Lifecycle of the frog

Transcription

1 PRO-CLIL: Providing Guidelines for CLIL Implementation in Primary and Pre-primary Education Prof. Dr. Ute Massler Claudia Steiert Ein EU-Projekt zur Bereitstellung von Leitlinien für PH Weingarten das Fremdsprachliche Sachfachlernen in Englisch Kirchplatz 2 im Grundschul- und Vorschulbereich Weingarten Lesson Plan: Lifecycle of the frog Subject: Science Class 2 Name: Alexander Franken Date: June 24 th 2009 Teacher: Ina Willauer-Bohle School: Primary/Secondary School Wolfegg Dozentin: Prof. Dr. Ute Massler 1

2 Name: Alexander Franken Date: June24 th 2009 Teacher: Frau Willauer-Bohle School: Wolfegg Primary School Dozentin: Frau Prof. Dr. Massler Class 2 Topic: Lifecycle of the frog Subject: Science Subject Goals: - The pupils are supposed to get to know the frog and it s lifecycle. -...to be able to put pictures in the right order. -...to work creatively with given resources. Linguistic Goals: - The pupils are supposed to repeat already learnt vocabulary. - to talk about the outcome of their individual work before the class in English -...learn new vocabulary: (to) hop, (to) croak, tadpole, pond, frog, water lily, lily pad, fly. Materials and Equipment: CD-player, picture-cards, color-chalk, exercise book, pictures of the lifecycle, puzzle, preprinted pictures of a frog, watercolors, folding-booklet, bingo-sheets Time Scheduled progress Styles of learning Media Introduction to the topic and Problem ca. 15 min. Exploration ca. 10 min. Consolidation and Evaluation ca. 20 min. ca. 5min. ca. 40 min. circle, conversation (sequence basing on input of pupils) individual work, partner-/group work After the introduction, the pupils form a circle. The sound of a croaking frog is played. Pupils comment on this and T. presents the topic. During the following course, the pupils are asked about their general knowledge and characteristics of frogs (enemies/food/habitat) which is supported by pictures. T. shows pictures of the lifecycle of frogs: Pupils are supposed to put them in the right order. The pupils go back to their chairs and with their support; the T. creates a panel of the lifecycle on the blackboard ( from the pond to the meadow ). Where does it begin? / What happens next? / etc. Repetition of introduced vocabulary. After this, the blackboard is closed. T. hands out pictures of the lifecycle and the pupils are supposed to cut them out, glue them in and to copy the panel into their exercise book. Fast pupils whose transcripts are approved by the T. are supposed to solve a puzzle together ( pond-puzzle ). After this, the blackboard is opened again. When the class is complete after the break, the T. presents the prepared tables with the preprinted frog-pictures (A3) in the back of the classroom. The pupils are supposed to color the drafts by using watercolor and to complement them with their own images (may be inspired by the pond-puzzle ). Fast pupils are supposed to work on a foldingindividual work CD-player, picture-cards blackboard, picture cards, color-chalk exercise book, pictures of the lifecycle, puzzle preprinted pictures of a frog (A3), watercolors preprinted pictures of a frog (A3), watercolors, folding-booklet 2

3 booklet. ca. 5 min. Concluding activity ca. 10 min. T. presents good examples of pupil's works and asks them about the displayed images: The frog is sitting on a...? / What is there in the water? The pupils tidy up their places while the T. prepares the game for the end of the class: frog-bingo. T. hands out the bingo-sheets to the class. Through the game, the pupils repeat the important vocabulary. pupil's works bingo-sheets end of the lesson 3

4 (from: (from: 4

5 Cut out the pictures, please. (from: 5

6 6

7 FROG-BINGO 7