ATS2020 Learning Design

ATS2020 Learning Design

CC BY-NC-SA

Author: Maria Constantinou Institution: Cyprus Pedagogical Institute

Country: Cyprus LD language: English

General description of the Learning Design

Subject ENGLISH LANGUAGE LD Title Endangered Animals Online Campaign Year group Gymnasium, Grade B’ Duration 3x40’ Description Students in this unit learn about endangered animals and create an online campaign about them. They take their learning in their own

hands as they search the internet for information about endangered animals and use technology affordances to improve their knowl-edge and language skills. They develop their creative skills working on the activities of the unit. Students will write a des criptive essay about an endangered animal. Their essay will be used to create a matching game for their campaign. Students will work their oral skill in a fun activity, in which they will make a picture of an animal to look like that the animal is talking. Finally students will create a digi-tal poster about endangered animals.

ATS2020 LD Macro-level

Tasks to develop these competences towards the learning

outcomes

- Completion of My learning journal - Students read a text regarding endangered from an online

newspaper and answer questions on the text. - Students use online dictionaries.

- Students search online for information about an endangered animal and create identity cards for the animals with the most important information they have found.

- Students locate information from video.

- Students write a descriptive essay about an endangered animal. - Students read descriptions of animals and match the descri p-

tions to the respective image.

- Students add voice to a picture of an animal. - Students create a digital poster about endangered animals.

Learning activity/Lesson/Unit: ENGLISH LANGUAGE -Endangered Animals Online Campaign Class: Grade B (8th grade), Gymnasium

Learning goals - expected leaning outcomes

Body of knowledge (National curriculum)

Listening - Understand main points of a video. - Answer simple questions about the content of a video.

Speaking - Express complains about a problem. - Make simple descriptions. - Use phrases and sentences to describe in simple terms

an animal. - Use tenses correctly. Reading - Understand the content of simple text.

- Understand unknown words using context. - Use online translation tools and dictionaries. - Locate specific information from the internet and use

them appropriately. Writing - Vocabulary: Adjectives to describe animals, animal

parts.

- Write a well structured paragraph describing an ani-mal.

- Write simple phrases and sentences to create a poster.

Leaning outputs – through all stages (assessment)

- Students’ individual My Learning journals Individual work-sheets with answers to the questions.

- A list of kind of information to look for online. - Identity cards of endangered animals with key informa-

tion about the animal. - Individual written descriptions of endangered animals. - Matching game with animal descriptions and photo-

graphs. - Individual videos of students; lending their voice to the

animals. - Digital posters about endangered animals

Skills and competences necessary to reach the expected outcomes Targeted Autonomous learning skills - Define goals for their learning to achieve

- Identify their existing knowledge and skills in reference to the leaning context

- Identify new learning needs - Evaluate process and results and provide evidence for

achievement.

- Plan and manage activi ties to implement strategy. - Use digi tal technology tools to learn independently. - Use various assessment techniques (self-assessment,

teacher assessment) to evaluate process and results and

improve work according to the assessment. Information li teracy skills

- Find relevant information. - Create new content in di fferent formats .

- Express creatively trough different media and technolo-gies .

Creativi ty and innovation skills - Mash-up existing resources to create new, original and

relevant content and knowledge.

- To be aware of tools and resources that can be used for creative purposes .

- Assess own needs in terms of knowledge, resources, tools and competence development.

- To express oneself creatively with the use of tools and re-sources.

Digital Tools (affordanc-

es)

- My Learning (Journals) - Internet

ATS2020 LD Micro-level with My Learning and Assessment

Activity title

Learning goals – Learning Outcomes

Tasks (teacher/students)

Teacher’s role Tools Methodology

– Class Arrangement

Learning Outputs

(expected) Assessment tool

Subject area Transversal skills

Activity 1: Introduc-tion

Teacher explains that in this unit they will learn about endangered animals (animals that are in dan-ger of becoming extinct). They will create a digital campaign to pro-mote awareness about endan-gered animals. They will upload the results of their activities to the

lesson’s blog.

- Introduces the unit

Teacher talks

Activity 2i: My learning journal

Autonomous learning skills - Define goals

for their learning to achieve

- Identify their existing knowledge and skills in reference to the leaning context

- Identify new learning needs.

