Name
SCIENCE CLIL PROJECT. THE LIFECYCLE OF A PLANT
Topic
Science: lifecycle of a plant
Learning time
4 hours and 10 minutes
Designed learning time
4 hours and 10 minutes
Size of class
24
Description
This ls a short CLIL project for a 3rd grade of primary school about the growth and the life cycle of a plant. The storytelling is held during the international Storytelling Week at the end of January. Planting "magic beans" provided by the teacher helps children to observe the growth of a plant. The IBSE is held for 4 weeks, with daily observation on an individual Notebook of Experience and a final Booklet and poster to summarize the
Aims
making pupils aware of the cyclicity of life and of the idea of growth
Outcomes
Knowledge, Comprehension, Affective learning outcomes, Analysis
Editor
gaialombardi
STORYTELLING WEEK. JACK AND THE BEANSTALK
60 minutes)
  • Read Watch Listen
    5
    24
    0
    Presentation: the teacher introduces the topic.
  • Read Watch Listen
    5
    24
    1
    The pupils watch the video storytelling provided by the British Council on the IWB, focusing on language and details.
  • Discuss
    10
    24
    0
    Group discussing:: the pupils try to summarize orally the story.They share ideas and complete sentences on a graphic organizer realized and provided by the teacher (on the IWB)
  • Investigate
    5
    0
    The pupils imagine and list orally other magic things and share ideas
  • Produce
    15
    0
    Individually, the pupils draw and colour the magic things they imagined.
  • Collaborate
    10
    24
    0
    Togeter with the teacher, pupils arrange a poster for the class with their "magic drawings"
  • Practice
    10
    24
    0
    Using Quizlet and a set prepared by the teacher, the pupils recalls previous learning practicing vocabulary related to the topic (parts of the plant)
Notes:
Using Quizlet at the end of both the lessons is considered as an assessment activity.
Resources linked: 0
MY LITTLE BEANSTALK: SCIENCE EXPERIENCE
60 minutes)
  • Read Watch Listen
    5
    24
    0
    The teacher introduces the activity and list the next steps.
  • Investigate
    20
    24
    0
    DRIVING QUESTION: HOW DOES A SEED BECOME A PLANT? The teacher provides some "magic beans " to the pupils and this opens the discussion: how do plants grow? Will these beans become plants? How can I have a flower from a bean? In a brainstorming, the pupils predict what could happen to the planted beans and list the parts of a plant, recalling what they know about the lifecycle of a plant. The teacher collects ideas on the IWB.
  • Collaborate
    20
    24
    0
    it's now time to sow the beans in small vases.. In small groups, the pupils collaborate to plant their own magic beans. Using coloured cardboards, they name the beans.
  • Produce
    15
    24
    0
    WRITING TO LEARN: NOTEBOOK OF EXPERIENCE Each pupil is provided with a notebook where to draw, write, list the daily observation of the transformation from bean to plant. From now on, every day, they will report daily observation on their notebooks. At the end of the first week, they will also take pictures of their growing plants. This part ogf the project cn also be held, daily, in pairs or in small groups.
Notes:
The activity will continue in the next weeks with an individual daily observation of the sprouts' growth and registration of the results on an individual diary (15 minutes a day). This activity will be used as assessment for the project. The teacher will complete an EXPERIMENTER REPORT to share with the pupil at the end of the experience
Resources linked: 0
OBSERVING AND REPORTING: END OF THE WEEK ACTIVITY
40 minutes)
  • Discuss
    20
    24
    0
    At the end of each week, the teacher helps the pupil to summarize their week observation. They take pictures of the plants, observing how they're growing. This material will be helpful to realize posters at the end of the experience
  • Investigate
    10
    24
    0
    The pupils do hypotesis on how the plant will transform in the following days and write their ideas on the notebook. The teacher collects some ideas on the IWB
  • Practice
    10
    24
    0
    WRITING TO LEARN: pupils add new observations on their notebook and the teacher assess their work.
Notes:
Assessment and feedback are provided during all the steps of the experience.
Resources linked: 0
END OF THE EXPERIENCE REPORT
90 minutes)
  • Read Watch Listen
    5
    0
    After 4 weeks, the teacher suggests to get some conclusions from the experience
  • Investigate
    10
    24
    0
    The pupils observe their plants and write or draw their final observations.
  • Discuss
    30
    24
    0
    In classroom group, the pupils and the teacher discuss on the experience and test their hypotesis on the growth of a plant. Pupils show the relevant parts of their notebooks.
  • Produce
    15
    24
    0
    WRITING TO LEARN: Working individually, each pupils complete a booklet with the phases of the lifecycle of a plant.
  • Collaborate
    30
    0
    Working in small groups, pupils project and draw posters explaining their experience, showing the steps of germination an the growth of the plant.
Notes:
The teacher prepares a rubric to assess the IBSE and a MCLEARES rubric to assess the individual notebooks.
Resources linked: 0

Learning Experience

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