Science & language - Human reproduction process

UAB 2014-2015

Let’s present our human reproduction models!

Carolina Gálvez Santos Practicum V Prof.: Dr. Dooly

Escola Collserola

Cerdanyola del Vallès Teacher: Marta Fenoy

TABLE OF CONTENTS TEACHING SEQUENCE PLANNING FORM ........................................................................ 2 THE BIG PICTURE.......................................................................................................... 2 Sessions: Main activities - Sequence progression................................................................... 4 Main learning outcomes ........................................................................................................ 7 A COLLAGE: Under the microscope ................................................................................ 8 ASSESSMENT OUTLINE ............................................................................................. 31 ANNEX .......................................................................................................................... 32

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TEACHING SEQUENCE PLANNING FORM

Title of your teaching sequence: Let's present our human reproduction models!

Name: Carolina Gálvez Santos School: Escola Collserola – Cerdanyola del Vallès Grade Level(s): 6th graders *Subject(s): Science & Language

THE BIG PICTURE This teaching sequence (TS) has been designed on the basis of Practicum IV. It is the result of the follow-up of combined tasks and activities related to puberty and the human reproductive system.

A few months ago, pupils of three 6th graders classrooms created distinct models to represent the process of human reproduction. Initially, this outcome had to be presented to an English teacher and researcher who had asked them for help with one of the studies he was working on.

Nevertheless, since the timing of the sessions was very long, I decided to postpone the presentation and implement it thoroughly during Practicum V.

Therefore, this TS aims at completing the previous one. Learners will make a video recording of themselves explaining the human reproduction process in English with the support of the models they had built previously. Certainly, English is the target language to be used both in the video and throughout the sessions, which will take place in Science classes. Their work will be uploaded to the school blog.

The main TS goals are on the one hand communicating in English successfully and on the other hand consolidating the concepts pupils learnt about human reproduction. Likewise, pupils will be asked to work collaboratively. It has been proved that it goes far beyond its benefits for kids’ learning. Indeed, it deals with minimising the difficulties they experienced in the previous practicum while working peers-to-peers. Needless to say, the difficulties some pupils find when they have to speak in a foreign language which is not an easy challenge.

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(Having a plan B for each session has been taken into account: Some images have been transferred to a Power Point presentation just in case we have technical problems such as problems with the Internet connection)

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Sessions: Main activities - Sequence progression Week 1

It took 3 – 4 sessions!

Title: “Collaborative work. What does it mean?” 

Introducing myself by using a Voki avatar



Organising group working o

Watching a video about collaborative learning twice and filling in an individual template (oral comprehension): https://youtu.be/VWjjPdWh5Qo

o

Speaking activity: 

o

Gathering information: What did you understand?

Speaking activity: 

Deciding on roles in the group: Expressing preferences, likes and dislikes.

Week 2 Title: “Human reproduction. What we need to know I” 

It took 2 sessions!

Creating a glossary o

Watching a video about human reproduction twice and filling in an individual template (oral comprehension):

o



Words identified



“Words I do not understand”

Speaking activity: Sharing and gathering information (group working) 

Comparing information



Spelling checking + Discovering new vocabulary by using Tagul and dictionaries (on-line and on paper)

We did not have time to do the discovering activity: No Tagul tool.

Glossary done at home, individually: It was difficult and boring for the kids.

Meaningless!

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Week 3 Title: “Human reproduction. What we need to know II” 

Stating both the parts and the functions of male and female reproductive systems o

Speaking and writing activity: Sharing and gathering information + filling in 2 posters (group working)

Week 4 Title: “Preparing our presentations I. Thinking out loud” 

Previous knowledge about preparing presentations o

Speaking activity (Teacher – Pupils interaction) 





What do we know: What to say? / Body language

Finding differences between good and bad presentations o

Watching a video (oral comprehension) + Taking notes (individual activity)

o

Speaking activity (group working) 

Sharing information



Filling in a template

Focusing on different strategies to act in front of a camera o

Speaking activity (Teacher-Pupils interaction)

Week 5 Title: “Preparing our presentations II. Getting started” 

Refreshing your memory: Power Point + Story telling o



Oral comprehension and speaking activity (repetition of the story)

Structuring our presentation o

Only one video gathering the oral presentation of each group’s model in Speaking activity (group working) order to represent the whole process of human reproductive systems.  Making proposals: In pairs, organising the presentation 

Sharing ideas and decision making (the whole group)



Filling in a template: Turn-taking, content choice, creative ideas, etc.

