This document outlines an educational activity plan for teaching 1st or 2nd grade students about plants and animals in their local environment. The lesson aims to help students recognize different types of plants and animals, understand that they require different habitats, and relate simple life processes. The plan includes online and offline lessons, a worksheet, and an activity where students collect and observe living things. When implementing the lesson, the teacher found that most students struggled to complete all the activities within the allotted time due to colds, comprehension difficulties, and behavior issues. While the students were able to identify living things and develop curiosity, there was not enough time for them to fully describe examples or do self-evaluations as planned.

1. LET’S PLAY WITH PLANTS AND ANIMALS
• BY MARIA TERESA DOMÈNECH

2. LET’S PLAY WITH PLANTS AND ANIMALS
INTRODUCTION
Subject: Science
Unit / Topic: Life processes and living things
Class level: 1st or 2nd course
Teaching objective/s:Recognise there are different types of plants and animals in a local
environment
Name some plants and animals and understand they require different habitats to live
Relate simple life processes to plants and animals found in a local environment
Description:
The unit deals with what can we find in a specific environment (plants and animals). Pupils have to
find out about one concrete environment. There are online lessons, offline lessons, a worksheet
and an activity
I choose it because we recently did a mini book about wild animals which I can link with this unit
and learn more about wild animals environment.

3. LET’S PLAY WITH PLANTS AND ANIMALS

4. LET’S PLAY WITH PLANTS AND ANIMALS
ACTIVITY 1

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6. LET’S PLAY WITH PLANTS AND ANIMALS
ACTIVITY 2.A COLLECT LIVING THINGS
http://www.bbc.co.uk/schools/scienceclips/ag
es/6_7/plants_animals_env.shtml

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9. LET’S PLAY WITH PLANTS AND ANIMALS
Last Friday I implemented my project.
MY REFLECTIONS
- I think that my project was planned correctly because
1.There was a warming up activities, linking new information to learners' previous
knowledge.
2. I gave instructions clearly, accurately describing tasks, maintaining learners' engagement
in instructional tasks. I simplified content texts. I encouraged repetition.
3. Pupils worked with a file in which I promoted oral activities by writing the sentence they
used to speak (strategies for describing), though most of them were not able to use them.
There were comprehension activities too.
4. The critical thinking was developed by doing a self-evaluation at the end. In this way I
promoted student's learning autonomy together with group work.
The difficulty was to introduce all these in just one session. In general pupils didn't have
enough time to do what I programmed, just two girls finished all the activities.
Timing is always my weak spot. But I programmed like this thinking with the fast finishers.
Although the session lasted 45 minutes we didn't finish in one hour due to lots of pupils
had a cold and they often needed handkerchieves or they interrupted the class for not
understanding or behavior problems.
I achieved the results I wanted partly. The students could identify living things, they
developed the curiosity to know and study living things but there was no time to describe a
living or non-living think completely and to evaluate themselves.