1.-+UNIT

In this unit we continue pursuing our knowledge of animals in greater depth. We describe the most important characteristics of mammals and birds, fish and reptiles, and amphibians and insects. We discover the environment they live in, their external form and how they breathe, to then go on to show students the huge variety of living beings that exist on our planet. Furthermore, we emphasize the need to preserve diversity as an essential condition for life on Earth. || In this unit we described the basic characteristics that differentiate animals from one another. We differentiated between herbivores and carnivores, between wild and domestic animals, and we classified them into viviparous and oviparous. We also saw which parts of their body they use for movement. We rounded up the unit by creating animal cards to classify and identify them. Furthermore, we reminded about the right habits in our relations with animals || ** Main vocabulary ** Bird, frog, water, figure, different, mammals, fish, amphibians, reptiles, insects. Tree, shrub, grass, backpack, rock, lake, hill, mountain, sky, nest, chicks, up, down, in, out, on. Mammals, bat, dolphin, dog, viviparous, suck milk, land, feet, hair, pig, sheep, cow, duck, calf, duckling, piglet, lamb, wings, feet, fins. Sky, land, swim, sea, ocean, night, no stars, squirrel, nuts, grass, mountains, whale, big, Fly, jump, walk,
 * ** About the unit/ Where this unit fits ** ||
 * This unit comes under the block entitled, **Diversity of Living Beings**
 * ** Prior Learning ** || ** Language used in the unit ** || ** Important Resources ** ||
 * We have already finished another unit of this block: **Diversity of Living Beings**

Look at these animals. How do they move? What are they doing? How many animals can you see? What animals can you see? (birds, squirrels, lizard, frogs, fish, butterfly, rabbit) || Science Book 1 –SM CD Audio: Tracks 22, 23, 24, 25, 26 and 27 Flashcards CD-ROM: Animals Posters: Animals: mammals and birds, fish and reptiles, amphibians and insects Mixed-ability worksheets: Unit 7, Reinforcement and Extension Evaluation Worksheets: Unit 7 Interactive Whiteboard Computer activities Games about animals || 2. know their habitat, how they reproduce and some of their bodily features. 3. Recognise the characteristics of different animals through photographs. || Identificate the characteristics shown by animals: Habitat, reproduction and bodily features appreciate the adoption of measures for conserving our natural heritage || Classify some of the most important animals using elementary criteria. Represent concepts relating to the natural environment using diagrams. Classify an animal in its group by its characteristics. ||
 * Teacher language **
 * ** Expectations ** ||
 * At the end of this unit all the children must |||||| 1. Get to know some differences that distinguish different kinds of animals: mammals, birds, reptiles, fish, amphibians and insects.
 * At the end of this unit most of the children should |||||| Use pictures to acquire information and to classify it
 * At the end of this unit some of the children could |||||| Identify the different groups of animals.

How many … can you see? || Watching some videos about animals, Science book, page 59 || Listening and speaking activities Exercises will be done orally while watching some videos. Children will have to repeat the names of the animals they already know, and the ones they have just learnt. Exercises: pages 58 and 59 || Identify some birds and their main characteristics || Watching some videos about mammals Watching some videos about birds Science book pages 60 and 61 || While playing with animal toys, explain the main characteristics of mammals and birds. Every child will have an animal toy and will come to the front to explain the characteristics they know. Exercises: pages 60 and 61 || Identify some reptiles and their main characteristics || Watching some videos about fish Watching some videos about reptiles Science book page 62 || While playing with animal toys, explain the main characteristics of fish and reptiles Review of mammals and birds Every child will have an animal toy and will come to the front to explain the characteristics they know. Exercises: page 62 || Identify some insects and their main characteristics || Watching some videos about amphibians Watching some videos about insects Science book page 63 || While playing with animal toys, explain the main characteristics of amphibians and insects Review of mammals, birds, fish and reptiles Every child will have an animal toy and will come to the front to explain the characteristics they know. Exercises: page 63 || Interactive whiteboard games Evaluation Worksheet lesson 7 || Lesson 5 will be done during 2 hours One hour will be used to do the exercises that appear in the book an to play some interactive games. The 2nd hour will be used to do individually the evaluation worksheet. Exercises: pages 64,65,66 and 67 Evaluation sheet. || This is a funny activity for children and a very helpful activity for teacher to see that children have accoplished the goals of the unit. They have to complete a sheet with the main characteristics of their favourite animal. Exercise: My animal sheet. ||
 * ||
 * Lesson || Learning goals || Learning outcomes || Main activity || Assessment criteria ||
 * 1 || Getting to know some animals || What can you see?
 * 2 || Know the characteristics of mammals and birds || Identify some mammals and their main characteristics
 * 3 || Learn the main characteristics of fish and reptiles || Identify some fish and their main characteristics
 * 4 || Learn the main characteristics of amphibians and insects || Identify some amphibians and their main characteristics
 * 5 || Recognise the characteristics of different animals through photographs and flashcards || Group evaluation of the previous lessons. || Science book pages 64, 65, 66 67
 * 6 || Final Task || Final task activity || Recognice and classify some animals || Our own animal, I know to talk about it.