No in-pairs work, but in small groups from the very beginning.

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We were in a great hurry! The countdown had started!

Week 6 Title: “Preparing our presentations III. 2nd draft of script” 

Writing the second draft (group working)

Week 7 Title: “Preparing our presentations IV. Final script” 

Writing the final draft (group working)



Preparing strategies (flashcards, scenery)

Few groups finished their script and started rehearsing. We were running out of time: There were no more available sessions (just 1 to record the oral presentations and to evaluate them).

The great majority only finished the script, but did not have time to rehearse. 1 or 2 groups did not work properly and did not finish their script.

Week 8 Title: “Preparing our presentations V. Rehearsing” 

Speaking activity: Rehearse, rehearse and rehearse.

Week 9 Title: “Preparing our presentations VI. Recording” 

Speaking activity: Giving the oral presentations (1/2 groups)

Week 10 Title: “Presenting our work” 

Watching the video creations o

Peers’ assessment rubric (language and content comprehension + creativeness + body language)

o

Uploading the videos to the blog and sending them to Sean.

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Main learning outcomes Pupils will be able to understand different documentaries on human reproduction. In addition, they will be able to interact with their peers by using a specific lexicon about this topic.

Likewise, learners will be able to make a short oral presentation on human reproduction, which will be recorded and edited in order to be sent to an English teacher (an explanatory and descriptive text will be written beforehand).

Pupils will be able to improve their speaking skills in English since they are supposed to interact with their peers by using the English language throughout the TS: The teacher will provide them with support materials, as regards not only human reproduction content but also regarding daily use expressions, such as giving opinion.

Finally, as regards the organisation of the tasks, negotiation of roles and use of pragmatically appropriate language, pupils will be able to develop personal and social skills to get the tasks done, since they are going to work in groups collaboratively.

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A COLLAGE: Under the microscope You will find below a detailed description of each session:

Session:

FIRST WEEK

Collaborative work. What does it mean?” 

Organising group working o

Watching a video about collaborative learning (twice) and filling in an individual template (oral comprehension).

Principal activities

o

(summary)

Speaking activity: 

o

Gathering information: What did you understand?

Speaking activity: 

Deciding on roles in the group: Expressing preferences, likes and dislikes



language.

SWBATs of the lesson (minimum 1)

Previous language knowledge needed

Other knowledge needed

To get deep knowledge about collaborative learning –both content &



To improve their speaking skills about expressing preferences.



To review past simple tense.

o

“I like – I don’t like”

o

“I think that…”

o

“What did you understand?” – I understood…”

o

Past simple tense (grammar rules)

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 “Collaborative learning” meaning: - Characteristics (content): respecting others’ opinions, sharing ideas, listening to our peers, role functions, etc.

New knowledge/language

- Specific vocabulary (language): Group organiser, problem

to be introduced

solver, recorder, time keeper, voice controller, speaker, material manager  Expressing preferences: “I would like to be…because…”

Specific Output (if any)

How it will be assessed*



A summarising poster per group to state the main characteristics of collaborative learning.



Teacher’s assessment rubric: “Poster content & language” (1 per group)



Peers’ and self-assessment: “Collaborative learning” + English language use.

2. Preparation

Teacher Materials

 Voki + Power Point (Main characteristics of Collaborative learning)  STOP signal (classroom management: reflection time)

 Individual template to fill in: Listening & Speaking - Activity 1  Group roles: Speaking – Activity 2 Student Materials

 Support materials: Roles cards + flashcards with the linguistic structures to be used (projected on the Whiteboard too)  Peers’ and self-assessment rubrics

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 Coloured cardboards (1 per group), felt-tip pens, support labels (Activity 1)  Every session roles’ chart

Special circumstances (computer lab, playground) Preparation needed outside of ordinary class

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3. The lesson plan Time: 8’

Introduction to the TS: Objectives + Group working + Final output + Presenting the planning for this session Good morning/afternoon everybody. I’m very glad to stay here again. Do you remember that we still have an issue pending regarding the unit on human reproduction? Do you remember Lesson Procedure

Sean? The English teacher and researcher? Yes? A few months ago, we agreed we would send him a presentation about the human reproduction process. Right? So, our objective is to make a videoIntroduction

recording of yourselves explaining it in English by using the models you built then.

Did you understand? If not, please, say “Carol, I don’t understand”, and I’ll explain it again. Thumbs up? Or down? Up? Perfect!

