATERIALS
Photocopy of vertebrates and invertebrates animals. Flash cards. Cuadernia tool Photocopy
ACTIVITIES
Previous knowledge: We will introduce different animals and we will be directing the students to come to the conclusion that there are vertebrates and invertebrate animals.We will explain the characteristics of vertebrate and invertebrate animals. We will see two videos about vertebrate and invertebrate animals: Vertebrate animals: Invertebrate animals: Through the TIC we will play and review what has been learned through Cuadernia tool. The activities will consist of classifying the animals, relating and discovering.

Mammals	SESSION: 3
MATERIALS
Flashcards of animals Photocopies of mammals Digital whiteboard
ACTIVITIES
We will present four mammals and look for the similarities: they have hair, they are born of the mother, it is despaired in many ways... We will see this video about mammals: We share a photocopy of mammals that we read aloud among all and comment. We will do a dictation of animals and the pupils will have to classify according to whether they are mammals or others. Oral activity: by teams we repay a number of animals that have to throw. The one who throws the dice should ask the other players: is the_____ a mammal?

Playing with animals	SESSION: 4
MATERIALS
Photocopies Digital whiteboard Activities with Cuadernia tool
ACTIVITIES
We will make groups of 5 students and we’ll give them a mask of an animal. Once painted the group should write everything they know about that animal and tell to the rest of the students the information. "I’m a _____ .I’m a vertebrate / invertebrate. I belong to the mammal / other group." Make an alphabet soup Playing bingo. We will sing a song to review all the contents:

Assessment:

We will evaluate the teaching-learning process, that is, we will make a critical reflection on the work of teaching and assimilation of knowledge of students. All this will be evaluate through observation. We think it is the best method for students of 2nd primary because, this way, they can enjoy the activities without having the pressure of a written test, and therefore home to memorize the contents. This method allows us to know the academic performance of the student, as well as diagnose and intervene in time if you have learning difficulties. To keep a good track using the following techniques:

- Control list

- Observation scale

- Class diary

Regarding the checklist and scale of observation we will see in the following table:

	Badly done	Done!	Well done!
I recognise words and expressions related to different types of animals
I can read texts about vertebrate and invertebrate animals
I can talk about animals and their characteristics
The pupil recognizes, identifies and describes mammals animals
Develop techniques for memorizing, organizing and relating information, and for Self-evaluate progress in learning

Following each session, the teacher will complete this table to know if she will be able to do so.

Session:
Questions	Yes	No	Comments
Is the activity order correct?
The duration of the activity is appropriate?
Are motivating the activities?
Are they funny?
Do the activities allow the participation of all?
Are they learning what we want?