GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

1

Let’s save the Trachemys Scripta (vertebrate animals) Àrea: Llengua anglesa; medi natural Autoria: Sara García Molero

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

2

LET’S SAVE THE TRACHEMYS SCRIPTA (VERTEBRATE ANIMALS)

Material elaborat durant la realització de la formació adreçada als docents que implementen el pilotatge del GEP (Grup d’Experimentació per al Plurilingüisme) durant el curs 2015-2016, realitzada amb el/la formador/a del OUP. SG de Llengua i Plurilingüisme Servei de Llengües Estrangeres Març, 2016

Els continguts d’aquesta publicació estan subjectes a una llicència de Reconeixement-No comercial-Compartir 3.0 de Creative Commons. Se’n permet còpia, distribució i comunicació pública sense ús comercial, sempre que se n’esmenti l’autoria i la distribució de les possibles obres derivades es faci amb una llicència igual que la que regula l’obra original.

La llicència completa es pot consultar a:

http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

3

Be responsible for your own individual piece of work.

Work collaboratively (pairs and groups) through THINK-PAIR-

SHARE and JIGSAW methodologies.

Brainstorm about the previous knowledge about the

vertebrate animals (mammals, amphibians, reptiles, birds

and fish).

Do some research using the reliable websites provided by

the teacher.

Integrate the new contents and explain them with your own

words.

Understand the main difference between vertebrate and

invertebrate animals.

Understand the main differences within vertebrate animals.

Classify different animals into the vertebrate group they

belong to.

Create a mini presentation about 5 different vertebrate

animals in groups.

Create a mind map about turtles & reptiles in groups.

Work on self and peer-assessment.

Respect your classmates’ pieces of work.

Ten tips for learning success

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

4

The selected text is Classifying Animals (BrainPOP Jr.):

https://www.youtube.com/watch?v=dCm5CcQhU-c

Explicit

1. Memory mode on! Fill in the table with the names of the five

vertebrate groups and add three examples of each one (watch

video).

2. Can you remember? In groups of three, complete the following text

with the information that appears in the video.

All animals are divided into two main groups:

_____________and invertebrates. A vertebrate is an animal

that has got a __________or backbone. People

are____________. An _____________ is an animal that has

Activities

Títol del text

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

5

not got a spine. Insects like _____________or grasshoppers

are invertebrates. Most of the world’s animals

are_____________.

Implicit

3. Let’s be detectives! Watch the video again and write if the

following statements are true (T) or false (F). Then, correct the

sentences.

- Vertebrate and invertebrate animals have a

spine. ___________

- Mammals lay eggs. ___________

- Reptiles haven’t got hair or fur. ___________

- All birds can fly. ___________

- Fish breathe through their lungs. ___________

- Amphibians can breathe inside the water.

___________

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

6

4. Let’s brainstorm! Fill in the following chart with the information

provided. 3,2,1...GO! Then, share them with your partner.

Referential

5. Come on biologists! The Zoo of Barcelona has asked us to create

some informational posters to hang them on the different animals’

cages so that visitors can read the information about them.

Your group has to choose 1 mammal, 1 reptile, 1 fish, 1 amphibian

and 1 bird and create a mini poster with the most important

characteristics of them (use the information that you learnt with the

video). You can add some extra information from

http://kids.nationalgeographic.com/animals/ .

MAMMALS BIRDS AMPHIBIAN

S REPTILES FISH

Are they vertebrate?

(YES/NO)

How do they move?

(WALKING/ SWIMMING/

FLYING/ CREEPING)

How do they reproduce?

(VIVIPAROUS/OVIPAROU

S)

What are their bodies

covered with?

(SCALES/ FUR / MOIST

SKIN/ FEATHERS)

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

7

REINFORCEMENT ACTIVITY

1. Let’s play with JCLIC! Click on the following link and enjoy while

reviewing some contents within the JCLIC.

SOURCE:

http://agrega2.red.es//repositorio/01022010/61/es_2009063063_7240060/ind

ex.html

EXTENSION ACTIVITY

1. Let’s be journalists! Our famous school magazine “El balcó del Jaume

Llull” includes the super successful “Interesting facts” page. The head

teacher of our school has asked us to create it about animals. Here

you are an example of a very nice “Animal Interesting facts” page.

http://www.spire.io/blog/2014/07/07/lets-take-a-breath-infographic/

In pairs, surf the website http://kids.nationalgeographic.com/animals/ and

choose the most curious pieces of information of some animals. Then, write

between 2 and 4 “Animal Interesting facts” in some POST-ITS and stick them

on the “ANIMAL INTERESTING FACTS POSTER”.

Revision

Extension

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

8

LET’S SAVE THE TURTLE “TRACHEMYS SCRIPTA”!

