Name
Nature Explorers
Topic
Discovering Nature around the school.
Learning time
7 hours and 30 minutes
Designed time
7 hours and 15 minutes
Size of class
23
Description
. The learning scenario is for 11years old students (Primary school) aimed at improving students' knowledge and awareness about Nature and biodiversity, guiding them to take care of environment through sustainable actions. iT is designed for a transcurricular approach, implementing Content and Language Integrated Learning (CLIL), a method of teaching English as a second language together with other subjects, as Science, ICT, Geography, Art. The Learning path represents a step inside a wider planning to enhance Environmental and Outdoor Education, ICT and International Communication skills. ( in accordance with our Educational Vision and our Erasmus + development Areas)
Mode of delivery
Blended
Aims
Our final aim is to enhance pupils’ observation and their care of environment, fostering sustainable behaviours and responsible citizenship. We also aim to guide students in their learning interdisciplinary process, improving CLIL (Content and Language Integrated Learning), developing Project Based Learning and Collaborative Learning, taking active roles in their learning process and increase their responsibility.
Outcomes
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Affective learning outcomes
Editor
teachermarisa
Edit
What do we know about our natural environment?
90 minutes)
  • Read Watch Listen
    30m
    23
    1
    Students are invited to watch the video https://www.conservation.org/video/nature-now-video-with-greta-thunberg ... and share their opinions at the end.
  • Collaborate
    30m
    5/6
    0
    Pupils are divided in 4 groups (considering inclusion priorities) Each group chooses 3 k-words related to the video and their daily life, discussing and motivating their choice, focusing on the most important concepts. They make and share a mini poster of the k-words.
  • Discuss
    30 m
    23
    0
    Brainstorming (Science and English teachers with the whole class) Pupils are invited to share what they know about plants and animals in the green areas around school (Italian) Teachers: take note and make a draft of pupils’ previous knowledge, also concerning English language . The English teacher supports students with vocabulary and structures for sentences ( Plants/animals in our context- There's there are-... we can find... apple trees.. cherry trees... etc)
Notes:
Teachers collaborate in the teaching design and choose methodologies that support a collaborative approach and development. They choose online materials concerning the topics
Resources linked: 0
Exploring the green areas: before- during- after
135 minutes)
  • Collaborate
    45m
    23
    0
    BEFORE -Preparation- Subject: Science -The groups get ready to go out for exploration and collect data about the green area around school. BEFORE :Preparation- Students propose some Investigation paths supported by the teachers. 2-Each group chooses an observation field. 3 Getting ready- Each group has different tasks and makes a list of the necessary instruments/ tools (camera, school map, meter, paper and pens, bags, tablets..) and pick them up. Teachers share their Outdoor activities plan and rules to follow, in order to make the tasks clear. -The groups go outside for exploration and data collection.
  • Investigate
    45m
    23(groups of 5/6)
    1
    DURING THE OUTDOOR ACTIVITY . Collecting data Group 1- species of Plants: name and number Group 2 -traces or presence of Animals: insects, birds, spiders, others… Group 3 -Mapping: (position of plants in the area) Group 4 Make a photo report (Photo Voice) Teachers gude students and give them support to learn scientific nouns, think about labels , take measures etc Students take notes and check again the collected data. Some doubts or questions can be solved thanks to ICT devices (online investigation supporting direct observation) https://www.inaturalist.org/users/sign_in
  • Read Watch Listen
    45 m.
    groups of 5/6
    2
    AFTER the OUTDOOR ACTIVITY Students in groups analyze and compare the data. they make further research about their topics, making use of ICT (They look for infos : https://www.biopills.net/boschi-italiani-le-foreste-pianura-del-nord-italia https://www.childrenandnature.org/resources/green-schoolyards-advocacy toolkit )
Notes:
Teachers: 1-make previous exploration to PLAN the OUTDOOR GROUP ACTIVITIES. 2- support students during the investigation 3. Provide links or books for further research, after the exploration.
Resources linked: 0
Making presentations with ICT tools.
150 minutes)
  • Produce
    90 m
    gropus of 5/6
    0
    The 4 groups, elaborate the gathered data (from outdoor observation and make different reports (Italian- English- ICT, Geography, Art) Teachers facilitate, guide, advice, supporting the groups self_regulation 1. Trees ID with photos, 2. Animals ID with photos, 3. Map arrangement 4. Digital photo gallery with labels. Reports can be: • Presentations using e-tools (Padlet, pptx, graphs), to put on the school website • Posters and leaflets to share information (using Canva) • e-book (Story Jumper) • Summary in English and mind maps to share with the Erasmus /eTwinning project partners.
  • Discuss
    30m
    groups of 5/6 (23)
    0
    The 4 groups enter in the ASK phase, sharing their works inside the class. They collect and give feedbacks, to make adjustments, if needed.
  • Produce
    30m
    groups of 5/6 (23)
    0
    The 4 groups revise and rearrange the presentations, getting ready for the final version.
Notes:
We’ll make use of Formative Assessment and meta- reflection, along the different sessions, in order to help pupils build their skills, develop critical thinking and find creative solutions, also accepting the error as a way to learn. Example of Formative Assessment: The following questions can be asked to students: • What have I learned? Have I learned new things? • What did you see/dislike about the research, what would you do differently? • What will I do with what I have learned? Etc..
Resources linked: 0
The final SHOW Output-based assessment and more
60 minutes)
  • Practice
    30 m
    23 (in 4 groups)
    0
    Students, in groups will present their Research elaboration to parents and other classes, then sharing their outputs with the eTwinning project partners, to disseminate what discovered and learnt: a starting point for further Actions aimed at sustainability.
  • Practice
    30m
    23
    7
    Different ASSESSMENT steps 1.We’ll use output-based assessment, as highlighted in the previous TLA, so that students put their actual skills into practice. The output-based assessment will be also useful for self or peer assessment, based on a shared check list. 2.Moreover, we’ll assess group work, as we planned the most of activities in groups. Assessing group work https://teaching.cornell.edu/resource/example-group-work-rubric 3.We'll check knowledge inside the CLIL paths, using tools that help pupils visualize and learn while taking evaluation tests, with the opportunity to repeat them and correct the wrong answers. Assessing CLIL Knowledge https://wordwall.net/resource/725902/y2-plants-trees-knowledge (Quiz about trees in general) https://wordwall.net/resource/5954201/angielski/types-trees (Types of trees) https://wordwall.net/resource/5077606/ecosystem (ecosystesms) https://wordwall.net/resource/6875975/english/birds (Birds: match pics and names) - Final quiz assessment https://create.kahoot.it/share/nbs-plants-and-public-health/8625d698-4330-402a-a72d-54365d106404 4.Assessing Mindmaps We can also assess the mindmaps, following a tailored rubric. https://docs.google.com/document/d/1snW7yC8ODuggmRKi1VRiRJRK0ugZoyKYebBpNDOPvDI/edit?usp=sharing (Rubric for mind map)
Notes:
Resources linked: 0

Learning Experience

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