Task 2.1: Students fill in, in their My learning journal what they already know and what they would like to learn identifying their goals in relation to language and content learning. They can add goals relevant to the aim of the unit to create an online cam-paign about endangered animals. (Revisit and fill in at their own needs during the whole Unit)

- Review stu-dents’ goals

- Review stu-dents’ journal and coach them.

- If possible takes into account students’ goals and ideas re-garding the creation of an online campaign for the follow-ing activities.

- Provides sup-porting material relevant to the

My learn-ing jour-nal

Individual work

My learn-ing journal entry

Teacher assess-ment See universal ru-bric of ATS2020 for teachers for learning journals.

Activity title





Learning Outputs



learning goals.

Activity 3: Reading, under-standing text

- Understand the content of simple text.

- Understand unknown words us-ing context.

- Use online dictionar-ies.

Information lit-eracy skills - Find relevant

information.

Autonomous learning skills - Use digital

technology tools to learn independently.

Task 3.1: Students are prompt to read and answer questions on the text from Time online magazine’s photo gallery “Ten species near extinction”. (Instead of paper they can use their online learning envi-ronment to answer e.g. Use a form to reply to the questions) Students are allowed to use online dictionaries to understand any words they can’t understand from the context. See appendix for the questions.

- Creates an online docu-ment or a blog post with the links that they will use for the unit.

- Provides the questions for the task.

- Reads students answers to the questions and assess them.

- Supports stu-dents.

- Web-site: Time online maga-zine’s photo gallery “Ten spe-cies near extinc-tion” (link in appen-dix)

Individual work

Individual (online) work-sheets with an-swers to the ques-tions.

Teacher assess-ment Teacher reads the answers. He/she helps students that didn’t get the right answer lo-cate the answer and understand the text.

Activity 4: Create an animal’s identity card with main in-formation about the animal.

- Under-stand main points of a video.

- Answer simple questions about the content of a video.

- Locate

Creativity and innovation skills - Mash-up exist-

ing resources to create new, original and relevant con-tent and knowledge.

- To be aware of tools and re-sources that can be used

Task 4.1: Teacher explains that for the following activity they will create identity cards for endan-gered animals. But first they should decide what kind of in-formation they should search for about the animal they will choose.

Task 4.2: Students watch a You-Tube video by World Wildlife Fund (WWF) about Giant Pandas. https://youtu.be/e6IIf03ulCU.

- Explains the ac-tivity.

- Writes on the board the stu-dents’ answers.

- Supports stu-dents when needed

- Suggests key-words for the online search.

- Reads students animal identity

YouTube video by World Wildlife Fund (WWF) about Giant Pandas. https://youtu.be/e6IIf03ulCU

Individual work

- A list of kind of infor-mation to look for online.

- Identity cards of endan-gered animals with key

Teacher Teacher reads the identity cards the students created for the animal they have chosen. He/she provides feedback on any grammar or syntax mistakes they have made and makes suggestions for any further

http://content.time.com/time/photogallery/0,29307,1888702,00.html






https://youtu.be/e6IIf03ulCU





Activity title





Learning Outputs



specific informa-tion from the inter-net and use them appropri-ately.

for creative purposes.

Information lit-eracy skills - Find relevant

information. - Create new

content in dif-ferent formats.

- Express crea-tively trough different me-dia and tech-nologies.

They are asked what the main message of the video is. They are asked to locate what kind of in-formation the video provides about Giant Pandas. Students reply and they watch the video again. Teacher writes on the board the kind of information the students located that the video mentions. Teacher asks the stu-dents if they have any sugges-tions of other kind of information they should try to find for the next activity.

Expected list items: appearance (colour, size, and weight), kind of animal, eating habits, habitat- location, interesting informa-tion/facts, number remaining, and main threats.

Task 4.3: Students visit the web-site “a-z animals” http://a-z-ani-mals.com/animals/endangered/ and choose an animal from the list.

Task 4.4: They search online for information on the animal and create identity cards with main

cards and pro-vides feedback.

- Helps students to upload the animal identity cards they have created to the class online learning envi-ronment.

infor-mation about the animal.

information to add. Peer Students com-ment on each other post of the animal’s identity cards on the class online learning environment.

http://a-z-animals.com/animals/endangered/



Activity title





Learning Outputs



information and a picture for the animal they chose. They are free to do the identity cards in what-ever software they feel more comfortable using or they can do them in paper.

