ANIMAL WORLD: TYPES AND HABITATS - XTEC · INVERTEBRATES Lesson 1 Activity 1: ... Worksheet 7: In...

ANIMAL WORLD: TYPES AND

HABITATS

Bàrbara Perolada

Octubre-Desembre 2009

ANIMAL WORLD: TYPES AND HABITATS

Bàrbara Perolada Escola Carles III

TEACHING NOTES

Unit 1 LIVING THINGS: Animals INVERTEBRATES

Lesson 1

Activity 1:Warm-up

Power point 1( Living things)

slides 1,2 and 3

worksheet 1

Show the children slide 1 of power point 1 ( What are living things) and ask

them:

T:What do you know about living things?

After hearing their answers, show them slide 2:

T: What can you see in this picture?

S: Plants, animals and people.

T:Are rocks living things? And the wind or the air?

Are plants living things? And animals? And people?

Slide 3: Read it and ask.

T: What do you think are the differences between plants and animals?

Children share their ideas then say:

Imagine you are a pine tree. Can you move?

Now imagine you are a spider. Can you move?

Let children think about one of the differences between plants and animals –

movement – then give them worksheet 1 to complete. Once they have completed the

worksheet show them slide 3 and check the answers.



Activity 2:Classification of animals

Power point 2 (Animals)

Slides 2 and 3

Slide 2: Ask children to read what is written in the power point.

T: Animals can be divided into two groups. Can you guess the groups?

( possible answers: land, water animals for instance )

T: Why?

Once children have answered the question, show them the classification

(slide 3).

Activity 3: Let’s learn about invertebrates.

slide 4

Children see some pictures about invertebrate animals and they learn their names

in English. Before telling them the answers, check how many names they know in

English. (Previous knowledge).

Activity 4: Can you sort them into groups?

Power point 2

slide 5

Flashcards and word cards ( supplementary material unit 1 lesson 1)

Children work in groups of 4/5. Provide them with flashcards and word cards

about invertebrate animals. They try to classify them and then tell the rest of the class

their reasons for doing that classification. They can use L1. (Possible answers: parts of

the body, shape…)

Once they have made their classification, show them the 6 groups in the power

point.



Activity 5: What have you learned?

Worksheet 2

Worksheet about invertebrate classification to complete.

INVERTEBRATES

jellyfish coral

Cnidarians earthworm Worms

Sponges

Sponges

Echino

derms

Sea urchin starfish

Molluscs

oyster clam

octopus

squid snail

Arthropods Insects

Arachnids

Crustaceans

Myriapods

fly

spider

loster

centipedes

grasshopper

butterfly

scorpion

crab



Lesson 2

Activity 1: Warm-up activity: Pass the pen

Divide the class into small groups of 3/4.

Tell them to take out a pen and a piece of paper. One of them will be the writer.

Explain that while the music is playing, they should pass the pen around the

group.

When the music stops, they look at the teacher who holds a picture about an

invertebrate animal and the one who has the pen, is the one who has to write the

name of that animal on the paper. The others offer contributions.

The first team to finish says STOP! Then check the answers. If they are correct,

give them one point. (To revise vocabulary from previous session).

Activity 2: Animal passport

Power point 2

from slide 5 and above

sentences about invertebrates (supplementary material, unit 1 lesson 2)

Flashcards precious lesson

Worksheet 3

After reviewing the previous contents, show them the characteristics of each

group of invertebrates. Spend time reading the slides and let them ask the unknown

words.

Display the invertebrate animals cards around the classroom taking into account

the group they belong to (sponges, molluscs, cnidarians, arthropods, echinoderms and

worms). Also stick some sentences about them but not in the correct order. Provide

students with a report template about animals. In groups, they match the sentences with

the animals first and then they complete the fact file. (Make sure all the invertebrates

groups are represented).

Once they have finished, they describe their animals to the rest of the class.

They then make their own invertebrate book.

You can use this activity as an oral assessment activity

(observation sheet)



VERTEBRATES

Lesson 3

Activity 1 Let’s learn about vertebrates

Power point 3

Slides from 1 to 7 (with language support)

Jigsaw ( supplementary material unit 1 lesson 3)

T: Look at these animals. What do these animals have in common?

