Learning Objects

The Process of Photosynthesis

1. Subject, topic and level

This didactic unit is going to be realized in the subject of natural sciences and will be explained entirely in English. Children will learn the process of photosynthesis and, at the same time, new vocabulary. This didactic unit is made for children of the 2nd year of the 3st Cycle of Primary, the sixth grade according to the new educational law.

2. Student and school profiles

The biggest difficulty that we can find in the classroom is that students get lost during the explanation of the class, so it’s very important visual aids and small exercises that show us (as teachers) the degree of understanding of students. As they are in the final year of primary education we hope there will not too much trouble to follow the lesson, as their level of English should be appropriate to their academic level.

3.Objectives

a) From curriculum

• Explain the importance of photosynthesis for life on Earth. • Shows behaviours of respect and care for living beings. • It shows a certain precision and rigor in the observation and in the elaboration of the tasks.

b) Didactical objectives

• Be able to use the learnt vocabulary to speak or to write. • Answer simple comprehension questions based on what is heard and seen. • Develop the ability of understanding what is heard, even if they don’t know the specific word. • Understanding the process of photosynthesis

4. Methodology

Kids have to be able to understand and use English to communicate with each other and with the teacher. In the Valencian Community, English is the 3rd language that children have to learn, so it’s needed an appropriated treatment of the three languages and that way, pupils will develop successfully a good plurilingual capacity. The development of that capacity will be done at the same time the specific characteristics of the students are taken in count. English will be learnt by doing funny and didactic activities that made easier to learn the language and also to learn about other topics. Besides, it’s needed to use the previous knowledge to teach the language. The speech used in class will be useful to learn about it and to guide the kids with their tasks. Finally, children have to learn to meditate about their learning, that would make them become autonomous and to develop their intelligence.

5. Contents

A) Concepts

– Know the organism of plants. – Understand the nutrition process that plants perform. – Explain the importance of photosynthesis for our existence.

B) Procedures

– Taking active part in classroom routines. – Identifying and using the language learnt. – Listening to and understanding a video. – Identifying new vocabulary in a draw.

C) Attitudes

– Active participation and enjoyment in the classroom activities and routines. – Interest in learning English and cooperating with others in group activities.

D) Sociocultural aspects and transverse themes

– Respect for living beings. – Understand that plants are also living things. – Respect the environment we live in.

6.Chart

SESIONS

The plants: introduction

The Process of Photosynthesis

Recap

Exposition and Self-Assessment

WARM UP

5 min.

Comprehension skills.

Whole class

In a group of four or five students, classify plants and animals.

Just to remember vocabulary.

Photosynthesis: photo + synthesis

https://www.youtube.com/watch?v=D1Ymc311XS8

YouTube video (with English subtitles)

Time for the presentations.

TEACHING

20 min.

Associate and speaking skills.

Whole class

Groups will be given different elements such as water, light, earth, steam, oxygen… And they will have to select the ones they believe are related to the plant nutrition process.

http://www.harcourtschool.com/activity/science_up_close/311/deploy/interface.swf

Science up Close

Students will finish the group project.

PRACTICE

10 min.

Individual

The teacher will select a random member from each group to explain the inclusion or exclusion of an element.

Why is photosynthesis important?

Interactive PDF

20 min.

PRODUCTION

10 min.

They will have to start thinking about how plant nutrition works in group; students will make a provisional scheme.

The students continue working on their photosynthesis scheme, now making it into a poster board.

7.Sessions

Session 1

In the first session we will focus on introducing the vocabulary that will be used during this didactic unit. We will begin with a review of the vocabulary they know to feel confident and begin speaking English from the beginning of the session. In this activity you should only classify the animals and plants in two columns, writing the name under each picture. In the second part, the students (still in group) will receive different cards with drawn elements and their name under the drawing. Using their previous knowledge, students should select the elements that they consider to be part of the plant nutrition process. In the third part of the class, the teacher will select students randomly from each group to explain why they have included or excluded an element. Students can choose the element they are going to speak but cannot repeat if another group has already named it. With the help of the teacher and the students, those that are not related will be discarded to finish with only the correct cards on the table. Finally, the students (in a group) should try to create a scheme containing these elements and explain the nutrition of the plants.

Session 2

To begin with we will talk about the word photosynthesis and its meaning. Among the class will try to find the meaning of the word. In the second part of the class we will explain the process of photosynthesis with the help of Science up Close. In the third part of the class, they should individually write five reasons why photosynthesis is important. It can be reasons that only concern humans or can refer to the planet in general. At the end of the class the students will continue working on their photosynthesis scheme, now making it into a poster board.

Session 3

The third session will be a recap of all that has been seen. To warm up, we'll start with a YouTube video that will refresh their vocabulary and content. The group project should be completed in this session, and will include an explanatory drawing of photosynthesis, the written elements and, finally, each member of the group will choose one of their reasons for which photosynthesis is important and write it on the poster. In the last twenty minutes of class the students will complete an interactive PDF that will serve as an evaluation.

Session 4

The fourth session will be devoted to the presentations of group work. Each group will divide the presentation as follows: • A student will talk about the process they have followed; Explain the steps they have taken and how they have been organized. • Another student will talk about the process of photosynthesis that have been reflected in the poster. • Another student will talk about the reasons why photosynthesis is important that they have included. • And another student will talk about the group's satisfaction with the final result. In this session the audience is expected to interact with the group in order to give them feedback.

8.Evaluation

The evaluation will be composed of: – The work done in class – The execution of the interactive PDF – The group work – The participation

9. Materials and resources

The materials and resources that are used during this didactic unit are the following: – Internet connection – Dictionaries – Cardboards for group work. – Plastic cards with the elements that are part of photosynthesis. These should include the name of each thing. – Plastic cards with animals and plants.