Task 4.5: Teacher provides feed-back on the information cards students made. Students review their work.

Task 4.6: They upload the fin-ished identity cards of the animal they chose, in the class online learning environment. Students can add comments to each other’s posts. (If the class has a blog they can also share the fin-ished cards there).

Activity 5: Animal descrip-tion and matching game

- Vocabu-lary: Ad-jectives to describe animals, animal parts.

- Use online transla-tion tools

Creativity and innovation skills - Assess own

needs in terms of knowledge, resources, tools and competence develop-ment.

Task 5.1: Students will write an essay with the description of the animal they have chosen. Before they start they work on their vo-cabulary using the webpage: http://www.passporttoenglish.com/Intermediate-Eng-lish/Lesson14/Vocabulary.html. In the webpage they are asked to translate adjectives for describing

- Shows students how to use online dictionar-ies and transla-tor tools.

- Shows students how to use word processing programme to correct spelling mistakes and

- Web-page: http://www.passportto-eng-lish.com/Intermediate-Eng-lish/Less

- Plenary

discussion

- Individual

work

- Individ-ual writ-ten de-scrip-tions of endan-gered animals.

- Match-ing game

Self Formative as-sessment scaffold-ing tool 1 Teacher Teacher reads the students de-scriptions of the animal they have chosen. He/she provides feed-

http://www.passporttoenglish.com/Intermediate-English/Lesson14/Vocabulary.html













Activity title





Learning Outputs



and dic-tionaries.

- Write a well struc-tured paragraph in which they de-scribe an animal.

- Under-stand the content of simple text (de-scrip-tions).

Autonomous learning skills - Use digital

technology tools to learn independ-ently.

- Use various assessment techniques (self-assessment, teacher as-sessment) to evaluate process and results and improve work accord-ing to the as-sessment.

animals and animal parts using Google Translation - http://translate.google.com/) - or - Look up the English definition. (Longman Dictionary - http://www.ldoceonline.com/). They can hear the pronunciation of the words and do a couple of exercises to practise using the vo-cabulary in sentences.

Task 5.2: Teacher shows students how to use word processing pro-gramme to correct spelling mis-takes and find synonyms.

Task 5.3: Students write descrip-tions of the animal they have cho-sen using word processing pro-grams. (They should not mention the name of the animal in their description. They should show cor-rect use of ‘is/are’, ‘has/have’ and action verbs. They should use in-formation they have found to cre-ate the animal identity card in the previous activity. They should de-scribe the animal’s external ap-pearance and mention elements of the animal’s character. They should include information about

find synonyms. - Reads the de-

scriptions and provides feed-back. Prompts students to ad-ditional material that can help them improve their writing.

- Creates a matching game with the de-scriptions and pictures the students have provided.

- Makes the game available though the class blog.

on14/Vocabu-lary.html

- Google Transla-tion - http://translate.google.com/

- Long-man Diction-ary - http://www.ldoceonline.com/

with animal descrip-tions and photo-graphs.

back in the form of comments, in the word proc-essing pro-gramme they use. When needed the teacher prompts to material to help them work on the mistakes they made. The students are ex-pected to take into account teacher’s com-ments to revise their text. After the students re-vise the text, teacher uses the Formative as-sessment scaf-folding tool 1 to provide the final evaluation of the task.

Self The game of task

http://translate.google.com/

http://www.ldoceonline.com/









Activity title





Learning Outputs



the animal’s habitat and the ani-mal’s everyday habits.)

Task 5.4: Teacher reads the de-scriptions and provides feedback. Students review their work and send back the new descriptions.

Task 5.5: Teacher uses the de-scriptions and the pictures of the animals to create a matching game for the class online cam-paign. The teacher makes the game available in the class online learning environment and makes it available public (If the class has a blog they can also share it there).

Task 5.6: Students try the game. They read the descriptions and try to match the description with the correct image.

5.6 automatically gives a grade and immediate feed-back on the cor-rectness of the students matching the pictures with the descriptions. If students under-stand the content of the text ade-quately they should be able to match the descrip-tion to the picture correctly.

Activity 6: Give voice to the en-dangered animals

Oral speech: - Express

complains about a problem.