We’re going to work in groups (the same groups we organised before) and we’re going to speak in English. IN ENGLISH, OK? The most important objectives of this unit are, on the one hand, to communicate in English and, on the other hand, to improve

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collaborative work. Do you understand ‘improve’? It means to do it better. All right?

Today, we’re going to watch a video about collaborative work. So, please, make groups before watching the video. Please, don’t make noise. Keep calm.

Time: 7’

Listening: 

Audio-visual presentation about collaborative learning (click on the link stated on the Annex). Pupils watch a video twice and, individually, they take notes on a template provided by the teacher. They are supposed to identify the main characteristics of collaborative work, i.e. respecting others’ opinions, sharing ideas, listening to their peers, etc.

Speaking: Collaborative work.

What does it mean?



Gathering information: What did you understand?

In groups, sharing everyone’s notes and comparing them. Since (Individual

work,

pupils will not have already decided on their individual roles, in this

group work: pupils

occasion, it is the teacher who leads the interaction within the

interaction)

groups. The teacher gives each learner a card with a number (“Pupil 1”, “Pupil 2”, “Pupil 3”, “Pupil 4”, “Pupil 5”). He/she becomes a model by showing the learners how the leader of the group will have to assign turns in next speaking situations: Modelling: (Teacher talk) T: I am the leader today, so I am going to organise the speaking time. Student 1, please, What did you understand?

S: I understood that...

T: Look at the whiteboard. You have here the structures I want you to use when you speak, OK? I am going to give you a copy for each

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Time: 15’

group, too. Please, look at the flashcard and use the structures that appear on it. Let’s take a look at them. The leader asks “What did you understand?” Remember the past simple tense. You use the auxiliary DID and the verb in the base form. And, be careful! Pay attention! When you answer the question, you have to use ONLY the verb in the past simple tense, without DID. NO DID in the answer, only the verb in the past ‘understood’. Are you with me? Thumbs up? Or thumbs down? So, you are going to answer: ‘I understood’, not ‘I understand’, yes or no? Please, ask me if you do not understand, right?”

Pupil number 1 starts explaining his/her ideas. The rest of the group listens carefully and puts a check mark ( ) in each  idea (sentence) that coincides with those said by pupil number 1. When pupil number 1 finishes explaining his/her ideas, he/she asks the same question to pupil number 2, for example: Imagine Iago is the pupil number 1. When he is finished, he will say to pupil number 2: “What did you understand, Ariadna?” (Ariadna being pupil number 2).

Ariadna will answer “I understood that blablabla”. While Ariadna is speaking, the members of the group do the same. That is to say to listen carefully and check if they had the same ideas than Ariadna.

When Ariadna finishes speaking, she will answer the same question to pupil number three and so on. Is it clear? Is it clear for everybody? Sure? Ok, then, let’s start doing the activity.

When all the members in the group finish speaking, you start comparing everyone’s ideas. It should be easy since you are supposed to have marked the principles you coincide with. If there are any other ideas, you comment on them and decide on whether they are correct or not.

(We can do an example with one group in order for the pupils to understand the dynamics) Time: 8’

Creating our poster Writing: about Collaborative work



Writing down the main characteristics of collaborative learning on a cardboard in order for them to keep it throughout the TS.

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(Pupils interaction)

Ok! Now you know the main characteristics of collaborative learning. Let’s write them down. We’re going to make a kind of poster/flashcard you will keep on your table during the TS. As you haven’t decided your roles yet, I want you to take a felt-tip, each one in a different colour. Please, each one should write a characteristic down. One writes, the rest verify! No spelling mistakes.

Time: 12’

Speaking: 

Expressing preferences, likes and dislikes Pupils number from 1 to 5 their preferences for five different roles proposed (individual activity). Afterwards,

Deciding on roles in

they justify their decision and, finally, comment on them

the group

with their peers. Finally, they decide on the roles for next session.

(Individual, Pupils

Now, we’re going to do another activity. Please, read and answer

interaction)

individually the left part of this grid. Think about what role you prefer to be in the next session and why. Explain it to your peers.

After that, decide on the roles of each member of the group and write your names down on the right part of the grid. Finally, sign your contract of Collaborative work.

Please, bear in mind that the roles will rotate each week.

Time: 10’



Peers’ and self-assessment: “Collaborative learning” + English language use.

Closure/Conclusion



Teacher’s assessment rubric: “Poster content & language” (1 per group) Pupils will hand-in their posters to the teacher. She will correct them paying special attention to the content related to Collaborative learning as well as to the language used.