T: What have they got?

S: A backbone.

T: What else have they got?

Show them the power point where they can see the main features of a vertebrate

animal. Once they have understood all the vocabulary, show them slide 3 (lion) and

encourage them to tell you its features. Ask them about animals with similar

characteristics. Do the same with slides 4, 5, 6 and 7.

Ask them about 15 questions and every time they answer right, give them one

piece of the jigsaw. At the end, they have to complete the jigsaw and guess the five

vertebrates groups.

Activity 2 What have you learned?

Worksheet 4

Activity 3 Find some information about…

see worksheet 5 ( group work activity )

To carry on with this activity, click on this link:

http://ngfl.northumberland.gov.uk/ict/AAA/ (accessed 06/02/2010) and follow the

instructions:

-click here for the program

-All about animals (find out more)

-Index ( and then you click on any animal)

Show them an example of how can they use this program to find out the

information required.

http://ngfl.northumberland.gov.uk/ict/AAA/



You can use this activity as homework or in the ICT class. Provide the children

with worksheet 5. It has a fact file that they fill in with some information about

vertebrates. Each group should choose one type of vertebrates.

Tell them how to use it and also tell them not to write the name of their animal

in their fact file.

Lesson 2

Activity 1 Picture test-true or false?

Power point 3

slide 1

Ask students to look at a picture about an animal. Tell them a statement about it.

They say if it‟s true or false. If it is false, they will have to correct it.

T: It’s a mammal.

T: It’s got lungs…

Language support for the children

Activity 2 What do you know about vertebrates?

With their fact files completed and in groups, tell them to exchange their fact

files with the other groups. None of the groups should have their own fact file.

One of the groups comes in front of the class and describes the animal they got

from another group. They guess the animal they are talking about.

Time for assessment: Worksheet 26 Assessment Unit 1 (Animals)

It isn‟t a …, it‟s a …

It hasn‟t got …, it‟s got…

It doesn‟t breathe through …, it breathes through …

It can‟t…, it can…


(observation sheet)



Unit 2 AQUATIC BIRDS

Lesson 1

Activity 1 Warm up: Guess the topic

Cards: Aquatic birds game ( supplementary material unit 2 lesson 1)

Children work in groups of 2 or 3.Give each group a card (picture or word).

The ones who have a word have to find the corresponding picture and the ones who

have the picture should find the word.

Once they have matched the pairs correctly, they read loud what they have got

and stick their card on the board. They have to guess the topic they are going to learn

about.

Activity 2 Getting to know aquatic birds

Power point 4 slides 1 and 2

Show them slide 1 of power point 4.

T: Where do you think they live?

Slide 2 power point 4.

T: Do you know why? ( possible different answers)

S: Because they can find…

Show them the pictures: Pond, rice fields and friends.

Aquatic birds

Parts of the body food

friends

The pond Ebro Delta



Activity 3 Coping with different conditions

Power point 4

Slide 3

Flashcards ( supplementary material, unit 2, lesson 1)

Worksheet 6

T: What do you do to cope with different situations? What do aquatic birds do?

Divide the children into 4 groups. Give each group flashcards and ask them:

What do

you /aquatic

birds do to

protect them from

you

pick up

make

deal

greet

the rain?

the sun?

the cold?

a bed?

small objects?

with the dark?

friends?

T: What do you do to protect you from the rain?

I/

Aquatic birds

use

put…on

look for

turn…on

have

send

make

produce

take

…………… to protect me from

……………to make a bed.

……………to pick up small objects.

……………to deal with the dark.

…………… to greet friends.

the rain the sun the cold

them



Students hold up the right flashcard and say the sentence.

S: I use an umbrella to protect me from the rain

I put my raincoat on to protect me from the rain.

T: What do aquatic birds do to protect them from the rain?

S: Aquatic birds use waterproof feathers to protect them from the rain.

All together complete the activity on the board. Give them 5 minutes to have a

look at them and then take them off the board.