- Make simple descrip-tions.


ing resources to create new, original and relevant con-tent and knowledge.

Task 6.1: Students will use the app at the following webpage http://blabberize.com/ to add voice to a picture of an animal (The app makes the mouth of the person/animal in the picture move so that it look like that the per-son/animal is talking.). First, the students need to choose some of

- Creates account for the webpage http://blabberize.com

- Provides feed-back to students regarding their pronunciation and content.

Website: http://blabber-ize.com/

-Individual videos of students; lending their voice to the animals.

Teacher Teacher provides feedback to stu-dents regarding their pronuncia-tion and content.

http://blabberize.com/






Activity title





Learning Outputs



- Use phrases and sen-tences to describe in simple terms an animal.

- Use tenses

correctly.

- To express oneself crea-tively with the use of tools and resources.

the information they used in their description of the animal to write a few sentences in the first per-son, like the animal is talking. They should add the animal's message to people and its feel-ings. Students practice the con-tent of the animal’s speech to the teacher before they record it. Teacher makes individual com-ments on their pronunciation. See appendix for instructions for use of the application.

Activity 2ii: My learning journal

Autonomous learning skills - Plan and man-

age activities to implement strategy.

- Evaluate proc-ess and results and provide evidence for achievement.

Teacher explains the next activity.

Task 2.2 Students fill in, in their My Learning journal any further goals in regards to the following activity. Students fill in their strategies to achieve their goals and what kind of evidence they need to prove their learning

achievements.



Individual work


Teacher Teacher reads the learning journals

Activity 7: Digital posters about endan-gered

- Write simple phrases and sen-tences to create a


ing resources to create new, original and

Task 7.1: Students create a digital poster about endangered animals. They should focus on the animal they have worked on for the pre-vious activities. They are free to use any programme they already

- Supports stu-dents.

Individual work Pair feedback

Digital posters about en-dangered animals

Peer Students review each other poster and provide feed-back. They use formative assess-

Activity title





Learning Outputs



animals poster. relevant con-tent and knowledge.

- To be aware of tools and re-sources that can be used for creative purposes.

- To express oneself crea-tively with the use of tools and resources.

know how to use to make the poster. If they don’t feel confident in using software, they can make their poster in paper and then either scan it or take it a photo-graph. They are encouraged to work creatively. Both content and impression will be evaluated. They should think about their design, layout and message.

Task 7.2: Students in pairs review each other’s posters. Students use feedback to improve their posters.

Task 7.3: Students posters are up-loaded in the class blog.

ment scaffolding tool 2

Activity 2iii: My Learning journal

Autonomous learning skills - Evaluate proc-

ess and results and provide evidence for achievement.

Task 2.3: Students fill in, in their My learning journals their self-evaluation. They answer whether they have achieved their goals and what they could have done

better.




Teacher Teacher reads the learning journals

Activity 8: ePortfolio

Autonomous learning skills Evaluate process and results and provide evidence for achievement.

Task 6.1: Students create their ePortfolio page for the unit. They can include parts of their learning journal, the artefacts they have created and any other informa-tion they want to share.

- Review stu-dent’s ePortfo-lio

ePortfo-lio

Individual work

Individual ePortfolio

Activity title





Learning Outputs



A strategy to use to make a more interesting portfolio is to write:

- 3 things you found out - 2 interesting things - 1 question you still have

APPENDIX

Task Material – Resources

Task 3.1 Website Time online magazine’s photo gallery “Ten species near extinction”: http://content.time.com/time/photogallery/0,29307,1888702,00.html

Task 4.2 YouTube video by World Wildlife Fund (WWF) about Giant Pandas: https://youtu.be/e6IIf03ulCU

Task 4.3 Website http://a-z-animals.com/animals/endangered/

Task 5.1 - Webpage: http://www.passporttoenglish.com/Intermediate-English/Lesson14/Vocabulary.html - Google Translation - http://translate.google.com/ - Longman Dictionary - http://www.ldoceonline.com/

Task 6.1 Website: http://blabberize.com/

Activity 3: Reading, understanding text

Time online magazine’s photo gallery “Ten species near extinction”: http://content.time.com/time/photogallery/0,29307,1888702,00.html

Questions on the text of the photo gallery: What do the poachers hunt the Javan Rhinoceros for? Where does the Vaquita live? What are the main threads for the Cross River Gorilla? How many Sumatran Tigers are remaining? What year was the Golden-Headed Langur placed under protection? In which continent does the Black-Footed Ferret live? Is the Borneo Pygmy Elephant taller or shorter that the Asian elephant? What actions have helped the Giant Panda population to rise? What threatens the Polar Bears? What threatens the Mekong Giant Catfish?