Also they will be asked to evaluate their mates regarding

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both their social skills and their use of English language throughout the session.

Session:

SECOND WEEK

“Human reproduction. What we need to know I” 

Creating a glossary o

Watching a video about human reproduction twice and filling in an individual template (oral comprehension):

Principal activities (summary)

o



Identified words



“Words I do not understand”

Speaking activity: Sharing and gathering information (group working) 

Comparing information



Spelling checking + Discovering new vocabulary by using Tagul and dictionaries (on-line and on paper)



To consolidate previous knowledge about the human reproduction process.

SWBATs of the lesson



To improve their speaking (lexicon and language structures) and social skills (collaborative learning).

Previous language knowledge needed

Other knowledge needed

o

Concepts about the human reproduction.

o

“I think that… / I agree – disagree with you”

o

“How do you write…?”



Content learnt throughout the previous TS

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New knowledge/language to be introduced Specific Output (if any)

 Human reproduction jargon.



A glossary with the main concepts regarding the human reproduction process.

How it will be assessed*



The teacher will correct the glossary



In-group peers’ and self-assessment: “Collaborative learning” + English language use.

2. Preparation

 Video about human reproduction Teacher Materials

 A Tagul creation with the most important jargon  STOP signal (classroom management: reflection time)

 Glossary to fill in: A list of Catalan concepts to be translated into English – Activity 3  Support materials: Role identification cards + flashcards with the Student Materials

linguistic structures to be used (projected on the Whiteboard too)  Peers’ and self-assessment rubrics  Dictionaries (on paper)  A computer (on-line dictionaries)

Special circumstances (computer lab, playground)

------

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Preparation needed outside of ordinary class

------

3. The lesson plan Time: 10’

-

Revision of the main characteristics of Collaborative working.

-

Lesson Procedure

Introduction

Presenting the planning for this session

Good morning/afternoon everybody. First of all, is there anyone who can explain to us what we did last week? (I expect someone who answers). Are there any doubts regarding collaborative work?

Is everything clear? Yes? So, (X) can you tell me two characteristics of collaborative working?(In case they have difficulties in answering the question, his/her classmates will help). Perfect! I need a brave boy or a brave girl who tells me one or two more features about working collaboratively. (Y) Do you want to try? I’ll help you.

Good! Today, we’re going to create a glossary containing the main words you need to know about human reproduction. We’ll see a video and afterwards, you will share (remember “share”) the information in pairs and, after that, with the whole group.

Listening:  Watching a video,

Time: 15’

Audio-visual presentation about human reproduction.

Pupils watch a video twice and, individually, take notes on a template provided by the teacher. They are supposed to

Taking notes

(Individual work)

identify the words that look like similar.

I’m going to give you a list with Catalan words. You have to translate them into English. How are you going to translate them?

Firstly, we’re going to see a video twice. “Do you understand ‘twice’?” Is there anyone who can explain the meaning in English?

Try to say it in another way (‘two times’). You have to note the words you identify, you understand, you recognise. For the time being, don’t worry too much if there are spelling mistakes, if you

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don’t write some words correctly. What is important is to identify the English word. Do it individually, OK? Are there any questions?

There we go! (First watching). Now, the second time. Look for the words you don’t understand. Write them as you can (Second watching).

Was it better? Let’s see.

Time: 20’

Speaking: 

Hand-out identification role cards as agreed on the previous session.



Gathering information: What did you understand?

In pairs, learners compare their results by using the support materials (10 minutes): flashcards, on-line dictionaries and paper ones. Afterwards, the whole group shares the information (4-5 classmates).

Creating our glossary

(Pupils

interaction:

firstly

by

afterwards whole group)

pairs, the



Comparing information



Spelling checking + Discovering new vocabulary by using Tagul

Good! How many words missing? Compare with your partner (in pairs) the words you have. Use the flashcards you have on your table. They are also on the Whiteboard. Remember, you have to talk in English. You’re going to be assessed at the end of the class! For example, you can say: “I think ‘ovari’ is ‘ovary’ in English. What do you think?” And your partner can answer “I agree with you” or “I don’t agree with you”. Also you can say “I heard ‘reproduction’.

How do you write ‘reproduction’? Do you understand? Ten minutes.

