You are going to analyze a teacher’s work plan for this year.

Situation: Marcela is teaching English in 6º form in a state primary school in La Plata. She is working on a project that integrates English and Natural Science.

Analyze the project that this teacher developed You are expected to use Diseño Curricular to answer these questions:  what content is Marcela teaching?  What context do they belong to?  What linguistic exponents is she teaching?  What functions (prácticas del lenguaje) would kids be using to perform the tasks?

Contexts Contextos de la vida cotidiana y escolar Contextos de contenidos escolares El espacio El cuidado del medio ambiente Los cambios en la naturaleza Los seres vivos Animales extintos Las actividades humanas La organización social Yo Mi escuela Mis amigos Mi familia y mi hogar Mi mascota Mi día a día literarios y Mi barrio / ciudad / Poemas y canciones populares provincia / país Rimas y adivinanzas Cuentos y fábulas Novelas Historietas Slogans y Graffities Contextos .

Annual project work plan What plants need to Jack and Discovering grow the plants beanstalk Plants The animal kingdom How to classify animals Animal life cycles Animals Growing and change All about me Who’s who Watch me grow from head to toes My personal history .

.Project work: Plants and me Brief description: The teaching sequences that form part of this project account for the succession of tasks for a group of eleven-year-old students from a sixth class of a primary school from the city of La Plata.


Use words simple and phrases related to plants (roots. branch) growth (seed. • To do experiments and interpret the results. adjectives. • To follow instructions. flower. • To describe the growth process of a plant. roots) instructions.CONTENT AREA: Growing and change TOPIC AIMS PLANTS AND ME • To identify the different parts of a plant and their functions • To identify the factors that influence the growth of plants. • To use appropriate vocabulary. • To develop awareness of the importance of plants as a source of food. . • To act out a simple story. LANGUAGE VOCABULARY AND STRUCTURES • To describe the different parts of a plant and their functions • To talk about the conditions a plant needs to grow healthily. • To make comparisons. stem. trunk.

etc • Science: Discovering plants.WHAT CHILDREN NEED TO KNOW ALREADY • The life cycle of a plant • How to take simple instructions • How to do an experiment Flower pots. sand. compost. what plants need to grow • Story • Art work and video MATERIALS CROSS-CURRICULAR ACTIVITIES .

Ask children to observe the plants and ask them questions to help them identify. Do you know this plant? Can you see any flowers? What colour are they? Children answer either in their mother tongue or in English.” .2 Core task Back in the classroom. T shows Worksheet 1 to introduce the vocabulary for the different parts of the tree. etc. 1.1 Preparation Organize a „Plant Hunt‟ in the school garden. point to the trunk. Ss play Simon says “Simon says point to the flower. Time: 2 hours   1.Part 1Discovering plants. ask the children to draw one of the plants they saw in the garden.

.g.  1. e. To help SS with vocabulary.3 Plant and flower puzzle Copy of worksheet 1 SS cut out the pictures stick them in their notebooks and glue the labels next to the corresponding part 1.: The roots fix the plant/ tree to the ground and suck water and minerals.4 Each part of the plant is important Discuss the function of the different parts of the plant.


Experiment.5 Follow up   A. . Zigzag Book. read the captions and fill in the gaps above the captions with the missing words. SS fold the parts of the Zigzag Book.1. SS carry out a simple experiment to demonstrate how the stem and roots work. Under the flap they should draw the part of the plant that matches the description. B.

bean seed.Part 2 What plants need to grow Time: 2 hours + 20 days for the experiment  2. . soil. What you need: Plant pot.1 Preparation The aim of the experiment is to observe and discover the factors that influence a plant‟s growth.

nutrients and warmth. Let’s give the bean seed water. Here’s a bean seed and here’s some soil. 3) T says: “Look. Let’s put the soil in the pot and plant the bean seed like this. light. light. Let’s watch it grow and record what happens!” 4) Get the children to plant their own seeds and label the pot with their names (you can give a pot for each pair or groups). What are they? 2) T draws symbols of the four key words on BB. as she says that plants need: Water. here’s a pot. . nutrients and warmth.Procedure 1) T says: Plants need four things to grow.

T shows Ss a picture and they should say what part of the plant it is. Matching game. Divide the class into pairs and ask them to complete the web by noting as many food as they can think of which comes from different parts of the plant. Procedure: T asks Ss if they think plants are an important source of food and to give examples of plants we eat. the roots. Materials: Pictures of fruit and vegetables. the bulbs. 3) 4) . stems. the flowers or the fruit. the leaves.   1) 2) Explain that different food we eat comes from different parts of plants: the seeds. E.Part 3 Plants we eat  Aim: To develop awareness of the importance of plants as a source of food.: Carrots are the roots of the plant.g.

“Plants we eat” web .

Part 4 Jack and the Beanstalk Time: 1 hour 40 minutes  4.1 Story .

Get the children to think about and compare the growth of imaginary beanstalk in the fairytale with the real growth recorded during the experiment.2 Tell the story again and ask the children to act it out. . 4.

The aim of the game is to tell the story by matching pictures and captions. The game continues and the winner is the first player left without cards.3 Jack and the beanstalk dominoes Worksheets P-4/P-5. puts the card on the table . Rules: shuffle the cards. the player who has got the card with the caption that matches the picture of Jack and the cow. put one with START on the table.  .Story Activities 4. and deal the other to the players.


.4.  Ask the children questions in order to get them to describe some features of the two characters.  Draw Jack on one half and the Giant on the other.  Record their answers on the poster.4  Make a poster by dividing a piece of paper in half.

Sunflowers or Cypresses by Vicent Van Gogh. mentioning their colours. Big Flower by Andy Warhol…) .Part 5 Extension activity: ART/VIDEO Time: 1 hour  ART 5.1 Get the children to look at and describe paintings by various artists. lines and painting techniques (e.g. forms.




arm) and following your instructions. . 5.2 Explain to the children that they are going to make pictures of a flower and a plant by using parts of their bodies (hand.

These should be made by roughly tearing coloured paper.Flower: dip the palm of one hand in a bowl filled with non-toxic paint. complete the picture by sticking leaves and flowers on to it. • Tree: put your forearm and hand on a blank sheet of paper and draw round them with a pencil. • . make a hand-print on a blank sheet of paper (this represents the flower). paint the stalk. colour the resulting silhouette brown. the leaves and the roots.

VIDEO  Episode “Charlie & Lola” “I really wonder what plant I’m growing” .

S. Foresman. CrossCurricular Resources for Young Learners.References      Calabrese. Level 3. (2007). Read. Scott. Science. (2006).com/watch?v=7- . (2007). OUP. Carlie & Lola. I Rampone. Pearson Education.youtube. Oxford: Macmillan. Oxford. C. Episode: “I really wonder what plant I’m growing” http://www. Penguin Young Readers. 500 activities for the primary classroom. Jack and the Beanstalk.

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