Activity 6: Give voice to the endangered animals

Instructions for students for the use of the application in the webpage http://blabberize.com/

To use the application follow the next steps: 1. Find a picture of your animal online. 2. Right click the image and save the picture in your computer. (Remember where you have saved it.) 3. Visit http://blabberize.com/ 4. Choose “make” 5. Browse for your picture 6. Select the area of the image you want to use and click on the blue arrow 7. Move the blue and green circles to accommodate them surrounding the mouth and click on the blue arrow. 8. Click on the pink microphone to record sound from your microphone or upload the audio file you have stored in your computer. Click on browse and

upload it.

When you finish doing this, call your teacher so that he/she can save it in the class account and upload it to the blog.



ASSESSMENT TOOLS

FORMATIVE ASSESSMENT SCAFFOLDING TOOL 1: Activity 5: Write an essay describing an endangered animal without mentioning the animal

(Based on the rubric http://www.d49.org/site/handlers/fi ledownload.ashx?moduleinstanceid=20979&d )

The purpose of this self-assessment is to see how you are feeling about your progress in regards to descriptive writing. Use the self-assessment to improve

your writing. The teacher will use the same criteria to assess your work after you review it.

Tick the colour of the level you feel you are. If you are at “RED” or

“ORANGE” think about improving your writing

to reach “GREEN”.

RED ORANGE GREEN

Ideas

poorly focused on the topic ideas are unclear few details are given

creates some clear images for the reader focused on the topic ideas are supported with details

Ideas are communicated clearly well-focused on the topic ideas are well supported with interesting details

Conventions

frequent errors in grammar, usage, spell-ing, capitalization and punctuation make understanding difficult

few errors of grammar and usage mostly correct spelling, punctuation and capitalization

proper grammar correct spelling correct punctuation correct capitalization

Organisation

not focused on the topic no clear organization no transitions difficult to follow

generally focused on the topic some lapses in organization some transitions usually easy to follow

well-focused on the topic logical organization excellent transitions easy to follow first sentence introduces subject

Word Choice & Voice

very limited word choices wording is not descriptive sentences too long or too short

fairly precise, interesting somewhat varied word choices wording could be more specific

precise and interesting word choices variety of word choices uses descriptive action verbs, adjectives

http://www.d49.org/site/handlers/filedownload.ashx?moduleinstanceid=20979&dataid=18377&FileName=Descriptive_Writing_Rubric.doc

and nouns proper sentence length

Content

Students included information on two or less of the following: Animal’s external appearance Animal’s character Animal’s habits Animal’s habitat Interesting facts about the animal Animal’s extinction rate, number remain-ing and main threats.

Students included information on some of the following: Animal’s external appearance Animal’s character Animal’s habits Animal’s habitat Interesting facts about the animal Animal’s extinction rate, number remain-ing and main threats.

Students included information on all of the following: Animal’s external appearance Animal’s character Animal’s habits Animal’s habitat Interesting facts about the animal Animal’s extinction rate, number remain-ing and main threats.

FORMATIVE ASSESSMENT SCAFFOLDING TOOL 1: Activity 7: Students create digital posters about endangered animals

Students in pairs review each other’s posters.

Read the statements. Then indicate a number from the follow-ing scale that reflects your assessment. 1= weak, 5 = strong

1 2 3 4 5

The topic of the poster is clear. The purpose of the poster is clearly accomplished.

The poster contains appropriate items and information. The information on the poster is appropriate to the topic.

The information on the poster are well organised to make the poster interesting and communicate the message.

The poster is attractive in terms of design and layout. The poster illustrates good use of colour and space.

All illustrations, photographs, and drawings add to the purpose and interest of the poster.

The spelling, punctuation and grammar of any text on the poster are accurate.

The poster is clean and neat.

The poster is original and creative. The poster shows an understanding of the topic and related concepts.

ADDITIONAL COMMENTS:

Documents

ATS2020 Learning Design