The town hall of Sant Andreu de Llavaneres, our town, wrote a piece of news

explaining that in Ca l’Alfaro there are some abandoned Florida turtles living

in the pond. Families buy this type of turtles and treat them as pets but the

majority of them don’t know anything about the care of the turtle and some

problems, like abandoning, appear. Then, students are going to create an

informational brouchure of how to take care of Florida turtles and some

important facts about turtles. Finally, we will publish one of the different

brouchures in our “Escoles Verdes” board at the hall of the school.

Lesson1

- WARMING-UP. Reading the letter and showing the “biologist” badge to

students.

- CREATING GROUPS. Since we are going to work on reptiles, every group is

going to be named as one reptile (E.g. Turtles, snakes, chameleons, lizards,

cocodriles and iguanas). Each student will take a piece of paper from a box

and groups will be created randomly*.

- INTRODUCING NEW INPUT. Students will watch a mini-video about turtles and

reptiles where some of their general characteristics are described. Once the

video is watched, in groups, they will fill the gaps of the turtles and reptiles

mindmap.

http://www.turtlediary.com/kids-videos/turtles-g1.html

*The teacher will supervise all the groups so that cognitive levels and skills are balanced.

Lesson 2

- LIVE OBSERVATION. We will bring a Trachemys Scripta to the classroom and

students will have to observe it like biologists do, while they fill in the

“Trachemys Observation Sheet” in groups. Every student will have to focus on

a specific question about the turtle. Then, every member will share his/her

notes with their group mates so that anyone can complete the observation

sheet.

Lessons 3 & 4

- CREATING THE INFORMATIONAL BROUCHURE. Every student will have to

research some information about how to create a habitat for Trachemys

Scripta at home. They will have a “Guided research document” that they will

Project: collaborative problem solving

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

9

use while surfing the website http://www.pets4homes.co.uk/pet-advice/red-

eared-slider-turtle-care.html . Once at school, every student will share the

information with the other group mates and they will “create” their group

brochure.

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

10

Name: Group:

Grade (out of 20):

ASSESSMENT RUBRIC 3RD GRADERS

“LET’S SAVE THE TRACHEMYS SCRIPTA SCRIPTA”

POINTS 4 3 2 1

Recalling

information

You can easily

remember all

the information

previously

watched in

“Classifying

animals” video.

You can

remember most

of the

information

previously

watched in

“Classifying

animals” video.

You can

remember

some of the

information

previously

watched in

“Classifying

animals” video.

You can

remember a

little part of the

information

previously

watched in

“Classifying

animals” video.

Understanding

information

You can

understand

very well the

differences

between

vertebrate

animals.

You can fairly

well understand

the differences

between

vertebrate

animals.

You can

understand

somewhat the

differences

between

vertebrate

animals.

You find it

difficult to

understand the

differences

between

vertebrate

animals.

Applying

information

You can easily

use and apply

the information

to create the

animals’ mini

poster.

You can use

most of the

information to

create the

animals’ mini

poster.

You can use

some of the

information to

create the

animals’ mini

poster.

You can use

little of the

information to

create the

animals’ mini

poster.

Group work You

participated in

all the aspects

of the unit with

your group. You

work was

brilliant.

You

participated in

most of the

aspects of the

unit with your

group. Your

work was very

good.

You

participated in

some of the

aspects of the

unit with your

group. Your

work was good.

You barely

participated in

the unit with

your group.

Your work has

to be

improved.

Research work You easily

found the

information

required about

Trachemys

Scripta. Your

group brochure

was brilliant.

You found most

of the

information

required about

Trachemys

Scripta. Your

group brochure

was very good.

You found

some of the

information

required about

Trachemys

Scripta. Your

group brochure

was good.

You found a

little part of the

information

required about

Trachemys

Scripta. Your

group brochure

has to be

improved.

Assessment

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

11

Name: Group:

SELF-ASSESSMENT CHECKLIST

TRACHEMYS SCRIPTA PROJECT

DID I…

fill in the gaps of the mind map about turtles? YES NO

observe the turtle and write down the required information? YES NO

complete my observation sheet with the information of my

group mates?

YES NO

find the required information to create the Trachemys’ habitat

brochure?

YES NO

help my group mates to create the final brochure? YES NO

My project work was…

Checklist

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

12

Appendix

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

13

Guided Research Document

- Where is the turtle originally from?

It is from____________________________________.

- Do they need water to live in? And land?

__________________________________________.

- Do they like cold or warm environments?

__________________________________________.

- Do they need light?

__________________________________________.

- Is it necessary to put a filter to clean the water

regularly?

__________________________________________.

-What do they eat?

__________________________________________.

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

14

Trachemys Scripta

Observation Sheet

What are the colours of

the turtle?

The colours are

How many legs does it

have?

Does it have nails?

It has

Has it got a beak?

And teeth?

Has it got tail?

Is it short or long?

drawing