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Carlota Cantero, Andrea Lerma, Jessica Molina, Claudia Olivet, Irene Pedrola
DESCRIPTION
This activity takes part in a big project about animals. For the main task, students will go through a 360º image to complete several missions that will lead them to create different stories in English about animals. During the post task, with all the stories, they will create a common self-made book.
CONTEXTUALIZATION
Target Age: 5th graders
Target Language Level: A2
Location: In the classroom
LESSONS AIMS
Reception:
Written reception: Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
Production:
Spoken production: Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes etc. as a short series of simple phrases and sentences linked into a list.
Addressing audiences: Can answer straightforward follow up questions if he/she can ask for repetition and if some help with the formulation of his/her reply is possible.
Written production: Can write a series of simple phrases and sentences linked with simple connectors like ‘and,’ ‘but’ and ‘because’.
Creative writing: Can write an introduction to a story or continue a story, provided he/she can consult a dictionary and references (e.g. tables of verb tenses in a course book).
Mediation:
Collaborating in a group:
Can collaborate in simple, shared tasks, provided that other participants speak slowly and that one or more of them help him/her to contribute and to express his/her suggestions.
Can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses, provided he/she can ask for repetition or reformulation from time to time.
Communicative language competences:
Linguistic: Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc.
Pragmatic: Coherence and cohesion: Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points.
LEARNING OBJECTIVES (SWBATs)
Students will be able to develop skills in different areas, some of them will be assessed and some of them will not be.
English Area:
Students will be able to use the description textual model autonomously in their oral productions.
Students will be able to recognize and comprehend the global meaning, words and simple sentences in written productions about themes they are familiarised with, with adequate support.
Students will be able to write short and simple productions about previously prepared themes using digital and analogical tools.
Students will be able to apply basic strategies that facilitate the comprehension, production and communication with the use of physical or digital supports.
All this SWBATs will be assessed with the following rubric:
Students will also revise content and develop skills from the science and digital areas, although these will not be assessed:
Students will be able to construct and use scientific vocabulary related to different topics and investigations previously studied.
Students will be able to participate in collaborative tasks using digital resources in a collaborative work environment in the school.
PREPARATION FOR THE APP CYCLE
Some of the aspects that we have to take into account before implementing this session are the following ones. First of all, the students need to have learnt about the animals and their characteristics for facilitate the development of the 360º activity. Also, bare in mind that it is utterly important that the teacher explains to the children how the app works and the features it has; also he/she has to provide the link to the activity to all the students. Finally, the groups for developing the activity should be done before starting.
MATERIALS
Pre-task:
360º for the debate (parque guell. barcelona 360 Panorama | 360Cities)
Main task:
A digital device for each member of the group
Internet connection
The Explorers! on Momento360 (the 360º image)
Pictionary
The animal that is being drawn is decided by the animal's wheel
Canva to draw (In this case, the scaffolding is the question frame that appears on the board: “It is a…").
What am I?
Mimics
Create your own story
Post-task:
A digital device for each group
Tool to create the class e-book with the different stories written: https://bookcreator.com/
BRIEF DESCRIPTION OF EACH PHASE OF TASK CYCLE
Pre-task:
The activity developed above takes part of a science project, and it is thought to be done as a closing task. It is for that reason that, in relation to the knowledge necessary to finish the task cycle, the students are already familiar with the content that it appears. Bearing this in mind, to refresh the content that has been worked, we will start a short conversation through some questions, such as:
What do we know about the animals?
How can we classify them?
Are there different habitats?
What do they eat?
This activity will last half an hour.
In terms of working with the 360º picture, we have destined a part of the session to introduce this new technology to the kids. Once they have finished the pre-task conversation, we will spend the rest of the session (half an hour) explaining to the kids what 360º is and how the app works. In order to do that, we will do a brief debate to see what the kids know about this technology. After a quick explanation of 360º, we will ask the kids the following questions: where can we find 360º images in our day to day lives? With this question we will see how familiarised the kids are with this technology. After that, the teacher will show them an example of their city, Barcelona, and it will be an immersive way to learn how 360 images work.
Main task:
Regarding the main task, each student will need a digital gadget (tablet or laptop). Then, they will divide into groups of 4 people. It should be noted that, even though they will work together to accomplish the tasks, each member of the team will enter the 360º image. There, they will find a classroom with 5 hotspots.
The first one called, Let’s get started, will contextualise the activity to the pupils, summarising the main instructions:
Team up in groups of 4
Go through the 4 hotspots in this order: Pictionary, What am I, Mimics, and StoryCubes
Do the respective missions, and discover amazing animals and places
Succeed in all the missions to become excellent explorers
¡Have fun!
The following one is a Pictionary. In this task, by using an online wheel, each member of the group will have to spin the wheel and, without showing to the rest of its peers, draw the animal that has appeared in less than 1 minute. Its teammates will have to guess it. Concerning language learning, Pictionary is focused not only in animal vocabulary (nouns), but also the question structure, by making pupils use “Is it a…” to guess the animal that is being drawn.
What am I is the third mission that pupils will have to accomplish. The main goal is to describe an animal and make the rest of the group guess which one it is. In order to do it, students will have some online cubes with some animals. One by one, they will have to open a cube on their digital device and describe it to its peers by using the scaffolding sheet provided by the teacher. When someone guesses the animal, pupils will change the roles until everyone has described one animal.
The four mission is called Mimics and they are going to practise some verbs related with animals. Although every student would have his/her tablet, we are going to use only one to open the online resource. Verbs would appear randomly, so we use a unique device to make sure about the use of different verbs (non repeated).
Finally, the last task is Let’s create our own story. With their group, they will have to create a story using the verbs and vocabulary that they have been working on. By using the three links provided by the teachers, each person will have to open the cubes and obtain, at least, 3 words (animal, a characteristic and a verb). Those words must be included in the story. It should be noted that, in order to write it, they will have as well a scaffolding sheet.
In relation to the teacher, she/he is going to control the operation of the activity and analyse the behaviour of each student. Therefore, his/her role would be to clarify the doubts of the students through some questions and the scaffolding.
The time estimated to do this task is an hour and a half.
Post-task:
The post-task would consist on creating a final output, which would be writing a story in groups. Each story should include some of the animals worked during the activity and their characteristics, as well as the verbs also learned.
ASSESSMENT
The post-task would consist on creating a final output, which would be writing a story in groups. Each story should include some of the animals worked during the activity and their characteristics, as well as the verbs also learned.
MATERIALS NEEDED
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