Description of the activity:

This solar system scope proposal aims to familiarize students with specific planetary vocabulary and data while enhancing their research skills. It is part of a larger teaching unit, building on introductory lessons. The proposal consists of two interactive activities that promote multimodal learning, including reading and speaking. Overall, this solar system scope proposal engages students in a comprehensive learning experience, combining research, interactive games, and skill development, all within the context of their ongoing solar system unit!

It is important to note that this lesson is part of a teaching unit that will be conducted after having carried out  the introduction phase lessons. 

Contextualization: 

• Target Age: This activity is addressed to 3rd-grade students 

• Target Language Level (based on CEFR): Based on the CEFR, the activity’s language is destined for an A2 starter level. 

• Location:   Classroom

Lesson aims: 

Written reception: 

• Overall reading comprehension: Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.

• Reading for orientation: Can locate specific information in lists and isolate the information required (e.g. use the ‘Yellow Pages’ to find a service or tradesman).

Spoken production: 

• 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. 

Spoken interaction:

• Overall spoken interaction: Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations.

• Conversation: Can chat in simple language with peers, colleagues or members of a host family, asking questions and understanding the answers relating to most routine matters.

• Informal discussion: Can exchange opinions and compare things and people using simple language.

Learning objectives (SWBATs)

English area:

1. Using target language students will be able to identify and pronounce the names of various planets of the solar system and their characteristics. 

2. Students will be able to understand vocabulary words related to solar system scope.

3. Students will be able to communicate orally and interact with each member of the group by asking and answering questions about their planet. 

• Assessment: 

In this activity, the assessment would be diagnostic as the intention is to check if they understand and can reproduce the vocabulary they already know beforehand within this activity. For a diagnostic assessment, we have considered a self-assessment tool at the end of the activity.

self-assessment designed: 

https://www.canva.com/design/DAFyomKCqxg/nVl0DsRw9NHnkcns16O5-A/view?utm_content=DAFyomKCqxg&utm_campaign=designshare&utm_medium=link&utm_source=editor

Scientific, Social, and Cultural Knowledge Area:

1. Students will gain scientific knowledge about the solar system's celestial bodies, enhance their research skills, and practice critical thinking through the "Guess Who Planets" game.

2. They will foster social and interpersonal skills by collaborating with peers, sharing knowledge, and engaging in cooperative learning activities.

3. Students will be able to learn about the cultural significance of the solar system, including planetary names.

• Assessment: 

For this second part of the assessment, we have considered a co-assessment tool. Primarily because it involves cooperative work, and also because we want to ensure the participation of all students in the activity. The way to ensure that this happens is to have them evaluate each other.

co-assessment designed:

https://www.canva.com/design/DAFyogYswbg/8kuO6I4U3VlvtoHAN5lTqQ/view?utm_content=DAFyogYswbg&utm_campaign=designshare&utm_medium=link&utm_source=editor

Digital Area: 

1. Students will be able to get in touch with the functionment of the app

2. Students will be able to read and select the key information of the AR app to complete their task.

• Assessment: 

Finally, upon completing the activity, the teacher, based on the data collected and teacher observation, can document this information in an assessment rubric at the end of the teaching evaluation. (Notes)

Having thoroughly reviewed the texts pertaining to extended reality and carefully considered the constructive feedback provided by our fellow classmates, it has come to our attention that the application we employed for the design of the activity primarily aligns with the realm of virtual reality, rather than augmented reality. This revelation became evident post-implementation, and we believe it is essential to address this discrepancy.

In light of this discovery, we wish to communicate our commitment to acknowledging this distinction in future endeavors. It is our intent to take this newfound knowledge into account when planning and executing projects related to extended reality, ensuring a more accurate alignment between the technology employed and the desired outcomes.

We appreciate the valuable insights from our classmates and are grateful for the opportunity to continuously enhance our understanding of extended reality technologies.

Solar system scope team.