Living beings only survive in an ecosystem when their specific needs are met.
All living beings have needs, such as food, water, and air. If the needs of the organisms in the ecosystem are not met, they cannot survive.
It’s time your perfect animal discovers what its perfect ecosystem is. It will feed and relate to other animals in that ecosystem.
Come on! YOU NEED TO work together to form a bubble of life
Something that is difficult to accomplish.
Algo difícil de conseguir.
Learning Japanese is a big challenge.
Aprender japonés es un gran reto.
You are going to give a presentation to the class about your ideal animal.
You have the animal design so you can show it to your classmates. You also have the fact file with a summary of the information and the text of the class presentation with all the details. Don’t forget the tips to prepare your oral presentation.
But before starting, check if you say yes to the questions below. Then, you will be ready to give an excellent presentation!
Audio transciption
How confident were you while doing this task?
When we have to do an activity, we may have doubts about our ability to do it.
In order to overcome these fears, follow these tips:
What imagination you have! Your animals are a lot of fun and we had a great time knowing about them. However, animals cannot live in isolation. Now we have to find their ecosystem in order to live with other animals.
These are six pictures of six different ecosystems.
Can your imaginary being survive and live in any of these ecosystems?
Let’s work on it.
Join in six groups and follow the steps:
Now, let’s create six different places in the classroom and put one poster on the wall to decorate each place.
Each place becomes an "Ecosystem Entry Control".
Now you have six ecosystems. You need to find which of these ecosystems would be the best for your imaginary creature. It is time to move.
Go ahead!
In turns, two members of each group stay at their “Ecosystem Entry Control”. They play the role of Ecosystem Supervisors.
The other members of the group move from one Ecosystem Checkpoint to another. They are Researchers and use a passport.
Wow! You have already done a lot of work. Up to this moment, you have designed your perfect animal, and you have had the opportunity to learn and think about the perfect ecosystem for your perfect animal.
Now that you know what ecosystem is better for your fantastic creature and you have found other fantastic creatures that can live together with yours, it is time to build that ecosystem.
Have you heard about the word “diorama”? Pay attention and have fun.
Watch this video.
Work in groups and make your diorama.
When we have to do an activity, we may have doubts about our ability to do it.
In order to overcome these fears, follow these tips:
In this last step, I am going to ask you to think about what has been the most important thing you have learnt in order to achieve the challenge.
What you discover by thinking, will help you when you have to meet similar challenges in the future.
Stop for a moment and complete STEP 4 of your Learning Diary (What have I learned?)!
Remember:
Cheer up, you'll do great!
En este último paso, te voy a proponer que pienses qué ha sido lo más importante de todo lo que has aprendido para conseguir el reto que te proponíamos.
Lo que descubras pensando en ello te servirá para cuando tengas que alcanzar retos parecidos en un futuro.
¡Para un momento y completa el PASO 4 de tu Diario de aprendizaje (¿Qué he aprendido?)!
Recuerda:
Si la rellenas en el ordenador, ¡no te olvides de guardarla en tu ordenador cuando la termines!
| Cheetah (Excellent) | Lynx (Good) | Cat (Not very good) | Turtle (Bad) | |
|---|---|---|---|---|
| Use of adjectives | There are many adjectives to describe the animal, mainly from the unit but also some new ones. (1) | There are many adjectives to describe the animal, mainly from the unit. (0.75) | There are some adjectives to describe the animal. (0.25) | There aren't any adjectives to describe the animal. (0) |
| Use of comparatives | There are many comparatives to describe the animal, and no mistakes. (1) | There are many comparatives to describe the animal, and some mistakes. (0.75) | There are some comparatives to describe the animal but there are a lot of mistakes. (0.25) | There aren't any comparatives to describe the animal. (0) |
| Organisation of the presentation | The presentation is super clear to understand all the details about the animal and the organisation is excellent. (2) | The presentation is quite clear and the information is organised as learnt in the unit. (1.5) | The presentation is a bit clear and there is some organisation in the information. (1) | The presentation is not clear at all and the information is not organised. (0) |
| Animal design | There is an excellent animal design with parts from different animals and original features. (2) | There is a good animal design with parts from different animals. (1.5) | There is a poor animal design, not original and no effort. (1) | There isn’t an animal design. (0) |
| Content | Excellent content with a very good amount of quality information and a varied description. (2) | Good content with a good amount of quality information and a varied description. (1.5) | Poor content with a not much amount of quality information and a repetitive description. (1) | Not research done and very repetitive content. (0) |
| Orality | Excellent pronunciation, intonation, pose, speech. (2) | Good pronunciation, intonation, pose, speech. (1.5) | Poor pronunciation, intonation, pose, speech with frequent mistakes. (1) | Too many mistakes on pronunciation, intonation, pose, speech that makes very difficult to understand. (0) |
When you are assessed with a rubric you can know exactly what others expect from you. So having a rubric helps you to understand what you need to do and do a great job!
Use the evaluation chart to assess your own work and your classmate's work.
Make a cross in the appropriate box.
Rúbrica My animal description (spanish)
| Guepardo (Excellent) | Lince (Good) | Gato (Regular) | Tortuga (Mal) | |
| Uso de adjetivos |
Hay muchos adjetivos para describir el animal, principalmente de los vistos durante el REA, pero también se han investigado otros. |
Hay numerosos adjetivos para describir el animal, principalmente de los vistos durante el REA. 0.75 |
Hay algún uso de adjetivos para describir el animal. 0.25 |
No hay uso de adjetivos para describir el animal. |
| Uso de comparativos | Hay muchos comparativos para describir el animal, y no se presencian errores. 1 |
Hay bastantes comparativos para describir el animal, y solo algunos errores. 0.75 |
Hay algunos comparativos para describir el animal pero tienen bastantes errores. 0.25 |
No hay ningún comparativo para describir el animal. 0 |
| Organización de la presentación | La presentación está muy clara para entender todos los detalles sobre el animal y la organización es excelente. 2 |
La presentación es bastante clara y la información se ha organizado como se ha visto durante el REA. 1.5 |
La información es un poco clara y hay alguna organización en la información. 1 |
La presentación no es clara en absoluto y la información no está organizada. 0 |
| Diseño del animal | Hay un diseño del animal excelente, con partes de diferentes animales y características originales. 2 |
Hay un buen diseño del animal, con diferentes partes de otros animales. 1.5 |
Hay un diseño pobre del animal, no es original ni hay esfuerzo. 1 |
No hay un diseño de animal. 0 |
| Contenido | Excelente contenido con muy buena cantidad de información de calidad y una descripción variada. 2 |
Buen contenido con buena cantidad de información de calidad y una descripción variada. 1.5 |
Pobre contenido con poca información de calidad y descripción repetitiva. 1 |
No hay búsqueda de información y el contenido es repetitivo. 0 |
| Oralidad | Excelente pronunciación, entonación, pose y discurso. 2 |
Buena pronunciación, entonación, pose y discurso. 1.5 |
Pobre pronunciación, entonación, pose y discurso con errores frecuentes. 1 |
Demasiados errores en pronunciación, entonación, pose y discurso que hacen muy difícil de comprender. 0 |
Rúbrica: Oral interaction for the ecosystems (spanish)
| Excelente | Bien | Regular | Mal | |
| Transmitir la información de lo que necesiten correctamente. | ||||
| Uso de comparativos | ||||
| Escuchar con atención y responder con adecuación a lo que se pregunta. Actitud de cooperación y colaboración para ceder y llegar a acuerdos. |
Licensed under the Creative Commons Attribution Non-commercial Share Alike License 4.0