Give them worksheet 6 to complete the grid. Then, they read aloud what they

wrote. Make a poster with the flashcards to hang on the wall.

Lesson 2

Activity 1 Warm up: Can you remember…?

Flashcards from the previous lesson.( unit 2 lesson 1)

Show them one flashcard and ask them:

T: What do aquatic birds do to …….? And to…..?

Check if they remember what they learnt in the previous lesson. They can have a

look at their worksheet.

Activity 2 Movements in water

Power point 4

Slides 4 and 5

Worksheet 7

They read slide 4 and try to answer the question (different answers but guide

them until they say parts of the body). Show them slide 5 then. They have to guess the

meaning of divers and dabblers.

T: Looking at the pictures, what do you think diver and dabbler mean? Can you

identify the differences? (Possible answers: on the surface, under the surface).

Slide 6

Work on the diagram you can see in slide 6 asking them questions about the

contents there.



Worksheet 7: Fill in this identification key taking into account what you have seen in

the power point.

Worksheet 7: In the world of aquatic birds, guess which is “the diver” and which is

“the dabbler”.

Activity 3 Make up a menu

Power point 4

Slide 7

Worksheets 8, 9 and 10

Give them worksheet 8 and tell them they have to make up a menu. Divide the

class into two groups. One of them makes menus for the divers and the other one

makes menus for the dabblers. They have to take into account where the different

species live using the facts on the worksheet. They use worksheet 8 (cut out) to

complete the menus on worksheet 9.

Without telling which bird it is for, some students read their menus in front of

the rest of the class. The other students guess if they are menus for divers or dabblers.

T: How do you know?

(If time, they do a role-play: At the restaurant. Two of them pretend they are aquatic

birds and one of them the waiter/waitress.) (Worksheet 10).



Lesson 3

Activity 1 Riddle time!!

Power point 4

Slide 8, 9 and 10

Worksheet 11

Footprint flashcards ( supplementary material unit 2, lesson 3)

Show them slide 8 and tell them to read the clues and to find out the solution.

Slide 9

T: Look at these feet. What can you do with them?

S: run, jump, walk…

T: What about aquatic birds? Have they got feet? What can they do with them?

S: swim, find food, dive, dabble….

T: What do they look like?

Worksheet 11

Children work in pairs and they draw what they think aquatic birds‟ feet look

like.

Put them into groups and provide them with flashcards about different animal

footprints.

T: Which ones are from aquatic birds? How do you know?

Show them slide 10: aquatic birds „feet

Students classify them according to their own criteria. Accept their

classifications, but ask them to focus on the number of toes and the presence of a web

between toes.

Worksheet 11

Tell them to finish the worksheet by drawing the different types of feet that

aquatic birds have. Ask them to write the parts and to complete the descriptions. They

read them aloud.



Activity 2 Question time!!!

Power point 4

Slide 11

Worksheet 12

Let the students guess the first answer, divide them into 4 groups and tell them

they are going to do an experiment to find out the second answer. Hand out worksheet

12.

Materials:

4 aquatic bird flight feathers

4 droppers

4 microscopes

Water

The conclusion is: The feathers are water-proof so they don‟t absorb water.



Lesson 4

Activity 1 Memory game

Power point 4

Slides 12,13 and 14

Memory game ( supplementary material unit 2 lesson 4)

Divide them into 4/5 groups. Provide them with a set of cards and tell them they

are going to play a memory game. They try to match the picture with its corresponding

definition.

Ask them to read aloud their answers and also ask them why they match the

pictures and the sentences in that way. After that, show them the slides 12,13 and 14 in

power point 4 to check.

Activity 2 Watch!!

http://www.youtube.com/watch?v=27b5RWgKAps

(camouflage video)

http://www.youtube.com/watch?v=G6Gx9hyW3vU

(aquatic birds behaviour: defending territory, special sounds )

Let them watch these two videos and ask them to hold up a card

(memory game) when they see a specific behaviour in the video. Stop the video and let

them say what aquatic birds are doing in and then ask them why they think they

behave that way.

Activity 3 Wall dictation

Worksheet 13

Wall dictation cards ( supplementary material unit 2 lesson 4)

Divide the class into 4/5 groups. Give a coloured card with a text to each group.