How many … can you see? |||||| Listening and speaking activities Exercises will be done orally while watching some videos. Children will have to repeat the names of the animals they already know, and the ones they have just learnt. || Children like playing mimics, so they will do mimics and the other have to guess what is that animal. || Science book, page 59 || Science Book || Know the name of some animals and to classify them into different groups according to the previous unit: how they can move, how they eat, how they reproduce and if they are domestic or wild. |||||||||| Most of the children will be able to Recognise figures in the pictures |||| Some of the children could Understand all the text and explain it to their classmates. ||
 * ** Lesson 1.- ** ||||||||  ||
 * Learning objectives |||||||||| Learning outcomes |||||| Evidence for Assessment ||
 * Getting to know some animals |||||||||| What can you see?
 * Dicourse/Text targeted They already know the senses and the meaning of " see", we will introduce the verb can. |||||||||||| Languaje targeted- Non-verbal L Targeted ||
 * Counting, I can see, There is / There are |||||||||||| Gestures, Imitation of some animals, mimics
 * Outline of leading activities ||
 * Watching some videos about animals,
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||
 * ^  || 1 hour || Big group |||||||| They will see some videos of animals and in big group they will name the animals they know |||||||| At the beginnning I will observe and then I will tell them the names they don´t know. Playing a game I will try that the most advanced students encourage the others to repeat the new names. || Videos of animals
 * Assessment Criteria ||
 * Almost all the children must be able to
 * Almost all the children must be able to

Identify some birds and their main characteristics |||||| While playing with animal toys, explain the main characteristics of mammals and birds. Every child will have an animal toy and will come to the front to explain the characteristics they know. || Mammals can… can´t… |||||||||||| Repeating and complementing non verbal communication using gestures to explain: feet, legs, beak, feathers, wings... || Watching some videos about birds Science book pages 60 and 61 || Mammals: they are viviparous, they suck milk from their mother ( like us). Most of them live on land, have 4 feet and have hair. We will Know about some exceptions: bats, dolphins and whales. Birds: they are oviparous, they have a beak,2feet,2 wings and feathers || Videos of animals Science Book Animal toys || Know some characteristics of mammals and birds Know the name of at least 5 new animals: goldfinch, parrot, eagle, rabbit, sheep, horse, hippopotamus, lion,bat, dolphin,squirrel... |||||||||| Most of the children will be able to Know the main characteristics of mammals and birds |||| Some of the children could Identify the main characteristics and explain them to their partners ||
 * ** Lesson 2.- ** ||||||||  ||
 * Learning objectives |||||||||| Learning outcomes |||||| Evidence for Assessment ||
 * Know the characteristics of mammals and birds |||||||||| Identify some mammals and their main characteristics
 * Dicourse/Text targeted |||||||||||| Languaje targeted- Non-verbal L Targeted ||
 * Mammals, bat, dolphin, dog, viviparous, suck milk, land, feet, hair, pig, sheep, cow, duck, calf, duckling, piglet, lamb, wings, feet, birds, beak, feathers….
 * Outline of leading activities ||
 * Watching some videos about mammals
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||
 * ^  || 1 hour || Groups of 4 students ( 1 group of 5) |||||||| They will learn the most important characteristics of mammals and birds. |||||||| Using the videos, some animal toys and the board, I will explain the most important characteristics of mammals and birds.
 * Assessment Criteria ||
 * All children must be able to
 * All children must be able to

Identify some reptiles and their main characteristics |||||| While playing with animal toys, explain the main characteristics of fish and reptiles Review of mammals and birds Every child will have an animal toy and will come to the front to explain the characteristics they know || Fish can… can´t Fish have got / fish haven´t got…. |||||||||||| Repeating and complementing non verbal communication || Watching some videos about reptiles Science book page 62 || Fish: they are oviparous, they have scales and live in the water. Reptiles: they are oviparous, they have scales and usually live on the land || Videos of animals Science Book Animal toys || Know some characteristics of fish and reptiles Know the name of at least 5 new animals: crocodile, lizard, snake, tortoise, cod, tuna, sardine... |||||||||| Most of the children will be able to Know the main characteristics of fish and reptiles |||| Some of the children could Identify the main characteristics and explain them to their partners ||
 * ** Lesson 3.- ** ||||||||  ||
 * Learning objectives |||||||||| Learning outcomes |||||| Evidence for Assessment ||
 * Know the characteristics of fish and reptiles |||||||||| Identify some fish and their main characteristics
 * Dicourse/Text targeted |||||||||||| Languaje targeted- Non-verbal L Targeted ||
 * Vocabulary of reptiles and fish
 * Outline of leading activities ||
 * Watching some videos about fish
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||
 * ^  || 1 hour || Groups of 4 students ( 1 group of 5) |||||||| They will learn the most important characteristics of fish and reptiles. |||||||| Using the videos, some animal toys and the board, I will explain the most important characteristics of fish and reptiles.
 * Assessment Criteria ||
 * All children must be able to
 * All children must be able to

