SESSION 7 – CLASSIFICATED (1 HOUR)

SESSION OBJECTIVES
- To determine the animal group of the mysterious animal
- To design and draw a habitat for the mysterious animal taking into account its
characteristics
- To send all the work done to the Zoo employee

LEARNING AND ASSESSMENT ACTIVITIES (GROUPING AND TIME)

Activity 1: Classifying the mysterious animal (30 minutes) (Whole class & small groups)

Students will have reviewed the 5 different vertebrate animal groups during the 5
previous sessions. At this moment, it is time to go back to the mysterious animal’s
characteristics and try to figure out to which animal group it belongs to.

First of all, the characteristics of the mysterious animal will be projected so that the
students and the teacher can go back to them at any moment during the activity. The
teacher reads the characteristics out loud and ensures everybody is understanding the
meaning of each characteristic.

After that, the class will be divided into 5 groups. Each group will be given the big card
that include the main characteristics of an animal group (mammals, reptiles, birds, fish,
amphibian) done in every session. This means that each group is going to be specialist
in one specific animal group.

In order to classify the animal, the teacher will read out loud a characteristic of the
mysterious animal and the group or groups (representing the animal group) that share
the characteristic will have to raise their hand. The teacher will annotate in the blackboard
how many times each group raises its hands, so that the group that has raised its hand
the highest number of times may be the animal group we are looking for to classify our
animal.

At the end, students should deduce that the mysterious animal is a mammal and then
the teacher can introduce its name: the platypus. The teacher can show some photos of
the animal to the students and she can also talk a little bit about its rare classification into
the 5 vertebrate animal’s groups.

Resources/Materials/CLIL scaffolding Dealing with diversity

- Class computer - To create heterogeneous in order to

ensure that children with different levels
- Power Point presentation with the work together.
mysterious animal characteristics
- Vicente will be with his support teacher
- Big cards including the characteristics of
each animal group
 - The whiteboard

- Rephrasing

- Clarification

- Code-switching (if necessary)

Activity 3: Where the platypus is going to live? (20 minutes) (Individual work)

In this activity students will have to create and draw a habitat for the platypus. Taking
into consideration its characteristics and needs, students have to design an appropriate
habitat for it so that we can send nice and realistic ideas to the Zoo employee. The piece
of paper in which they are going to draw the habitat of the platypus will have the
characteristics of it at the top. The teacher will read out loud all the characteristics before
starting the activity and will write down in the whiteboard the key words, so that students
can have a look at them whenever they want.

Resources/Materials/CLIL scaffolding Dealing with diversity

- Piece of paper with the characteristics of - Vicente will be with his support teacher
the platypus and will have his special colour pencils to
draw.
- Colours, crayons, markers, etc

- Key words from the platypus

characteristics written down in the
whiteboard

Activity 4: Sharing our findings! (10 minutes) (Whole class)

The last 5 minutes of the session will be dedicated to collect the platypus data sheet from
all the groups and the different habitat proposals from all students. The teacher, with the
help of the students, will put all the documents in a box that will be sent to the Zoo
employee.

Resources/Materials/CLIL scaffolding Dealing with diversity

- Data sheet and drawing from all

children/groups

- Cardboard box
THINGS THAT CAN GO W RONG AND POSSIBLE SOLUTIONS
- Classification: Animal classification can be a bit difficult for them taking into
account that the animal they are supposed to classify is an exception. For this
reason, it is very important to remind them the exceptions that exist in every
animal group and help them a little bit with the classification.
- Instructions: all the instructions will be in English, so children may have
problems to understand what they are expected to do. For this reason,
instructions should be short, direct, and precise so that they do not get lost
(especially in the gaming part).
- Technology problems: There are many things that need to be displayed using
the computer class and Internet access is needed. In case there is any problem
with both the computer or the Internet access, I should have a possible solution
for it. I will bring my technological devise with Internet access that I will use if
there is any problem.