Programaciò ecosistemas.

1. ECOSYSTEMS

2. 10 tips for learning success
In this module you will…
• Learn content in a foreign language
• Achieve significant learning
• Do activities that develop
thinking skills
• Explore a variety of multimodal and authentic materials
• Work collaboratively
• Demonstrate explicit, implicit and referential understanding of different types
of text
• Work in a safe learning environment
• Learn autonomously
• Assess you own work
• Promote divergent thinking (instead of convergent thinking)

3. PREVIOUS KNOWLEDGE
Discuss in groups: which are the differences and similarities between picture 1 and
picture 2. Use the Venn diagram:

4. The text
Coral reefs are one of the most diverse ecosystems in the world, There are more
kinds of marine life in and around coral reefs than in other places in the oceans. In
addition to corals, we can also find seaweed, snails, starfish, sea anemones, clownfish,
sea urchins, and many different kinds of fish.
Although they look like plants, corals are really colonies of tiny sea animals. Certain
conditions are needed for a coral reef to grow. There must be a lot of light.
The water temperature must be above twenty degrees.
The water must be enough salt, and it must be in constant motion.
Many living things interact in the reefs. They depend on each other for food, and also
for shelter. For example, clownfish hide in the tentacles of the sea anemone for
protection, and they give the sea anemone pieces of food.

5. Explicit questions
1.- What can you find in a coral reef?
2.- What are the conditions for a coral reef to grow?
3.- How do living things interact in the reefs?
Implicit questions
1.- What type of ecosystem is a coral reef, a terrestrial ecosystem or an aquatic
ecosystem?
2.- Could be there coral reefs in the Pole North? Why or why not?
3.- How could a tiny sea animal live with a shell of a snail? Could you explain this type
of relationship between them?
Reflective/evaluate questions
1.- Which are the ecosystems that you like the most? Have you ever been/seen them?
2.- Could you imagine a new ecosystem?. Which type of animals could live in there?
What does the physical environment look like?
3.- What type of ecosystems are in your country?

6. Revision
1.- Could you remember what can you find in a coral reef? Find things in the word
search puzzle.
SEA ANEMONES
CLOWNFISH
SEAWEED
SNAILS
STARFISH
SEA URCHINS

7. 2.- What are the conditions that coral reef needs to grow? Fill out the text and
rewrite it.
Certain conditions are needed for a coral reef to grow. There must be a lot of .
The must be above twenty degrees. The must be
enough , and it must be in constant motion.
________________________________________________________________
________________________________________________________________
______________________________________________ .
Extension
1.- Here there are some living things with some ecosystems.
a) Individually, match the living things with the ecosystem where they live.
Living things Ecosystems
Chestnut tree Elephants
Savannah

8. Owl Penguins Zebra
Forest
Mushrooms Hyena
Pole
North
Bears Tiger
b) In groups, choose one ecosystem with its living things. Add four more living things
according to the ecosystem and name them.
____________ ___________ _____________ _____________
c) Make up a poster and draw the ecosystem the team has chosen with all living
things.
b) After you make it, teams rotate from project to project to leave feedback for
other teams.
• Teams stand in front of their assigned projects.
• Teams rotate clockwise to the next project

9. • For a specified time, teams discuss their reactions to the other team’s
project, with no writing.
• Student 1 records feedback on feedback form. Students are
encouraged to include positive comments.
• Teams rotate, observe, discuss and give feedback on next project. A
new recorder is selected each round.
• Teams continue until each team rotates back to its own project.
• Teams review the feedback they received from the other teams.

10. Project: collaborative problem solving
After the poster, the group is going to create a RAP SONG! The topic of this song
will be about the ecosystem you have created. How does it look like? Which types of
animals and plants do they live there? What is the weather like in this ecosystem?
You could explain it to the class using a rap song. Are you ready to start?
1. You can inspired by some raps songs you can watch at:
-­‐ http://www.songsforteaching.com/chantsraps.htm
-­‐ http://www.songsforteaching.com/kinderman/colors.htm
2. Here there are some ideas to plan your rap song. We show you as a rap.
3. A rap is like a poem; each verse needs to rhyme with another below. Look at the
rap song above:

11. Hey, everybody, let’s write a rap
First there’s a rhythm you’ll need to clap
Keep that rhythm and stay in time,
‘cause a rap needs rhythm and a strong rhyme
4. You need to plan what are you going to describe your ecosystem, related to:
- Animals
- Plants
- Landscape (mountains, rivers, seas, lakes, …)
- Weather
5. Choose two of these topics and create one strophe for each one plus a chorus.
Here there is and chorus example. Feel free to use it for your rap song or create a
new one.
Hey, brother, in our ecosystem you could run, you could jump!
Hey sister, in our ecosystem you could scream, you could climb!
There are so many animals: lions, zebras, owls, penguins… they are lovely!
Living with them you won’t feel lonely!
The chorus has to come out minimum twice in the rap song following this structure:
Animals/plants/landscape/weather strophe
Chorus
Animals/plants/landscape/weather strophe
Chorus
Chorus (optional)
6. What can you explain about your ecosystem? These are some structures you can
use:
Structure Examples
You can see a _________________
You can see some ______________
You can see a lion
You can see some penguins
There is a ___________________
There are some _______________
There is a mountain
There are some mushrooms

12. Animals are__________
Plants are ___________
Lions are dangerous
Roses are colourful
Monkeys can __________ Monkeys can climb trees
It’s hot/ warm/cold
6. Below, there are some word lists. These will help you to create the rhythms.

13. List of Adjectives
List of advebs
quickly slowly quietly loudly gently
softly gracefully carefully neatly easily
truthfully kindly bravely scarily sleepily
excitedly energetically safely loosely cheerfully
happily angrily lightly silently sweetly
brightly rudely nervously anxiously cleverly
healthily naturally deeply heavily correctly
colourfully colorfully playfully fiercely lazily
yummy delicious tasty sweet bitter
sour salty slippery slimy spiky
prickly smooth rough sticky soft
hard wet dry furry sad
happy funny boring nasty naughty
angry mean nice beautiful pretty
lovely friendly grumpy scary lonely
loud noisy quiet slow fast
poor rich strong weak old
new young lazy sleepy tired
furry tall short round fat
long skinny thin thick smelly
big little tiny small huge
enormous gigantic large yellow red
orange blue purple brown black
white green pink one two
three four five six seven
eight nine ten

14. List of nouns
List of verbs
apples babies balls beds bears
boys bells birds brothers boats
giants dinosaurs cakes cars cats
children corn chairs chickens cows
dogs wind dolls frogs ducks
eggs eyes snails waves lizards
feet clouds fish trains flowers
pets books girls snakes grass
pies hands pizzas oranges bikes
horses houses kittens legs letters
ants men tomatoes money teeth
mice friends spiders pigs rabbits
rain rings clocks fairies planes
songs sheep shoes sisters trees
plants trucks sticks sun toys
creep crawl walk run jump
skip hop slither climb dig
squirm fly sit stalk stomp
tiptoe gallop blow dance glide
swim wash play throw drink
eat chew sing shout growl
bark buzz laugh smile cry
go moo quack talk yell
scream screech squawk squeal glow
listen paint look read knit
sleep draw shine watch kick
dive find build work explore
shop clean catch shake

15. Weather vocabulary
7. Here there are some links you could find some music of rap songs you could use for your rap version.
-­‐ http://audacity.sourceforge.net
-­‐ http://www.hhgroups.com/bases/
8. Now let’s write your own rap song in your notebook and show each strophe to the teacher.

16. 9. Memorize your music composition.
9. Practise your rap song. Show your rap song to your class as the same time as you show up your poster of your
ecosystem.

17. Assessment
Group work
5 Always…
4 Almost always…
3 Mostly…
2 Sometimes …
1
Occasionally…
-­‐ Starts work immediately and concentrates fully on task.
-­‐ Cooperates with the work.
-­‐ Finishes the work on time.
-­‐ Contributes significantly to the project.
-­‐ Has a positive and cooperative attitude among the
teammates
Tips
Text
CATEGORY
Text 3 2 1
Text
The content, vocabulary
and the sentences are
appropiate
(English level and age)
The text is suitable in
content but the English
vocabulary and grammar
are not.
In general, the content is
not suitable and students
don’t understand the text
at all.
CATEGORY
Tips 4 3 2 1
Tips
The activities developement
achieves the compliance of
the whole tips
The activities developement
achieves the compliance of
the majority of the tips.
The activities developement
achieves the compliance of
few tips.
The activities developement
doesn’t achieve the
compliance of the main tips.