Fold the papers and stick them on the classroom walls away from where the groups are

sitting. One person from each group goes to their sentence, reads it and dictates it to

the rest of the group.

One of them writes it down on the corresponding place in the worksheet. When

they finish, assign them another colour and another pupil goes to read the sentence.

http://www.youtube.com/watch?v=27b5RWgKAps

http://www.youtube.com/watch?v=G6Gx9hyW3vU



Lesson 5

Activity 1 Create your own aquatic bird

Worksheet 14 and 15 (language support)

Provide children with a sheet of paper and let them draw their own aquatic bird.

After 10-15 minutes, children cut out their aquatic bird and they stick it on the

worksheet 14. They describe them and also create 3/4 questions to ask to other

children.

Put them in pairs and let them ask their questions to their mates and then write

them down on their worksheet.

If time, one of the children can sit down in front of the class with their aquatic

bird and the rest interview them about it.

Assess how much vocabulary children use in their descriptions.

You can use this activity as an oral and written

assessment activity (observation sheet)



Unit 3 HABITATS

Lesson 1

Activity 1 Let’s talk

Power point 5

Slides 1,2, and 3

Show children slide 1 power point 5 and ask them:

T: What is it? ( a city ).

T: Who lives in a city? (if they answer only people, ask them: what about plants and

animals? and carry on with the slide).

T:What have people, animals and plants in common? (living things).

T: So, what is a city? (let them answer in L1 and translate).

T: Right! A city is a place where living things live and grow together.

Show children slide 2.

T: A_______________ is a place where living things (what are living things? And

carry on with the slide) live and grow together. Can you guess the name by putting

these letters in order?

Children try to put the letters in order to guess the word.

Once they have guessed the word habitat ask them:

T: Are there different types of habitats in the world? Talk to your partner next to you

and tell me any other habitats in the world. (previous knowledge).

Show children slide 3 and ask them:

T: What is it? (Water, food and shelter-home).

T: Are these things important for us? Why? And what about for the plant and the

animals?

T: Can we find them in a habitat? (Yes).



Activity 2 Discover the habitats around the world!! ( whole class activity )

Power point 5

Slides from 4 to the end

a world map

Numbers, flashcards and word cards (supplementary materials unit 3, lesson 1 ).

Stick just the numbers onto the map in the following way:

Tell children you are going to travel around the world to learn about different

habitats. They start with number 1 and they guess the name of the habitat by solving

and answering some questions about that habitat in the power point. Once they have

guessed number one, they go to number 2 and go on. After guessing number one, stick

the flashcard and the word card of each habitat next to the number.

1. Desert

Task 1: Make sentences. Children look at the pictures and following the

pattern they make correct sentences.

Answers:

Task 2: Name the animal and describe it.

Task 3: The right answer is B.

1

desert

2

grassland 3

rainforest

ocean

4

arctic 5

pond

forest

7

6

The temperature is high in this habitat.

During the day it is very hot and during the night it is very cold.

This is a … . It‟s got / It hasn‟t got…. . It‟s a (group it belongs to ). It

can/It can‟t… .



2. Grassland

Task 1: Order the sentence.

Task 2: Read the sentence and they complete it by naming the animals in

the pictures. Ask them why? And give them the answer. They describe

one of the animals (follow pattern in habitat 1).

Task 3: Complete the sentences about weather and temperature

(fall=autumn).

3. Rainforest

Task 1: Forecast. They guess the weather looking at the maps. They make

sentences about it. Don‟t click too fast and let them predict first the

weather.

Task 2: True or false. When the sentence is false, they try to correct it.

Task 3: They listen to the sound they guess the animal, one by one. Then

they describe some of them.

4. Ocean

Task 1: Helped by the word bank, they try to locate the oceans.

Task 2: After watching a video about the ocean, ask them the questions.

Task 3: Let them complete the sentences.

On Monday it will rain, on Tuesday it will rain… and so on.

2. F: Trees are very tall.

4. F: There are a lot of plants there.

In the video, you can see a whale swimming through the ocean. Also

you can see some animals which live there.