Ok. Stop. How was it? Any problems? What you have to do now is to make sure the words you’ve written are correct. We are going to use Tagul tool to check the vocabulary. The recorder of group number 1. Can you come here, please? Can you point to the different words on the screen please? (Pupils will be able to check

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their vocabulary and to modify it if necessary). After 5 words checked, the teacher calls another recorder (group 2, 3, 4, etc.)

Time: 15’



Peers’ and self-assessment: “Collaborative learning” + English language use.



Teacher’s assessment: Glossaries Pupils will hand-in their glossaries to the teacher. She will

Closure/Conclusion

correct them.

Kids will be asked to evaluate their mates regarding both their social skills and their use of English language throughout the session.

Session:

THIRD WEEK

Title: “Human reproduction. What we need to know II” Principal activities



(summary)

Stating both the parts and the functions of male and female reproductive systems. o Speaking and writing activity: Sharing and gathering information + filling in 2 posters (group working)

 SWBATs of the lesson

To consolidate previous knowledge about the human reproduction process.



To improve their speaking (lexicon and language structures) and social skills (collaborative learning).

Previous language

o

Concepts about the human reproduction.

knowledge needed

o

“I think that… / I agree – disagree with you”

o

“How do you write…?”

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Other knowledge needed



Content learnt throughout the previous TS

New knowledge/language to be introduced

 Human reproduction jargon.

Specific Output (if any)



Filling in 2 posters: The female reproductive system + The male reproductive system.

How it will be assessed*



Teacher’s correction and comments on it at the beginning of the next session.

2. Preparation

 Support material: Expressions to use while interacting with our peers Teacher Materials

(projected on the whiteboard)  STOP signal (classroom management: reflection time)

 2 Posters to fill in.

Student Materials

 Support materials: Role cards + flashcards containing linguistic structures to be used (projected on the whiteboard too)

Special circumstances (computer lab, playground)

------

Preparation needed outside of ordinary class

------

Procedure

Lesson

3. The lesson plan

Introduction

Time: 10’

Presenting the planning for this session

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Good morning/afternoon everybody. How are you today? Do you have any comments or doubts about the last session?

Today, we are going to continue studying the human reproductive system. In groups, you are going to fill in two posters -these oneswith the information you already know about the female reproductive system and the male reproductive system, right? So, please, remember the video we saw last week. Think about the parts AND the functions of the human reproductive systems.

You are supposed to use the English structures on the flashcards, OK? And to work collaboratively, please! Do you understand?

X, can you explain to your classmates what you have to do, please? (…) Thank you. Any questions so far? So, off we go!

Time: 35’

Speaking:

Filling in the posters



Learners are expected to work in groups and share their ideas to come up with two duly filled posters. After speaking for a sometime, they will watch again the part of

(Pupils interaction)

the videos where the functions of the human reproductive systems appear. In doing so, they will be able to verify if their ideas are right or wrong. Likewise, this will help the learners having difficulties in completing the activity.

Closure/Conclusion



Pupils will hand in the two posters.



Teacher - learners interaction to recap the main information that should appear on their posters.

Session:

FOURTH WEEK

Principal activities (summary)

Title: “Preparing our presentations I. Thinking out loud”

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Time: 15’



Previous knowledge about preparing presentations o

Speaking activity (Teacher – Pupils interaction) 



What do we know: What to say? / Body language

Making the difference between good and bad presentations o

Watching a video (oral comprehension) + Taking notes (individual activity)

o





Sharing information



Filling in a template

Focusing on different strategies to act in front of a camera o

SWBATs of the lesson

Speaking activity (group working)

Speaking activity (Teacher-Pupils interaction)



To distinguish between good and bad presentations.



To start thinking about different strategies to create good presentations (language + content + body language)

Previous language

o

How to introduce ourselves

knowledge needed

o

How to introduce a topic

Other knowledge needed

-----

New knowledge/language

 Social skills in presentations / Formal language

to be introduced

 Expressions to introduce different topics  Body language

Specific Output (if any)



Filling a template: Sequence of actions + How we do them (Linguistic structures) + Strategies to remember – memorise the “script”.

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How it will be assessed*



Exit slip (oral presentations): “What stuck with you today?”

2. Preparation

 Support material: Expressions to use while interacting with our peers Teacher Materials

(projected on the whiteboard)  STOP signal (classroom management: reflection time)

 Individual template to fill in.