18. Questions
Revision activities
CATEGORY
Revision activities 4 3 2 1
Revision activities Students know the whole
vocabulary with no spelling
mistakes
Students know the
vocabulary with some
spelling mistakes
Students know some
vocabulary with lots of
spelling mistakes
Students don’t know the
vocabulary
CATEGORY
Activities 4 3 2 1
Explicit questions Student answer the
explicit questions without
having the text in front
of him/her.
The student answer all the
explicit questions but uses
the text for reference.
The student answer the
questions but one of the main
points, using the text for
reference. S/he does not
highlight any unimportant
points.
The student cannot
answer the questions with
accuracy.
Implicit questions Student recalls several
details for each implicit
questions without
referring to the text with
accuracy
Student recalls several
details for each implicit
questions, but needs to
refer to the text,
occasionally with few
grammar and vocabulary
mistakes.
Student is able to answer
some of the implicit questions
with lots of mistakes.
Student is not able to
answer the implicit
questions
Reflective questions Student answer the
reflective sentences with
accuracy
Student uses several
sentences to accurately
answer the reflective
questions
Student has some slight
misunderstanding.
Student has great
difficulty answering the
reflective questions

19. Extension activities
CATEGORY
Expansion activities 4 3 2 1
Required Elements The poster includes all
required elements as well
as additional information.
All required elements are
included on the poster.
All but 1 of the required
elements are included on
the poster.
Several required elements
were missing.
Attractiveness The poster is
exceptionally attractive in
terms of design, layout,
and neatness.
The poster is attractive in
terms of design, layout
and neatness.
The poster is acceptably
attractive though it may be
a bit messy.
The poster is distractingly
messy or very poorly
designed. It is not
attractive.
Use of Class Time Used time well during
each class period.
Focused on getting the
project done. Never
distracted others.
Used time well during each
class period. Usually
focused on getting the
project done and never
distracted others.
Used some of the time well
during each class period.
There was some focus on
getting the project done
but occasionally distracted
others.
Did not use class time to
focus on the project OR
often distracted others.
Project (Rap song)
5 -­‐ Creatively organises ideas into a rhythm song.
-­‐ Creates a strong, clear and complete image of the ecosystem for the listener
-­‐ The group is completely prepared and well organized
-­‐ They show confident singing without obvious reading
4 -­‐ Effectively organises ideas into a rhythm song
-­‐ Creates an image of the ecosystem for the listener
-­‐ The group is prepared and mostly well organized
-­‐ Mostly confident and clear singing
-­‐ Might need to stop in some parts. The audience might not understand all of it
3 -­‐ More or less organises ideas into a rhythm song
-­‐ Describes the ecosystem for the listener
-­‐ Singing ok. They might need more preparation/practice to do it with confidence.
-­‐ Interesting rap song but might not be communicated and singing to audience very well
2 -­‐ Ideas organized a little
-­‐ Sings some basic ideas to the audience
-­‐ Rap song not finished and singing unprepared

20. 1 -­‐ Ideas not organised
-­‐ Some ideas but may be difficult to understand.
0 -­‐ Insufficient work completed
Self- assessment
At the end of this unit I can…
Objectives Yes Sometimes Never My comment Teacher comment
Understand the ecosystems have a
specific environment and living
things
Answer different types of
comprehension questions about a
text
Work well in a group
Create a new ecosystem
Describe this new ecosystem in a
rap song
Evaluate how well I worked in my
group
Honestly reflect on my learning, and
identify strengths and areas for
improvement

21. Checklist
In this unit you have…
• Worked independently and agreed to be responsible for your own learning
• Worked collaboratively in groups
• Carried out activities that are challenging and require thinking
• Known how the ecosystem looks like depending on the environment and the weather
• Demonstrated explicit, implicit and referential understanding of different types of text
• Used appropriate language and vocabulary to carry out and make some rhythm sentences
• Played a performance related to your invented ecosystem
• Reflected on your own learning
• Worked in a safe learning environment
• Learnt autonomously
• Taken greater responsibility for learning by assessing your own work and that of others and indentify their
strengths and areas for improvement.