When you ask the question, which characteristics do they have in

common, they should answer: gills, scales, fins…

Why do these animals can live in this habitat? Because they have

fins for swimming and gills for breathing.



5.Arctic

They make sentences.

Examples:

Task 2: Looking at the pictures, they should guess two characteristics of

this habitat.

Task 3: Question time: Give them time to try to answer the question. Also,

show them the picture before the word. Finally, they describe them.

6. Forest

Task 1: Fill in the blanks.

Task 2: Read them the clues.

Task 3: Question time: The answer is trees.

Task 4: They guess the names and describe them.

Take into account…

The last slide is just for showing them the different habitats in a world map. Ask

them some questions like:

T: Are there a lot of deserts in the world?( all the habitats )

What can the dark blue be?

It‟s very cold.

The winter is long and dark.

It snows in the winter. It is not snowing in the summer.

The summer is short.

Number 7 is the Pond. You stick the number but not the picture or the word

card because they are going to learn a lot of information about this in the next

unit. That‟s why it is not in the activities.



Lesson 2

Activity 1 What’s in the bag? ( warm-up)

A bag

Flashcards of habitats (supplementary materials unit 3 lesson 1)

Worksheet 16

Divide the class into two groups. Each group decides who is going to be the

writer. Put the flashcards in the bag and take one out from it. They say the name of the

habitat and they have 1/2min to write down what features they remember from the

previous lesson game on the worksheet. Keep going the same way with all the

habitats.

Once you have finished, each group reads what it has recorded. If they have

missed something use the power point 5 to help them to complete the worksheet.

Activity 2 Animal adaptation game.

Power point 6 ( whole class activity)

Show children slide 1 and ask them what they know about animal adaptations

and then, show them slide 2. Tell them they are going to play an interactive game.

This game consists of two questions and one task.

1st question: Would this animal be happy living here? ( less-able children )

2nd

question: Say the main reason. Choose the right answer. ( more difficult than the

first one )

3rd

task/question: Children think about more examples and some reasons

( more-able children )

Between the 2nd

question and the task, there is a slide in which children can read

and know some interesting facts about the animals they have been talking about in the

game.



Activity 3 Speech bubbles!!

Worksheets 17 and 18

This is a triple matching activity. Give out worksheet 17 and tell children to read

aloud the speech bubbles and to cut them out. They stick them on worksheet 18 next to

the correct animal. Once they have finished, they match the animal with its habitat.

Some of them correct the worksheet aloud for the rest of the class, reading the animals

speeches and saying:

I think the ( animal ) lives in the ( habitat )

Speech bubbles

camel lion

whale polar bear

parrot deer



Lesson 3

Activity 1 Warm up: Find your partner

Templates (supplementary material unit 3 lesson 3 )

Give out one square to each child. They write three things about habitats or

animal adaptation. After two or three minutes, they walk around the class and they

have to stand next to the person/s they have talked to who they have most in common

with. They should ask to each other:

You can write the language support on the blackboard

Activity 2 Habitats fact file.

Worksheet 19

This activity is a classification task. Divide the class into 6 groups. Each group

chooses a habitat. Give out worksheet 19. They read all the sentences and write the

most suitable ones for the habitat they have chosen in the corresponding place on the

next worksheet.

Once they have completed them, provide them with and envelope. Each

envelope contains five questions they will ask the other groups, but the questions are

not in order. They cut them and stick them in order in a sheet of paper.

Finally, group 1 asks the questions to group 2. While group two is answering the

questions, the rest write the answers in the correct place. At the end, all the groups

have the information about all the habitats.

What do you remember?

I remember…

Each group has to decide who is going to be the secretary (the one who is going to write)

and who are going to be the helpers. They change roles each round.



Lesson 4

Activity 1 A year in the life of a pond

Power point 8

Slides 1 to 5

Worksheets 20 and 21 (language support).

Stick number 7 onto the world map and tell them they are going to learn about

the pond.

T: In Spring all the creatures living in and around the pond begin to look for mates.

Frogs do too. It starts the life cycle. What about in summer, autumn and winter?

