Uno de mis primeros intentos de organización por proyectos.

1. Didáctica de la Lengua y la Literatura (inglés)
Adapted from British Curriculum Unit Template
UNIT 10: A VISIT TO THE ZOO
Curso académico 2009-2010
About the unit/ Where this unit fits
Through this unit children will learn about animals and they will classify them into different groups according to their common characteristics.
They can use ideas about respect for the biodiversity in their nearly environment.
Tasks in this unit will focus on:
- Classify animals depending on different criteria: what they eat, how they reproduce, relation with the humans, vertebrates or invertebrates.
- Know and compare main parts in the body of animals.
- Describe an animal.:(give main features about it; compare with others and say in which group of vertebrates it is, giving reasons). Listen to
their classmates speech.
- Create a Big Book that shows what they have learnt and that joints all their works.
Experiment and investigate work focuses on :
- Making questions and answers about animals to classify them.
- Look for information on different means to present it in pictures, tables, conceptual maps or texts.
This unit is builds on “Knowledge and interaction with the physical world”.
In this unit children can use the ICT to investigate and observe different type of animals.
Children will develop communicative skill during this. unit.
Children will also have opportunities to observe and describe main characteristics of one animal and make art and craft about it, maps and simple texts.
The work is also in relation to respect for the natural environment and social education
This unit will also take 8 sessions.

2. Didáctica de la Lengua y la Literatura (inglés)
Adapted from British Curriculum Unit Template
Curso académico 2009-2010
Prior Learning Language used in the unit Important Resources
Links with children studied in 1º about living
things, common facts in living things and about
animals and their reproduction.
Vocabulary about animal bodies, where they live
and what they eat.
Simple questions and answers about animals:
Does it live in the jungle? It swims, flies, crawls.
In this unit children will have opportunity to use:
- Informative texts: Words and sentences
about animals, how they reproduce, eat,
move and live: lay eggs, mother’s womb,
viviparous, oviparous, carnivores,
herbivores, fly, walk, run, slither, swim.,
horns fins, scales, wings.
- Descriptive texts: Words and sentences
describing animals: they are born, they live,
they eat, they have, ..
- Narrative texts: talking about personal
experiences.
- Dialogues. texts: has it got wings?, lions are
carnivores.
- Expressions of reasons using “because”
- Collections of flash cards about animals,
parts of animals (wings, feathers, scales,
fins, horns, fur, ...)
- Poster of a zoo. Text book ( World 2. Vicens
Vives Ed.)
- Their Science notebook ( including their
works in 1º)
- Other resources: power points about animal
classification, posters with key questions.
Animal web pages (
www.animal.discovery.com,
www.kids.nationalgeographic.com
- http://www.youtube.com/watch?
v=21I2VeZL7Yc

3. Didáctica de la Lengua y la Literatura (inglés)
Adapted from British Curriculum Unit Template
Curso académico 2009-2010
Expectations
At the end of this unit all the
children must
- Classify vertebrates animals depending on different criteria: what they eat, how they reproduce, domestic
and wild animals,.
- Recognise main characteristics in some animals that live in a zoo and in their next environment.
- Be aware of the importance of protection the biodiversity, animals and pets.
- Ask and answer questions about animals.
- Work in groups and respect other people’s opinions.
- Produce simple texts ( oral and written) about animals.
At the end of this unit most of the
children should
- Recognise the main differences about vertebrates animals depending on what they eat, how they
reproduce and where they live.
- Answer opened questions about animals.
- Recognise some characteristics about the animals that live in their environment.
- Produce simple sentences about animals following a model.
At the end of this unit some of the
children could
- Describe (orally and written) main characteristics about animals and explain the reasons why they are
classified into different groups.

4. Didáctica de la Lengua y la Literatura (inglés)
Adapted from British Curriculum Unit Template
Curso académico 2009-2010
Lessons Overview
Lesson Learning goals Learning outcomes Main activity Assessment criteria
1
A visit to the zoo.
- Practise communicative
skills: talk about
personal experiences,
give opinions, likes and
dislikes
- Talk about what they see in a
poster. About their experiences in
a zoo or with animals.
- Answer some questions about
animals: where they live, have you
got a pet?
- Produce oral texts in different
situations.:
Review what children know about animals
through the poster in the book text.
Discuss about the zoo (advantages and
disadvantages for the animals). Observe
the people in the poster and try to image
what they are saying; try to create text
about the information in the zoo. Talk with
the children about where other places they
can observe animals in a natural
environment. Ask and answer about
favourite animals, if they have a pet.
- Answer to the questions about
animals.
- Create oral and/or written
simple texts ( dialogues and
informative text) about the
situations in the poster.
- Participate in the
communicative activities,
showing interest on giving their
personal opinions and do it
well.
2
- Know that classifying is
necessary ( their
materials, toys, etc) and
the need of a criteria
- Talk about how animals
reproduce, what they
eat. Answer questions
- Classify animals into groups.
- Produce simple phrases about
animal classification.
- Identify the main characteristics on
viviparous/oviparous animals and
herbivores/carnivores/omnivores
animals....
Read simple text about animals. Find the
main information about the questions
about: what are animals born?, what do
they eat?
Discuss in groups about what animals in
the zoo eat or how they reproduce. Talk
about other animals they can see around
them.
Use tables and diagrams to manage
information and to classify animals.
Talk about the importance or respect the
natural environment for all the living things.
- Be able to classify animals in
the correct group.
- Recognise that we use different
criteria to classify animals
- Show what they learn in a clear
way: text, map, etc.
3
- Read different types of
texts to look for
information about
animals: vertebrates
and invertebrates.
- Use books and encyclopaedia,
power points, murals and posters
to know more about animals.
- Know the main difference between
vertebrates and invertebrates.
Observe a simple power point about
vertebrates and invertebrates animals.
Talk with the children about to add more
animals in each group and give reasons
why.
Explore in a web about animals some
characteristics of one animal.
Use different ways to keep information:.
- Read and listen about the
information they know.
- Answer questions about what
they read.
4
- Make questions and
answer to classify
animals in the correct
group.
- Make sentences
describing animals.
- Use key questions to classify
animal into different groups.
Observe how they need to make a
correct classification.
- Use concept maps to manage
information.
- Show their outcomes about what
they have learnt.
Make a gymkhana about what they know.
From different photos about animals and
with help, work the description of animals
in different ways:
- Guessing games.
- Classify animals
- Make a description.
- Order sequences in a process.
- Be able to manage information
to make a correct classification,
to order a reproduction process
and to work in groups.
5
- Read descriptive and
informative texts about some
invertebrate animals.
- Observe pictures, diagrams
and concept maps about
some animals.
- Learn new vocabulary about
- Complete sentences, grids and
diagrams with the information they
learn about animals, using words
they have learnt and knowledge
they have observed.
Use key questions to classify animals . Ask
children about how they can show their
outcomes in a clear way.
Put in order some sentences to make texts
about general characteristics of groups of
animals.
- .Make simple sentences about
animals.
- Use key questions and
branched databases to manage
information.