Student Materials

 Support materials: Roles cards + flashcards containing linguistic structures to be used (projected on the whiteboard too)  Exit slip  Cardboards, post-its in different colours

Special circumstances (computer lab, playground)

------

Preparation needed outside of ordinary class

------

3. The lesson plan Time: 5’

Lesson Procedure

Presenting the planning for this session

Introduction

Good morning/afternoon everybody. How are you today? Do you have any comments or doubts about the last session?

Today, we’re going to start preparing our presentations: How can we introduce ourselves? What things are we going to present? How are we going to do it? Which strategies are we going to use?

Presenting ourselves

Time: 20’

Speaking: Previous knowledge

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The teacher asks the pupils different questions to check their (Teacher-

pupils

interaction)

previous knowledge about introducing themselves, introducing a topic, etc. (What to say? + Body language). The teacher writes their statements on the blackboard in order to help them make deductions and compile some possible structures to use in their presentations.

T: “When you appear on a video, “What is the first thing to do?”

S: To introduce ourselves.

T: “What do you say to introduce yourselves?” “What is the first thing you say?”

S: Hello / Good morning – afternoon (but if we are going to do a video, we are going to say “Hello”, we do not know if Sean is going to see the video in the morning or in the afternoon) S: Hello. I’m Sergio. Hello I’m Judith. I’m….. We are the group X. T: Ok! And the second thing?

S: To present the product.

T: Perfect! We say what we are going to do AND, very important, we need to know how we are going to do it. And the next thing? If we are going to explain human reproduction, we need something you did two months ago.

S: To show the model and explain what it is represented on it.

T: Excellent! You can start now sharing ideas with your mates (firstly, in pairs) And, finally, please, think about some strategies to remember what you’re going to say during the video-recording.

Don’t forget to speak in English as much as possible!!! Respect your roles. Don’t forget to swap them!

Scaffolding will be provided by projecting on the whiteboard the expressions they have to use to interact with their mates.

Writing: Filling in a template Introducing ourselves

The kids will have to fill in a template provided by the teacher: “Things to do:” / “How we do them (Structures-sentences)” /

(pupils interaction – Collaborative work)

“Mnemonic resources: Strategies to remember what we have to say during the recording; thinking about making some flashcards with the main words, expressions they are going to use (While 1 or 2 pupils are speaking and pointing to the model, the other learners in

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Time: 25’

the group are behind the camera, showing them these flashcards – like a script, a cheat sheet).

T: On the next session, you’re going to work in groups to write down your draft “script”.  Closure/Conclusion

Time: 10’

Exit slip (1 per group): Each pupil will stick a post-it in his/her group cardboard in order to state what caught his/her attention in the session, what he/she learnt, etc.



Teacher’s assessment rubric: “Record the students (mobile phones / camera)”

Session:

FIFTH WEEK

Title: “Preparing our presentations II. Getting started” 

Refreshing your memory: Power Point + Story telling o

Oral comprehension and speaking activity (repetition of the story)



Structuring our presentation o

Speaking activity (group working)

Principal activities



Making proposals: In pairs, organising the presentation

(summary)



Sharing ideas and decision making (the whole group)



Filling in a template: Turn-taking, content choice, creative ideas, etc.

 

Sharing information

Focusing on different strategies to act in front of a camera o

Speaking activity (Teacher-Pupils interaction)

This activity is the folow-up of the previous one. Pupils will be asked to develop their creativeness as regards the way they are going to present the video.

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 SWBATs of the lesson

To have a good command of the content on human reproductive systems.



To structure their presentations by focusing on the content that is going to appear and stablishing turn-taking.

Previous language knowledge needed

-----

Other knowledge needed

New knowledge/language to be introduced

-----

 Social skills in presentations / Formal language  Expressions to introduce different topics  Body language (the same as on the previous session)

Specific Output (if any)

How it will be assessed*



First draft of their video-recording script.



Peers’ and self-assessment: “Collaborative learning” + English language use.

2. Preparation

 Story to tell with visual support (Power Point with pictures) Teacher Materials

 Support material: Expressions to use while interacting with our peers (projected on the whiteboard)  STOP signal (classroom management: reflection time)

Student Materials

 Individual template to fill in.

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 Support materials: Role cards + flashcards containing linguistic structures to be used (projected on the whiteboard too)  Peers’ and self-assessment rubric Special circumstances (computer lab, playground)

------

Preparation needed outside of ordinary class

------

3. The lesson plan

Presenting the planning for this session

Time: 5’

Good morning/afternoon everybody. How are you today? Do you have any comments or doubts about the last session?

Introduction

Lesson Procedure

Today, we’re going to continue organising our video-recording.