Show them slide 1: The pond through the year. They read the sentences in the

following slides and they guess the seasons they belong to.

Give them out worksheets 20 and 21 and ask them to make sentences taking into

account the language support, and to write them next to the right season. To correct

the activity, they read them aloud.

Activity 2 Life cycle of a frog.

Power point 8

Slides 6 to 14

Worksheet 22

Life cycle of a frog cards (supplementary materials unit 3 lesson 5)

Divide them into 6 groups and give 1 card to each group. When they see the

picture that belongs to their card on the power point, they read the correct sentence

aloud. Check their answers in the power point.

Option or differentiation. Once they have watched the power point, give them

out the cards (the long ones (more-able children) or the short ones (less-able

children)), one set each group and ask them to put them in order as quickly as possible

thinking about what they saw in the power point. The quickest group is the winner and

the one who will check the answers.

Give them out worksheet 22. They draw and write sentences about the life cycle

of a frog.



They pass their worksheet to the child next to them and they correct their

worksheet‟s partner.

Activity 3 Pairs dictation

Worksheets 23

Divide the class into pairs of A and B. Give each child their respective version

of the text and explain that they should keep this secret. Tell them the texts are the

same but different words are missing.

They take turns to read the text, which is the script from the video, and dictate

the missing words to their partner. Once they have finished they compare and check

their texts. One of the couples read the text aloud.

Activity 4 Video about life cycle of a frog ( you tube )

http://www.youtube.com/watch?v=5GGuEr-MQf4

Show them the video about the life cycle of a frog. Let them notice that the text

is the same as the video. They watch and listen to the video. They pretend to be

reporters and they watch the video again but without sound.

Life cycle of a frog (video)

Frogs are amphibians. They spend their lives part in the water and part

on the land. Frogs lay their eggs in a pond. The eggs hatch into tadpoles

(baby frogs). Tadpoles live in the water. A tadpole has a tail and no legs and

breathes with gills. It eats plants from the water. It grows back legs and front legs.

It loses its tail and its gills. Now it looks like a very small frog: froglet. It can

live on the land and swim in the water. The frogs breathe with lungs and eat

insects. Now it‟s an adult frog and it can lay eggs.

If time, they can act the story out.

http://www.youtube.com/watch?v=5GGuEr-MQf4



Lesson 5

Activity 1 Put them in order.

Music

Flashcards and sentence cards.( supplementary materials unit 3 lesson 5)

Tell the children to stand in a circle. Give them out the cards (flashcards and

sentences) of the life cycle of a frog. While they are listening to the music, they pass

the cards around and when the music stops, they put themselves (the ones who have

got the cards) in the correct order (thinking about the life cycle of a frog). Then they

describe the cycle. (They can do it again but they try to remember the sentences

without looking at the cards).

Activity 2 Animals in a pond

Power point 9

Encourage them to think about animals you can find in a pond. After listening to

their answers, show them power point 9. Ask them questions like:

T: Which group does it belong to? (vertebrates/invertebrates/both)

What’s its name?/ Where does it live?/ What does it eat?/How is it moving?

Let them guess before giving them the answer.

Activity 3 Dice game

Dice (A3 sheet) ( supplementary materials unit 3 lesson 6)

Pictures of animals (supplementary materials unit 3 lesson 6)

Stick the pictures onto the dice. Divide the class into two groups. Throw the

dice and group number one says as much as they remember about that animal (from

the power point or any other features they know). Give them one point for each correct

fact. Then group number two does the same. Who is the winner at the end of the

game?



Activity 3 Identification key

Worksheet 24

Give them out worksheet 24 and ask them to identify the animals using the

identification key.

Activity 4 Hot seat

Worksheet 21 (language support)

One of the children goes in front of the class and sits down in a chair. He/she

pretends to be an animal from the pond. The rest ask him/her the questions in the

identification key and try to guess which animal he/she is.

Questions: language support worksheets. Also they can ask their own questions

Activity 5 Odd one out (to consolidate learning)

Show them in the power point some pictures of different animals. They guess the

odd one out and they give their reasons.

