01-UNIT



Trough this unit my pupils will have a deep knowledge about wild animals. They will development important contents about it such as their classification, their diet and the food chain they follow. Work in this unit provides them a whole knowledge of the animal habitats around the world and the characteristics of each one. We classify animals into different groups according to their characteristics. We describe the most important characteristics of mammals and birds, fish and reptiles, and amphibians and insects, but also we investigate about carnivores, herbivores, omnivores… They will also compare the habitats where they live and the conditions it presents. Finally we will also works with the food chain among animals, their components and how it works within the nature. Experimental and investigative work focuses on: turning ideas into a form, making and recording observations, searching information in different resources, Draw conclusions, presenting results, Making questions and answers about animals to classify them., Look for information on different means to present it in different ways. Tasks in this unit will focus on: classify animals depending on different criteria, know the conditions of different habitats and classify the animals in the correct one, describe an animal In this unit children can use the ICT to investigate and draw up conclusions about their investigations in the final task my students are going to make an akbum about animals, they use all the information collected during the lessons. in order to develop this main task, thy will work before in different subtask as: animals' cards, posters, mind maps...
 * ** About the unit/ Where this unit fits ** ||

n different kinds of wild animals n That animals can be classified in lots of different ways depending on where they live, what they eat, what characteristics they have… n Some of the basic use of the computer and others ICTs. || In this unite children have opportunities to use: n The name of wild animals (giraffe, camel, shark, lion, lizard, whale, polar bear, penguin…) n Words related with habitats ( desert, ocean, artic, forest, jungles) n Classification: mammals, reptiles, amphibians, birds, reptiles, insects..... And their characteristics. n Words related with the animals diet (herbivores, carnivores, omnivores, decomposers) n Components of a food chain (producers, consumers, predators, preys) structures: (present simple form) it lives in.. it eats...it comes from... || n Videos from internet. n Some reading material n Web pages n Pictures and flashcards n Posters n Animal books ||
 * ** Prior Learning ** || ** Language used in the unit ** || ** Important Resources ** ||
 * Children need to know :
 * ** Expectations ** ||
 * At the end of this unit all the children must |||||| Identify some habitats in where animals live(desert, ocean, arctic, forest, jungle), distinguish between those which eat plants and those which eat other animals and plants, make a general classification of the animals, have an idea of how a food chain works among the animals, search general information about the different topics we work within the unit. ||
 * At the end of this unit most of the children should |||||| Identify some habitats in where animals live and their main features, make the classification of animals according to their main characteristics (mammals,insects, reptiles, amphibias, birds), search specific information in different resources, and know how a food chain works. ||
 * At the end of this unit some of the children could |||||| Identify the habitats and make the classification of animals according to their different conditions and resources, make the classification of different animals according to their main characteristics (reproduction, birth, blood…), have a deep knowledge of how a food chain works and be able to identify predators and preys in it, have an idea of endangered animals around the world, be able to recognize good resources in order to obtain information for their tasks. ||

See some videos related to the topic. Read some information about animals. || in pairs to choose an animal to work about in the next lessons || Learn and use vocabulary related to animal habitats. || Make and justify predictions. in groups they use it to create their first idea about the ellected habitat. || Whole class discussion about what habitat we can found: group discussion about the habitat conditions. || The common ideas of the group written down. ||
 * ||
 * Lesson || Learning goals || Learning outcomes || Main activity || Assessment criteria ||
 * 1 || Recycling vocabulary related with wild animals, understand the main ideas of some videos and reading articles. (the existance of differents kinds of animals, conditions and characteristics) || Recognize different animals and note that there are differences among them. || Brainstorming of animals.
 * 2 || Follow an establish criteria find information about their elected animal in an ICT resource. || Be able to use the resource to find their needed information. || Complete several points about the animal (country, size, abilities, habitat, food…) || The information collected in their notebooks. ||
 * 3 || Make a card with the facts; draw up the information in a comprehensible way. || a card in which thy include their general knowledge about animals’ characteristics and ways of life. || A craft activity using the information and some pictures about the animal. || The final product, the card with an animal and their general characteristics. ||
 * 4 || Understand that animals live in many different kinds of habitats.
 * 5 || Acquire a deep knowledge about habitats: desert, artic, ocean, forest, jungle || Investigate the general conditions we can encounter in the different habitats. || Make mind maps introducing the habitat conditions and the animals that could live there. Put the ideas in common, || The mind maps of the different groups, with them the whole class will make a general one of each habitat. ||
 * 6 ||  ||   ||   ||   ||

The first three lessons can be considered as the introduction ones, with them children experiment a first approach to the topic to be developed in the following sessions. The following lessons are focused in habitats, the next lesson will be related with the animals’ classification according to their characteristics, and the last one will be introduce the food chain and their components.

whole class |||||||| Pupils 15 |||||||| Teacher teresa || Resources Animals' videos || Assessment Criteria || of some animals |||||||||| Most of the children will be able to describe some characteristics. |||| Some of the children could inn¡dentify some habitats. ||
 * ** Lesson 1 ** ||||||||  ||
 * Learning objectives - having a general knowledge about animals. |||||||||| Learning outcomes - brainstorming about the introduced topic. |||||| Evidence for Assessment - discussion: speaking activities. ||
 * Discourse/Text targeted - there is, there are, they live in, it is, it has got... |||||||||||| Language targeted- Non-verbal L Targeted ||
 * Outline of leading activities - watching some videos about animals and analyses them. ||
 * Classroom Management || Timing 1 hour || Grouping
 * Outline of leading activities - watching some videos about animals and analyses them. ||
 * Classroom Management || Timing 1 hour || Grouping
 * Classroom Management || Timing 1 hour || Grouping
 * All children must be able to know the name