Marina Garcia, Ariadna Garcia, Marta González, Clara Manero i Nina Pugés

BACKGROUND & SETTING 

This activity will be for 2nd year student’s, they are going to find the lost animals in the UAB campus in groups with the computers provided by the school. The target level of the participants will be A1, they will only need to elaborate small sentences, using the worked vocabulary.

The disciplines worked will be English language, Science and digital skills for the use of computers.

OVERVIEW & PURPOSE

With this activity, students will apply what they have learned about the wild animals and the prepositions of place in the previous sessions of science and English class. The purpose of this 360-degree activity is to identify the wild animals and be able to explain in short sentences their location using the preposition of place. The activity will start with a 360-degree image of the entrance of the “Mòduls” in our faculty, with different hotspots explaining that some animals from an animal reserve have escaped, and now they are in the university!  The animal keepers need the students' help to find the lost animals and return them to their homes.

MAIN COMPETENCES TO BE COVERED

1. Language proficiency:

   1. Application of grammar and vocabulary at the A1 level to create short sentences.

   2. Place prepositions (in, in front of, next to, beneath, between, and on) are used to characterize the places of animals.

   3. Improving language skills by writing explanations and descriptions.

2. Scientific knowledge:

   1. Recognizing and identifying different types of wild animals.

   2. Understanding habitats or sites ideal for diverse creatures.

   3. Using observational abilities to find and identify animals in a virtual setting.

3. Digital Literacy and Technology skills:

   1. Efficient use of digital technologies and computers in the classroom.

   2. Navigating and interacting in a 360-degree virtual world to accomplish predetermined goals.

   3. Padlet employed collaboratively for exchanging and presenting information.

4. Critical Thinking and Problem-Solving:

   1. Playing a scenario-based problem-solving game where the objective is to find animals who have escaped.

   2. Use the virtual scenario's visual and aural cue analysis to plan the sites of animal searches.

   3. Working together with peers to debate tactics and support the group's task fulfillment.

5. Collaboration and Communication:

   1. Cooperation in small groups to achieve a shared objective.

   2. Communicating insights and discoveries to colleagues.

   3. Participating in group conversations and reflections to integrate the lessons learned.

STUDENTS WILL BE ABLE TO

• Apply their knowledge of wild animals and prepositions of place. 

• Identify various animals, describe their locations using prepositions, and enhance language proficiency. 

• Engaging in a problem-solving scenario, students help locate and return escaped animals using 360-degree images and interactive technology. 

• Collaborate with peers in a fun and interactive manner to achieve a common goal.

PRINCIPAL OUTCOMES/OUTPUT

The students will have to produce short sentences explaining where the animals are, and write them down in this padlet "The Lost Animals Padlet", so the animal keeper’s can look at it and find the animals. These sentences must include the animal’s name and the following prepositions of place: in, in front of, next to, under, between and on.

ASSESSMENT

To assess students' understanding of this activity, we will employ different strategies. 

Firstly, each group will assess the answers posted on the Padlet from another group, for example, group 1 will assess group 2, group 2 will assess group 3… 

Then, we will gather all the class to have a final discussion where the teacher will ask some questions related to the objectives of the activity to check the comprehension of key concepts, both the vocabulary and the prepositions. Some examples of them would be:

• Can you name three wild animals you found during the rescue mission?

• Explain how prepositions of place helped you find the escaped animals.

• What challenges did your group face, and how did you overcome them?

Also, we will take a look at the Padlet all together, check if all the animals were found, and revise the use of the prepositions. 

Furthermore, the teacher will use an observation rubric to assess each student throughout the process formatively and provide feedback to students to support their learning. There will be different criteria, and the mark will be from 1 to 5, where 1 is the lowest and 5 is the highest.

OUTLINE OF SESSION 

SESSION 1 TITLE: The Lost Animals 

Short description of the session:

In this session, students will embark on a thrilling adventure to locate and rescue escaped animals from their animal reserve. Building on their recent studies of wild animals in science and prepositions of place in English, this 360 activity serves as a comprehensive review.

The session begins with an entrance activity where students are informed that some animals have escaped, and they are needed to help find and bring them back home. The students are tasked with identifying 7 different species totalling 11 animals. 

To accomplish this mission, they must carefully observe and record where each animal is situated, all while being cautious of potential dangers. Moreover, they will work on the understanding of wild animals and prepositions.

Preparation and Materials needed for session: 

• Virtual Reality Setup: We must ensure the availability of virtual reality equipment or a computer for 360-degree images

• Tablets

• A brief explanation of how to use a 360  image

• Writing materials: We will provide writing materials for students to jot down observations and hotspot

• Video content: Have the short instructional video ready in order to demonstrate the use of prepositions of place for indicating animal location spot indications during the activity.

• The animal figures

• Padlet Setup: "The Lost Animals Padlet" with organized sections corresponding to hotspot vocabulary terms.

• 360-Degree Images: We will need to prepare immersive images for the entrance, corridor, and machine room with strategically placed hotspots.

Image 1

Image 2

Image 3

TASKS

TASKS 1 TITTLE: The lost animals 

Purpose: 

• To apply prepositions of place to accurately describe the locations of various animals within a virtual environment.

• To enhance observational skills by closely examining 360-degree images and identifying hotspot locations within different scenes.

• To engage in critical thinking and problem-solving as they navigate through the virtual scenario, deciding where to search for missing animals based on visual and auditory cues.

• To collaborate with peers to share findings, discuss potential locations of missing animals, and contribute to the collective effort in completing the rescue mission.

Allotted time: 1h 30 minutes

Brief Teacher instructions 

Before embarking on this thrilling rescue mission, it is crucial for the teacher to clearly explain the context to the students, outlining what is expected of them in a motivational manner. Additionally, the teacher must ensure that every student has access to the necessary virtual reality equipment or computers for an optimal viewing experience of 360-degree images before commencing the activity.

Furthermore, the teacher should guide the students through the 360-degree images, emphasizing the importance of hotspots and the necessity for careful observation. Facilitating discussions as students identify and record the locations of the lost animals can enhance their engagement and learning experience.

To conclude, the teacher should foster a collaborative learning environment by encouraging students to share their discoveries, discuss strategies, and assist each other in completing the mission. This ensures a holistic and interactive educational experience for all students involved.

Task Description (what students are doing):

The students will work in small groups of five to carry out the 360-degree animal rescue mission. 

Their task will be to apply their knowledge of wild animals and prepositions of place to locate and rescue animals that have escaped from the virtual reserve. After an introduction by the teacher, the groups will ensure that everyone has access to the necessary equipment. Together, they will explore 360-degree images, identify the locations of the lost animals, and collaborate on a Padlet to indicate these places using specific vocabulary. Throughout the activity, discussion and collaboration among students will be encouraged, culminating in a joint reflection at the end of the task.

Grouping:

The activity will be conducted in small groups of 5 students.

Verification: 

To assess students' understanding of this activity, various strategies can be employed. Active observation during the 360-degree exploration allows for checking participation and comprehension. Additionally, reviewing contributions on the Padlet, analyzing the accuracy in indicating locations and the proper use of vocabulary, provides valuable insights.

Similarly, asking post-activity questions related to learning objectives is an effective way to verify the comprehension of key concepts.