As it is an assessment activity, ask children more questions about the animals in

the odd one out although they guess the answer in the power point.

T: Where do the other animals live?

Can you describe one of these animals to me?

What do you remember about this habitat?/ Can you tell me the names of the oceans?

Time for assessment: Worksheet 27 Assessment Unit 2 (Habitats)

I think the odd one out is…… because…..


(observation sheet)



Lesson 6 Worksheet 25

If possible, visit a pond in your area. Children will learn about the variety of life

at the pond. They use worksheets 25 to record all the information they get about

animals in a pond. Children can add pictures and labels.

Every time children work in groups, one of them is the teacher’s

assistant. She/he fills the teacher’s assistant sheet (next page) assessing

his/her peers work.



Teacher assistant’s sheet

Task distribution

How do your peers distribute the tasks?

Language

Do they talk in English?

Organization

Do they well organize the work?

Any comments?

_________________________________________________

_________________________________________________



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in

a c

lear

way

L

iste

ns

wit

h i

nte

rest

an

d

resp

ect

Sh

ow

s a

po

siti

ve

atti

tud

e

tow

ard

s th

e fo

reig

n l

ang

uag

e

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

Key: A: Always S: Sometimes N: Never

Comments:____________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



Self assessment

Name: _________________________________ Date: _______________

Name of the unit

Activity or

activities I like

the most

worksheet / power point / game / experiment

other:

How much I

liked it

1 2 3 4 5

How much I

learnt

1 2 3 4 5

Level of

difficulty

1 2 3 4 5

Some

expressions or

vocabulary I

learnt

Would you like to do this activity again? YES NO



Bibliography

Bell,P. (2005) The National Curriculum. Topic Book.

Bentley,K. (2009) Primary Curriculum Box. Cambridge.

Essential Science 5/6. Richmond Santillana.

Calabrese, I. (2007) Cross-curricular Resources for young learners. Oxford

Lauder, L. (2006) Projects Across the Curriculum. Scholastic.

New Science 5/6. Richmond Santillana 2004.

Science Study Book. For KS2 National Tests. BBC Active.

100 Science Experiments. Usborne 2005

Maley, A. (2007) Teaching Other Subjects through English. Oxford.

Mehisto, P., Marsh, D. and Frigols M.J. (2009) Uncovering Clil: Content and Language Integrated

Learning in Bilingual and Multilingual Education. Macmillan Books for Teachers.

Read, C. (2009) 500 Activities for the Primary Classroom. Macmillan Books for Teachers.

Stewart, D., Bergin, M. (2002) Pond Life. Franklin Watts.

Magloff, L. (2003) Watch me grow, frog. Dorling Kindersley.

Great Big Animal Book. Ticktock Entertaiment, 2005.

Spilsbury, L.,R., (2007).Habitats. Step-up Science.

Hewitt, S. (2000) All Kind of Habitats. Franklin Watts.

Parker, S. (2003). Pond and River. Eyewitness.

Websites

www.bc.co.uk/schools/science

www.enchantedlearning.com

www.ictopus.org.uk

www.primaryresources.co.uk

www.teachers.tv

www.primaryinteractive.co.uk

www.science.pppst.com

www.activescience-gsk.com

www.smithlifescience.com

www.kidsexplorer.com

www.arkive.org

www.nationalgeographic.com

Videos: www.youtube.com

Pictures: www.cilpart.com/en/

www.flickr.com/

http://www.bc.co.uk/schools/science

http://www.enchantedlearning.com/

http://www.ictopus.org.uk/

http://www.primaryresources.co.uk/

http://www.teachers.tv/

http://www.primaryinteractive.co.uk/

http://www.science.pppst.com/

http://www.activescience-gsk.com/

http://www.smithlifescience.com/

http://www.kidsexplorer.com/

http://www.arkive.org/

http://www.nationalgeographic.com/

http://www.youtube.com/

http://www.cilpart.com/en/

http://www.flickr.com/

ANIMAL WORLD: TYPES AND HABITATS - XTEC · INVERTEBRATES Lesson 1 Activity 1: ... Worksheet 7: In...

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