You’re going to do your first draft. But, before, we’re going to do something different. We’re going to tell a story, OK? Listen to me carefully, because you will have to repeat the story. All right? Are you ready?

Time: 20’

Listening and speaking: Oral comprehension and speaking skills. Memorising the story.

Once upon a time, there was an ovum. It lived in an ovary… (see Listen and Tell

the annex to read the whole story and to watch the document with Time: 25’ the slides of the Power Point). X, repeat: “Once upon…”

Organising our video-recording

S1: “Once upon a time, there was an ovum” T: Good, X! Once upon a time, there was an ovum. It lived in an ovary. (The teacher will look at another pupil. He/she will be

(Pupils interaction)

expected to repeat the story since the very beginning). Once upon…

S2: Once upon a time, there was an ovum. It lived in an ovary.

T: (The teacher congratulates by doing a gesture with her thumb up and continues telling the story). Once upon a time, there was an ovum. It lived in an ovary. The ovum was growing up. (The teacher

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points at another kid. He/she should repeat the whole story, and so on).

T: Right. Now you remember the main content that should appear on your videos, you are going to organise your script. I’m going to give you a worksheet to help you. Please, remember to speak in English as much as possible, OK? If you don’t understand something, just ask me!

Speaking:

Organising

turn-taking

and

content

choice.

Developing creativeness.

Pupils are expected to become more autonomous. Scaffolding will be provided by projecting on the whiteboard the expressions they have to use to interact with their mates.

First ten minutes: Working in pairs. Making proposals.

Fifteen minutes more: Sharing ideas (whole group).

Examples of other Watching different videos and some CMC tools

Time: 10’

presentations The teacher will provide the learners with different examples of creative video-recordings as well as motivating tools in order to (Teacher-pupils

create an amazing presentation (the same kind of presentation is not

interaction)

allowed in the same classroom. We ask for variety).

Organising

Time: 10’

our

video-recording

Speaking: Ten more minutes to decide if they’re going to change their first

(Pupils interaction)

idea.

Time: 10’

 Closure/Conclusion

Peers’ and self-assessment: “Collaborative learning” + English language use.



Teacher’s assessment rubric: “Record the students (mobile phones / camera)”

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Session:

SIXTH WEEK

Title: “Preparing our presentations III. On the way”  Principal activities

Working on the final draft. o

(summary)

Speaking activity (group working) 

Making proposals



Sharing ideas and decision making (the whole group)

This activity is the folow-up of the previous one.

SWBATs of the lesson



Rehearsing the oral presentations.



To write a correct script and to act properly in front of a camera.

Previous language

-----

knowledge needed

Other knowledge needed

New knowledge/language to be introduced

-----

 Social skills in presentations / Formal language  Expressions to introduce different topics  Body language (the same as on the previous session)

Specific Output (if any)

How it will be assessed*



Final draft of their video-recording script.



Peers’ and self-assessment: “Collaborative learning” + English language use.

2. Preparation

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 Support material: Expressions to use while interacting with our peers Teacher Materials

(projected on the whiteboard)  STOP signal (classroom management: reflection time)

 Individual template to fill in.  Support materials: Role cards + flashcards with the linguistic structures

Student Materials

to be used (projected on the whiteboard too)  Peers’ and self-assessment rubric Special circumstances (computer lab, playground)

------

Preparation needed outside of ordinary class

------

3. The lesson plan

Presenting the planning for this session

Time: 10’

Good morning/afternoon everybody. How are you today? Do you have any comments or doubts about the last session?

Introduction

Lesson Procedure

Today, we’re going to continue working on your drafts. You know what you have to do. Remember you have to work collaboratively and speak in English as much as you can.

Time: 40’

Speaking and writing: Developing creativeness.

Organising

our

video-recording (Pupils interaction)



Sharing ideas (whole group). Writing the script.



Rehearsing

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

Peers’ and self-assessment: “Collaborative learning” + English language use.

Closure/Conclusion



Time: 10’

Teacher’s assessment rubric: “Record the students (mobile phones/ camera)”

Week 7

Title: “Preparing our presentations IV. Final script” 

Writing the final draft (group working)



Preparing strategies (flashcards, scenery)

Week 8

Title: “Preparing our presentations V. Rehearsing” 

Speaking activity: Rehearse, rehearse and rehearse.

