LIFE UNDER THE SEA. (Lesson Plans) Salvador Rodríguez Almendros

Transcription

1 (Lesson Plans) January - March 2009

2 (Types of marine life: real facts on sea flora and fauna ) 1 1 and 2 - To express opinions and give account of experiences Methodological skills: (Information handling) - To transform information into knowledge, activating thinking skills - To develop collective activities with confidence and responsibility - To identify the different types of existing life in a marine ecosystem - To learn real facts about aspects concerning natural flora and fauna in the sea - Living and non-living things in the sea - Marine flora and fauna - Basic characteristics of different sea species (food, babies, enemies...) - The ocean zones - To classify sea elements into living or non-living things - To describe different species of fish - Memorise the names of some sea creatures - Distinguish between sea animals and plants - Understand the relationship between species - Build up a display using the vocabulary learned - Interpret visual information - Write down some of the basic data provided * Key vocabulary: fish, octopus, dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/ live in/weigh/jump/swim-live up to * Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce? I can see, We can find, there is/are. I would like to know more about... - Language needed to express previous knowledge and experiences related to sea depths - To explore scientifically an environment completely unknown to the children - write down facts and other kinds of information on a chart - summarise the concepts explained on a worksheet

3 (Food chains and species characteristics) 2 3 and 4 - To use language as object of observation and analysis Methodological skills: (Information handling) - To access and communicate information using different supports including ICT tools - To initiate activities with creativity and critical thinking - To understand the concept of food chains taking place in the sea - To explore the sea depths in order to get familiar with other type of marine species - Plankton varieties: phytoplankton and zooplankton - Elements in a food chain - Common and not so common species - External characteristics of different sea creatures - To integrate new concepts of marine species to previous learning - To exemplify the functioning of food chains - To expand knowledge autonomously by browsing appropriate materials - Describe species by looking at their external appearance - Identify elements in a marine food chain - Describe different species of fish - Recognise marine species in a food chain in terms of importance - Establish logical links according to previous experiences with certain species - Gather information on processes in the sea depths * Key vocabulary: plankton, phytoplankton, zooplankton, food chain, seahorse, manta/sting ray, sardine, starfish, whale, coral, tuna fish, sea cucumber, fins, scales, tail * Key structures: Diving in the sea..., what can you see? I can see a swimming in the sea. We think that is..., We are not really sure but could be..., We don t know what it is, is a group of..., Is the...? Yes, it is/no, it isn t, Can you...? Yes, I can/no, I can t - Language coming across when looking for information about marine species in books provided - To appreciate the contribution of all species in order to sustain the marine ecosystem - synthesise knowledge on both a class collective mindmap and individual tasks - show progress in understanding while following PowerPoint presentations

4 (The art of fishing: technique & methods) 3 5 and 6 - To reflect on how to use the communicative resources specific to the area Methodological skills: (Learning to learn) - To gain, process and assimilate new knowledge and skills, seeking and making use of guidance - To assess individual activities or projects - To understand that different species of fish swim at different depths in the sea - To identify different fishing methods and what sea creatures they are designed to catch - Basic types of fishing: shore fishing and boat fishing - Main characteristics of traditional fishing methods: similarities and differences - Strategies to describe content meaningfully - To analyse traditional types of fishing - To compare different fishing methods - To discuss the levels of depth in the sea where groups of fish swim. - Learn about different ways of fishing - Express tastes and preferences regarding the world of fish - Follow and understand a set of events in a story - Locate different species of fish according to their behaviour - Describe the bottom of the sea in detail for the others to identify its elements - Compare basic fishing types * Key vocabulary: shore/boat fishing, mid-water trawl, bottom trawl, longline, pots, handline, the bottom/top of the sea, mackerel, cod, herring, prawns, lobster, net, fishermen, surface, seabed, buoy * Key structures: eating fish, going fishing, fish from the rivers/sea, your favourite fish, what kind of fish...? How do you catch a? Did he see/hear/spot...? It depends on..., When I, I learn, if you like/don t like, if you prefer, if you have/don t have - Spontaneous language to describe pictures and write short sentences - To reflect on the process through which fish living in the sea end up in our homes - name the traditional methods for fishing living things under the sea - use the language of the subject to play different games and carry out communicative tasks

5 (The impact of fishing & fish for eating) 4 7 and 8 - To interact with other people and approach other cultures in an adequate way Methodological skills: (Learning to learn) - To handle effectively an array of resources to transform information into personal knowledge - To develop projects with responsibility - To recognise that human activity can affect healthy marine ecosystems - To understand why we should care for sea life and the environment - The declining number of fish in the sea and some of the reasons for this - The concepts of overfishing and bycatch related to sustainable fishing - Common marine species eaten in both English and Catalan diets - To discuss reality from a set of images - To analyse the situation in the sea from the point of view of a fish - To plan a visit to a fishmonger s - Memorise the main vocabulary used to talk about fishing - Understand that catching more animals than we need is counterproductive - Get familiar with the process of the trade of fish until it reaches homes. - Learn some sea sayings - Predict possible solutions for a real problem by using simple information sources - List some of the seafood that can be found in a market - Design a mini-dialogue to be held at a fishmonger s * Key vocabulary: overfishing, bycatch, sustainable, healthy sea, marine protected area, mesh, closed seasons, sea sayings, fish auction/market, fishmonger( s), fishing boat/net, fisherman(en) * Key structures: What can we buy in a...?, What type of fish is it, oily or white?, Where is it from?, Do you always sell it? Good morning Mr/Ms fishmonger, how much is it?, thank you for your time, bye-bye - Language such as the one involved in dictionary use for vocabulary extension and clarification - To be aware of the fact that small fish should not be bought to let them grow and reproduce - explain the process of fish trade and its distribution stages - apply the knowledge and language acquired when working in pairs of small groups

6 (The dissection of a sardine & having fun in the sea depths) 5 9 and 10 - To relate observations or explanations and develop argument Methodological skills: (Learning to learn) - To apply study skills that include strategic thinking and cooperation and self-evaluation skills - To develop confidence and critical thinking - To carry out an experiment using real fish in order to observe its body and skeleton - To enjoy the topic worked along the unit through songs, poems, tongue twisters and games - Common fish species caught near the Catalan coast - Main parts of the body of a fish - Basic organs of a fish and their function - To provide some feedback on different species of fish found in a Catalan fishmonger s - To find out more about the body of a fish through experimenting - Recognise some of the common species of fish caught near the Catalan coast - Identify the parts of a fish by opening a sardine - Learn poems and songs related to the sea culture - Name the basic and more specific parts/organs of a fish - Look for real songs, poems, tongue twisters and films dealing with the sea life - Answer some questions based on direct observation * Key vocabulary: head, body, tail, eyes, nose, mouth, gills, scales, pectoral/ventral/dorsal fins, anus, anal/caudal fin, tray, tweezers, magnifying glass * Key structures: look at, open, does it have scales?, How many...? In the head, we can see..., In the body, we can see..., In the tail, we can see... - Language in context appearing in a real song or online game related to the topic of the sea depths - To get to know pieces of cultural work regarding the topic of the sea - follow the steps to carry out the experiment on the dissection of a sardine - understand in a global way the messages expressed in songs, poems, games and films