This document provides a lesson plan about animals in different habitats. The teacher aims are to help students understand how animal body parts are adapted to their habitats and develop creative thinking by creating imaginary animals. Learning outcomes include being able to classify ecosystems and animals, name animal parts, compare animals, and understand characteristics and needs of organisms. The content will focus on habitat and animal vocabulary as well as verbs to describe characteristics. Students will activate prior knowledge of animals, learn new vocabulary from a video, and work in groups to create imaginary animals adapted to different habitats.

1. Lesson: ANIMALS IN THE WORLD
TEACHER AIMS:
- To enable students to understand animals parts of the body and how they
are important to the habitat in which they live.
- To develop students´ creative thinking by creating their imaginary animal.
- To observe students´ interactions and provide support when needed.
LEARNING OUTCOMES
- Content and Linguistic:
- Students should be able to classify each ecosystem, rain forest, desert, -
ocean, and tundra, and the animals that live there.
- Students should be able to name animal parts.
- Students should be able to compare animals based on similarities and
differences.
- Students will show their understanding of characteristics and basic needs
of organisms.
- Linguistic
o Students should be able to understand and perform instructions in
the target language.
o Students should be able to interact with the class using gestures or
pictures when necessary.
- Content-related:
o Students should be able to identify specific vocabulary about the
habitats, animals and its parts.
CONTENT:
- Name of the habitats
- Animals vocabulary
- Present tense (Ex: Lion have, ..)
- Verbs to explain characteristics (Ex: To be, to need)

2. - Understand how animals´ characteristics are related to the habitat where
they live.
COGNITION:
 LOTS
 Recalling vocabulary form the previous lesson.
 Recognizing and comparing animals.
 Understanding the different animal characteristics and reasoning
why they are important.
 HOTS
 Differentiating one ecosystem from another, and the animals that
the can live there.
 Creating an animal for a specific ecosystem.
 Explaining their animals (presentation).
 Evaluating the other students’ creations.
COMMUNICATION:
 Language of learning
 Vocabulary related with the habitats.
 Key structures – Verbs to explain characteristics.
 Understand of instructions and commands (let´s read together,…)
 Understand of key vocabulary used in the characteristics.
 Language for learning
 Produce instructions.
 Present simple structures to talk about the animals (It has, it
lives,…) in the warm up, also at the end of the activity to present
their animals.
 Use of connectors to provide reasons in the activity one. It is
important because….
 Language through learning

3.  Recycle previous knowledge of animals ´vocabulary.
 Vocabulary related with animal characteristics (parts of the body)
 New vocabulary emerging from the students creations.
ACTIVITIES:
 Activate/ Establish:
To activate previous knowledge we will use the presentation that I created
“Animals in the world”. With this activity students will have to recall
animals that they know for each habitat”. In the second part of the
presentation students will analyze different animals naming parts of their
bodies and saying where they live. This will be a good way for students to
activate previous vocabulary about animals´ parts of the body. Students
will register this vocabulary in the mind map that I created to organize
information about animals´ parts of the body.
 Explore: The students will watch the video about animals ‘parts:
https://www.youtube.com/watch?v=lNd6wQ3S38s&t=301s. With this video
new content will be provided, and students record this information
completing the mind map about animals´ parts of the body. For
differentiation, a word bank will be provided for students that need extra
support.
Tail – Thorax- gill- snout- fin- paw – antlers - wing- antenna
Using their previous knowledge and the new content, students will create
and imaginary animal that afterwards will present to the rest of the class.
Students will have to create an animal with different parts according to
the habitat where it will live.