¡Cómo crece nuestro jardín! (Growing things) 2. Life cycle of a plant Prior Knowledge: It is helpful if children can recall some vegetable words Objectives Support Listen attentively to spoken language and show understanding by joining in and responding Encourage more reluctant children with plenty of eye contact. Explore the patterns and sounds of language and link the spelling, sound and meaning of words Some children will need a copy of the alphabet to refer to. Extension Read carefully and show understanding of words, phrases and simple writing Create a labelled display of a wider selection of fruit, vegetables and their seeds using a dictionary or word list. Match text with pictures or copy-write stages of the plant life cycle. Main Ask children to recall the names of vegetables and label each one. Give six children a vegetable label each and ask them to stand in a line, in dictionary order of the vegetables and read the labels aloud. Show children a bean seed and say Aquí tenemos una semilla. Explain it is a seed. In order to identify which vegetable it came from, ask: ¿Es la semilla de un tomate / de un pepino etc? until the seed has been correctly identified. Ask children in English what they know about the life cycle of a plant. Using pictures, describe in Spanish the different stages. (See Teacher Language) ICT Opportunities: Create the life cycle of the plant in plasticine and take photos. Animate photos using a digital editing package to give the effect of the plant growing. Model this again, performing a mime or gesture to illustrate each stage. Children repeat the words and the mime to show understanding. This can be repeated several times. Give individual children a picture of one of the eight stages. Call out each stage in order and children arrange themselves accordingly. Repeat, with different groups of children and when they are ready to move on, call out the stages in random order to encourage children to listen carefully. Children can discuss the strategies they used to allow them to listen appropriately and complete the activity. Revisit the soft c sound (introduced in Unit 2 session 5). Read out a list of words such as raíces, caballo, ratoncitos, castaño, crece and cinco. Ask the children to listen out for the sound th (as in ‘think’) and to make a gesture (such as raising their hand) when they hear the sound (e.g. in raíces, ratoncitos, crece, and cinco). Show the written form of all the words (including caballo and castaño). Read them out and ask the children to say ‘th, th, th, th, th’ or k, k, k, k, k ‘ depending on the sound they hear. Can they work out a rule for when the letter c is pronounced th and when it is k? (soft before e and i). Add the words crece and raíces to the soft c page of the sound bank. ICT Opportunities: Use embedded sound files in a multimedia presentation to revise key sounds. ¡Cómo crece nuestro jardín! (Growing things) 2. Life cycle of a plant Give children, in pairs, an envelope containing the life cycle cut up into sentence strips, as well as pictures of the different stages. Ask them to order the sentence strips and match them to the pictures. Feedback and order them as a whole class. Draw attention to the word semilla and ask the children if the spelling is different from what they were expecting. Remind them that ll in Spanish makes the sound y and ask them to think of a colour and a part of the body with the same sound (amarillo and rodilla). Add semilla to the ll page of the sound bank. Grammar Grammar Phonics focus Phonics focus For teachers: For children: Noticing patterns in more complex sentences. For teachers: For children: j – judía, Soft c – crece, crecen, raíces d – (like th in ‘that’) judía, ll - semilla rd 3 person singular – crece, da – and 3rd person plural – crecen Soft c – crece, crecen, raíces z – zanahoria silent h – zanahoria silent u - guisante qu - aquí (qu is pronounced like k) ll - semilla Learning Outcomes New National Curriculum Links Children can: English recall, retain and use vocabulary join in with a non-fiction text read aloud familiar words show understanding of what they hear through a physical response Writing - Years 3 - 4 Use the first two or three letters of a word to check its spelling in a dictionary Science Plants – Years 3 – 4 Explore the role of flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Throughout the week: Resources Throughout the week, children act out and join in with the telling of the life cycle of a plant. Picture flashcards, real or plastic vegetables Text cards or labels for vegetables Write vegetable words as a calligram (a word, phrase or poem in which the handwriting or font is part of the focus). Bean seed ¡Cómo crece nuestro jardín! (Growing things) 2. Life cycle of a plant Teaching Tips When looking at gender of articles it will be up to the teacher to decide whether or not it is appropriate to use the grammatical terminology at this stage. El lenguaje del profesor / de la profesora Un tomate / tomates Un pepino / pepinos Una patata / patatas Una judía / judías Una zanahoria / zanahorias Un guisante / los guisantes Aquí tenemos… Una etiqueta Una semilla Una semilla de judía Poned/Pon las etiquetas en orden alfabético Teacher Language a tomato / tomatoes a cucumber / cucumbers a potato / potatoes a bean / beans a carrot / carrots a pea / peas Here we have… a label a seed a bean seed Put (plural/singular) the labels in alphabetical order Leed… Aquí tenemos una semilla. Las raíces crecen. Después de las raíces, crece el brote. Después del brote, crecen las hojas. Después de las hojas, crece la flor. Después de la flor, crece la fruta. La fruta nos da las semillas. Aquí tenemos una semilla. Read… Here we have a seed. The roots grow. After the roots, the shoot grows. After the shoot, the leaves grow. After the leaves, the flower grows. After the flower, the fruit grows. The fruit gives us the seeds. Here is a seed. Repetid Inventad un gesto Repeat Make up a mime Extension: Seeds from some of the other vegetables Picture flashcards of stages of the plant life cycle Envelopes containing life cycle sentences and pictures for pair work Multimedia presentation with sound files Digital camera Digital editing package for animating photo story El lenguaje de los niños Un tomate Un pepino Una patata Una judía Una zanahoria Un guisante Una semilla Una semilla de judía Aquí tenemos una semilla. Las raíces crecen. Después de las raíces, crece el brote. Después del brote, crecen las hojas. Después de las hojas, crece la flor. Después de la flor, crece la fruta. La fruta nos da las semillas. Aquí tenemos una semilla. Children’s Language a tomato a cucumber a potato a bean a carrot a pea a seed a bean seed Here is a seed. The roots grow. After the roots, the shoot grows. After the shoot, the leaves grow. After the leaves, the flower grows. After the flower, the fruit grows. The fruit gives us the seeds. Here is a seed.
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