Bruce Edwards

Name of the Teacher Bruce Edwards Date 1/11/2025 Level of the class Length of lesson Secondary School Spanish Students [S’s] 60 minutes 12-13 years old around 7-8 Grade Topic: Scenario 2 Content lesson on Photosynthesis and Non-Animal Kingdoms to] Learning Outcomes: At the end of this lesson, most students will be able to: 1. Identify what the difference is between vascular [bryophytes] and non-vascular plants [tracheophytes] 2. Understand the role of plants in Photosynthesis 3. Draw a diagram, whose labels contain a sort message about photosynthesis & global warming. Materials PowerPoint, interactive games, [S] handout texts on photosynthesis and urban greening as well as carbon and oxygen cycles to supplement the course book page and enable recommendations. Content: [S’s] will be able to… 1. Identify and confidently use the language of “The Plant Kingdom” as it relates to the classification of plants 2. Explain how plants produce oxygen and absorb carbon dioxide 3. Summarise information on plant classification and photosynthesis and explain how photosynthesis can help combat global warming Communication: [S’s] will learn, use, and have to understand the following: • Language of (Key Vocabulary): (Words for input) Photosynthesis: stomata; mosses; ferns; autotroph; chloroplast; vascular tissue; non-vascular plants; bryophyte; tracheophyte; carbon dioxide; glucose; oxygen • Language for: (Additional language needed) Words for describing process and interrelationships as well as, identifying advantages and disadvantages together with; explaining relationships and making recommendations • Language through: (Sentence stems for task (if applicable) and output) pg. 1 Lesson Plan 150823 They are autotrophs which means…” Through Photosynthesis plants produce….” The cause is… because….” the effects are…. As a result of… this means that…” Cognition: (*remember to include the Bloom stages students will be using) Culture: 1. Understanding and identifying the interrelationship between two different plant phyla and the process of photosynthesis 1. Recognise the central role of plants in sustaining life through the carbon/oxygen cycle 2. Evaluating: Compare whether bryophytes these two different phyla have a materially different impact on oxygen generation and carbon dioxide/carbon storage 2. Reflect on how human activities disturb this balance. 3 Summarising: Present findings explaining how photosynthesis combats global warming 3. Propose simple community actions that support environmental protection and urban greening. Assessment Criteria: [S’s] should be able to link their understanding of the carbon /oxygen cycle to the need for advocacy and action in the greening of their neighbourhoods. And recommend actions to promote plant preservation and carbon reduction in their local environment. Stage Name Time Interaction Teacher’s procedure Pattern Students will… Introduction & 5 min recap (Knowledge) T-S, S-T Play a game sourced at Interactive game https://www.wordwallnet to highlight (Wordwall): key points from the previous lesson and lay the foundation for this lesson’s recommendation from [S’s] s pg. 2 Lesson Plan 150823 Welcome the class, check mood, review key points from previous lesson. Materials Activating knowledge 5 min Input (Guided 5 min Reading) T-S, S-T Display a slide with 5 sections arrange clockwise [S’s] describe, in short sentences, what Slide, video (Nat Geo or from the Marsh Marigold to its leaf cross-section, they see on the slide in relation to the course book visual) its mesophyll cell cross section small and large, photosynthesis cycle. and back to the Marsh Marigold T-S, S-T, S-S Read aloud the section “The Plant Kingdom” and “How Read and answer questions about Course book; do plants produce food?” Encourage comprehension photosynthesis and plant classification. PowerPoint on the interactive whiteboard questions (2.1, Q1–2). Class read the text together [IAW] and answer questions set alongside the text applicable to that section viz. 2.1 and questions 1 & 2 under the section in the course book page 19 Task (Collaborative Work) 15 min for two texts S-S, S-S Divide class into Blue Team (bryophytes) and Red Team (tracheophytes). Each pair identifies vocabulary and information about their assigned group. [S’s] in both teams are given thinking time to review the answers prepared at the activities [T] has set under this task. Then each blue team partner is allocated a red team partner to complete, compare, discuss, and summarise information to their new partner. pg. 3 Lesson Plan 150823 Identify defining features of each plant Handouts and slides type. [S’s] compare findings with a partner from course book text from the other team. Discuss differences using [T’s] guided prompts on the PowerPoint slide. • 5 pairs of [S’s] in the blue team, working in pairs, read and identify all of the words that inform their knowledge of Bryophytes and prepare answers • While 5 pairs of [S’s] in the red team identify all of the words that inform their knowledge of Tracheophytes and prepare answers • Teams now compare their answers with a different pair. They tell a [S] with a different text about their text using the slide [T] provided as a guide for their comparison discussion 5 min Checking understanding T-S, S-S, S-T [T] facilitates the groupwork Output 15 min T-S, S-T, S-S Lead discussion summarising how photosynthesis [S’s] Draw and label a diagram of Handouts, paper, online helps combat global warming. photosynthesis, adding one sentence resources explaining its environmental benefit. read Extra Activity 5 min S-S [T] Extends learning with real-world examples of [S’s] are encouraged to peer correct Online resources urban greening or reforestation to enhances [S’s] mistakes understanding. Evaluation 5 min T-S, S-S, S-T Conclude with a short quiz or game assessing content [S’s] are encouraged to play the game so Wordwall or interactive to establish what [S’s] understand and know; and what that [T] can evaluate their knowledge board set up around they are still unsure of [S’s] understanding of; [1] Plant classification and [2] How photosynthesis can help combat global warming (Creative Application) [S’s] create true/false statements to Interactive quiz game test each other and comment on a [T’s] summary; Lesson Rationale - words): Cover the below points: 1. 