Week 9

Title: “Preparing our presentations VI. Recording” 

Speaking activity: Performance (1/2 groups)

Week 10

Title: “Presenting our work” 

Watching the video creations o

Peers’ assessment rubric (language and content comprehension + creativeness + body language)

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ASSESSMENT OUTLINE Early in the teaching sequence:



Previous knowledge about preparing presentations (third week)

During the teaching sequence:



What the pupils remember about collaborative learning (done in the previous session)



Peer and self-assessment (on each session)

End of the teaching sequence: 

Video-recordings on human reproduction: Content-rich presentations, English language use and originality will be evaluated both by the peers and the teacher.

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ANNEX

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Listening Collaborative work support – Activity 1

Video on “Collaborative learning”: https://youtu.be/VWjjPdWh5Qo (Also accessible on my blog)

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HUMAN REPRODUCTION GLOSSARY TERM

DEFINITION

CATALAN

TRANSLATION Bag surrounding the fetus in the uterus and containing the amniotic Sac amniòtic fluid.

Liquid that protects the fetus in the uterus.

Líquid amniòtic

The time when a baby comes out from the body of its mother.

Naixement

Urinary sac.

Bufeta orina

A red liquid that flows through the bodies and animals; its major

Sang

function is to transport oxygen necessary to life throughout the body.

Ring of muscle at the lower end of the uterus. It keeps the baby in

Cèrvix / Coll úter

place while the woman is pregnant.

An organism in the early stages of development.

Embrió

Tubes (also called “oviducts”) that leads from an ovary to the uterus.

Trompes de Fal·lopi

The fusion of a male and a female sex cell.

Fecundació/

An unborn baby. Usually eight weeks from conception.

Fertilització Fetus

The time during which a fertilised egg (ovum) develops into a baby

Gestació

ready to be born.

An organ or tissue that makes a substance for release, such as a

Glàndula

hormone.

Chemical messengers produced in glands and carried by the blood to

Hormona

specific organs in the body.

The process by which a woman gives birth to a baby.

Part

An interior covering of the uterus.

Revestiment

Recurring series of events in the human female reproductive system.

Cicle menstrual

Loss of blood and tissue from the lining of the uterus through the

Menstruació

vagina during the menstrual cycle.

A pair of organs in the female reproductive system where ova (eggs)

Ovaris

and hormones are produced.

The process of releasing an ovum from an ovary.

Ovulació

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The female sex cell produced by ovaries.

Òvul

The organ in the male reproductive system that carries urine and

Penis

semen to the outside of the body.

The organ in the uterus of pregnant mammals that allows the transfer

Placenta

of nutrients and waste products between the mother and the fetus through the umbilical cord.maturity happens.

Time during which sexual

Pubertat

The organs and tissues involved in producing offspring (descendant).

Aparell reproductor

Skin that contains the testes in the male human reproductive system. Escrot The male sex cell.

Espermatozoide

Tubes leading from the testes in the male human reproductive

Conductes deferents

system.

The male organ that produces sperm.

Testicles

The cord that connects the fetus to the placenta. It contains blood

Cordó umbilical

vessels.

Tube leading from the bladder to the outside of the body.

Uretra

Also known as a “womb”. A muscular bag with a soft lining. This is

Úter

where the fertilised ovum develops.

A muscular tube that leads from the cervix to the outside of a

Vagina

woman’s body.

The division of a cell into two new cells during growth or reproduction.

Divisió pluricel·lular

The expulsion of semen by the reproductive organs.

Ejaculació

The mucous membrane that lines (covers) the uterus and is shed

Endometri

(changed) during menstruation.

Vascular tissue capable of filling with blood and becoming rigid.

Teixit erèctil

The external genitals of the female.

Òrgans externs

An organism of the sex or sexual phase that normally produces ova

Femella

cells.

Sexual relations.

Relacions sexuals

An organism of the sex or sexual phase that normally produces a

Mascle

sperm cell.

Milk-secreting glands in female breasts.

Glàndules mamàries

The condition of carrying a developing fetus within the uterus

Embaràs

(gestation).

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Also called “seminal fluid�. A viscous whitish fluid containing sperm

Semen

cells that is ejaculated from the male genital tract.

The cell resulting from the union of an ovum and a sperm cell

Zigot

(spermatozoon).

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THE HUMAN REPRODUCTION PROCESS: A story told with visual support Visual support: http://issuu.com/cgsvprsi/docs/images_and_names.pptx Story:

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Assessment material

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We did not have time to do it!!!!

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We did not have time to do it!!!!

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

I used the same model of data grid for 6th B and 6th C.

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