Identify some insects and their main characteristics |||||| While playing with animal toys, explain the main characteristics of amphibians and insects Review of mammals, birds, fish and reptiles Every child will have an animal toy and will come to the front to explain the characteristics they know. || amphibians can… can´t amphibians have got / fish haven´t got…. |||||||||||| Repeating and complementing non verbal communication || Watching some videos about insects Science book page 63 || Amphibians: they are oviparous, they can breathe on the land and in the water. Insects: they are oviparous and invertebrate, they have 6 legs, and some insects have wings. || Videos of animals Science Book Animal toys || Know some characteristics of amphibians and insects Know the name of at least 5 new animals:frogs, toads, butterflies, beetles, ladybird... |||||||||| Most of the children will be able to Know the main characteristics of amphibians and insects |||| Some of the children could Identify the main characteristics and explain them to their partners ||
 * ** Lesson 4.- ** ||||||||  ||
 * Learning objectives |||||||||| Learning outcomes |||||| Evidence for Assessment ||
 * Learn the main characteristics of amphibians and insects |||||||||| Identify some amphibians and their main characteristics
 * Dicourse/Text targeted |||||||||||| Languaje targeted- Non-verbal L Targeted ||
 * Vocabulary of amphibians and insects
 * Outline of leading activities ||
 * Watching some videos about amphibians
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||
 * ^  || 1 hour || Groups of 4 students ( 1 group of 5) |||||||| They will learn the most important characteristics of amphibians and insects. |||||||| Using the videos, some animal toys and the board, I will explain the most important characteristics of amphibians and insects.
 * Assessment Criteria ||
 * All children must be able to

One hour will be used to do the exercises that appear in the book an to play some interactive games. The 2nd hour will be used to do individually the evaluation worksheet. || Interactive board games || Interactive whiteboard games Evaluation Worksheet lesson 7 || They will finished the activities in the book in mixed groups of 4, and then they will play some games. |||||||| In this lesson, at the beginning I´m just an observer in order to be able to help those children who are not yet at the average level. Then, by using the interactive board, I will help those children to feel confident. || Interactive whiteboard Science book || Recognise the characteristics of different animals |||||||||| Most of the children will be able to Clasiffy different animals on their groups |||| Some of the children could Identify new animals depending on their characteristics ||
 * ** Lesson 5.- ** ||||||||  ||
 * Learning objectives |||||||||| Learning outcomes |||||| Evidence for Assessment ||
 * Recognise the characteristics of different animals through photographs and flashcards |||||||||| Lesson overview: we don´t mean to learn anything new in this lesson, just to revise what we have learnt and to improve what we don´t understand. |||||| Lesson 5 will be done during 2 hours
 * Dicourse/Text targeted |||||||||||| Languaje targeted- Non-verbal L Targeted ||
 * Review of all the unit vocabulary and language expressions |||||||||||| Games and mimics
 * Outline of leading activities ||
 * Science book pages 64, 65, 66 67
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||
 * ^  || 1 hour || Big group |||||||| In order to prepare themselves to finish the unit, it is important to state that they have accomplished all the objectives.
 * ^  || 1 hour || individually |||||||| They will have to complete the evaluation sheet. |||||||| Before starting the evaluation sheet, I will explain it on the board using an example. || Evaluation worksheet ||
 * Assessment Criteria ||
 * All children must be able to

This is a funny activity for children and a very helpful activity for teacher to see that children have accoplished the goals of the unit. They have to complete a sheet with the main characteristics of their favourite animal. || It has got… It can… It is… |||||||||||| Mimics to explain the activity || Board White sheets ( see anexes to see an example) || Do their own activity |||||||||| Most of the children will be able to Help other children |||| Some of the children could Do more than one task ||
 * ** Lesson 6 ** ||||||||  ||
 * Learning objectives |||||||||| Learning outcomes |||||| Evidence for Assessment ||
 * Recognice and classify some animals |||||||||| Final task |||||| Our own animal, I know to talk about it.
 * Dicourse/Text targeted All the vocabulary and expressions learnt during the 5 previous lessons |||||||||||| Languaje targeted- Non-verbal L Targeted ||
 * This is a…
 * Outline of leading activities ||
 * Every student will bring a picture of his/ her favourite animal and on a sheet of paper he/she will describe it. ||
 * Classroom Management || Timing || Grouping |||||||| Pupils |||||||| Teacher || Resources ||
 * ^  || 1 hour || Pairs |||||||| They will bring from home a picture or photo of their favourite animal. Then in class every child will prepare his/her own animal poster. |||||||| I will explain the activity on the board by making my own Animal poster || Animal Pictures
 * Assessment Criteria ||
 * All children must be able to