2. 3. 4. 5. 6. why you have structured the lesson in the way that you have what each activity will contribute towards the learning aims and how this will be achieved other activities that you considered including and why you chose not to use them what you would do if any of your activities didn’t work in the way you have planned. anticipate difficulties both in relation to the learners and their L1/age/level and to the content provide relevant solutions to the anticipated difficulties by highlighting support/scaffolding offered in the lesson. 1 [T] structured the lesson this way because this CLIL lesson integrates science content and English language learning through a progressive structure that mirrors the cognitive stages of learning—from activation of prior knowledge to application and evaluation. The lesson begins with an engaging review to recall relevant vocabulary and concepts from previous lessons. This establishes a familiar linguistic foundation, especially for bilingual learners transitioning between L1 (Spanish) pg. 4 Lesson Plan 150823 and L2 (English) scientific terminology. The sequence follows a clear learning arc: engage → explore → explain → extend → evaluate, which aligns with both Bloom’s taxonomy and CLIL pedagogical stages. The initial interactive Wordwall game serves as both a diagnostic and motivational tool, reactivating students’ existing knowledge while introducing the lesson theme in a playful manner. The subsequent visual task—describing the Marsh Marigold diagram—stimulates curiosity and activates key vocabulary through multimodal input, bridging visual and linguistic processing. Guided reading of the course book text ensures learners access authentic content input while supported by teacher scaffolding. Pair and group tasks that follow allow students to manipulate language actively, engaging in classification, comparison, and synthesis—all essential cognitive operations for content retention in bilingual contexts. The final creative output task consolidates conceptual understanding through visual representation and written explanation, fostering deeper comprehension. 2 Activities contributed in stages as follows: • Introduction & Recap: Reinforces vocabulary retention and primes students for new input. • Activating Knowledge: Connects prior understanding to new content; and encourages descriptive language use. • Input Reading: Develops content comprehension and reading fluency; introduces key scientific lexis. • Collaborative Task: Promotes peer interaction and communicative competence while applying classification skills. • Checking Understanding: Encourages self-assessment and peer teaching; reinforces scientific accuracy. • Creative Output: Applies conceptual knowledge to real-world contexts (linking photosynthesis and climate change • Evaluation: Provides feedback loop for both content mastery and language use pg. 5 Lesson Plan 150823 3 [T] considered integrating games throughout the entire lesson, however, it was determined that too many interactive activities might fragment the learning flow. Instead, strategic placement of games (at lesson start and end) balances engagement, with focused academic reading, and discussion. An outdoor plant scavenger hunt was also considered, but excluded, due to time constraints, and logistical challenges within a 60-minute period. 4 If the recap using the course book page did not work [T] would consider If the reading or classification task proves too linguistically demanding, [T] would simplify the text using a bilingual glossary and rephrase complex sentences in accessible English. If the course book recap does not elicit sufficient participation, an image-based quiz (using real plant visuals) would be substituted. For students struggling with the diagram output, sentence stems and model examples will be provided. 5 Spanish [S’s] 12-13 years of age may face several challenges; including Pronunciation difficulties with scientific terms (e.g., chloroplasts, tracheophytes); Conceptual confusion between “vascular” and “non-vascular” due to L1 interference; Difficulty expressing cause-and-effect relationships in English; Uneven participation during group tasks 6 To address pronunciation challenges, the teacher will employ choral repetition and phonetic reinforcement. Students will engage in hands-on vocabulary building, such as labelling diagrams and assembling plant structure models to reinforce terminology. Simplified bilingual definitions and concept-mapping exercises will help bridge the conceptual gap between L1 and L2 understanding. Sentence stems (“Because plants absorb CO₂, they…”) and visual prompts will scaffold scientific reasoning in English. Mixed-ability pairing ensures peer support, while games and diagrams sustain motivation. In sum, the lesson scaffolds understanding from comprehension → communication → cognition → culture, achieving both language and content outcomes. Bibliography (if needed): 1 Course book at through www.burlingtonbooks.es/natural1 https://burlingtonbooks.es/catalogue-level/adults/ and accessed at https://bbresources.s3.amazonaws.com/sites/3/NaturalScience1_DEMO_SB-U3_11185.pdf 2 National Geographic, https://images.nationalgeographic.org/image/upload/v-/EducationHub/files/photosynthesisinfographic.pdf 3 National Geographic, Photosynthesis, https://education.nationalgeographic.org/resource/photosynthesis/ 4 Primary Theme Park, Photosynthesis for Kids, https://www.primarythemepark.com/2015/02/photosynthesis-kids/ 5 Photosynthesis & Worksheets, https://za.pinterest.com/pin/-/ pg. 6 Lesson Plan 150823 6 Wordwall, The easy way to create your own teaching resources, https://wordwall.net/ https://wordwall.net/resource/-/what-activities-cause-water-air-or-soil-pollution Materials (include all physical copies of the materials you plan to use in your lesson, referenced): pg. 7 Lesson Plan 150823 pg. 8 Lesson Plan 150823