TOPIC: Science – Ecology – L3
LESSON TYPE: Regular
PRIOR KNOWLEDGE: Previous class.
KEY VOCABULARY: Adaptation, adjustment, amount, amphibian, behavior, bulb, chance,
change, cycle, environment, existence, eyelid, function, ground, hair, insect, layer, leaves, life,
mammal, modification, physiology, pollination, reptile, roots, sand, seeds, stem, structure, surface,
survival, thorn, trunk, dense, fit, fleshy, most, nocturnal, several, suited, thick, transparent, waxy,
against, away, inside, out, outside, through, quickly, sometimes, still, underground, adjust, attract,
avoid, become, close, collect, crawl, die, germinate, grow, insulate, keep, leap, may, penetrate,
protect, remain, reproduce, search, spend, store, survive.
MATERIALS
• Worksheet 1, Pages 1-3 – Science – Ecology – L3;
• Appendix 1 – Science – Ecology – L3;
• Digital devices with Internet access;
• Projector;
• Presentation - Science – Ecology – L3.
PREPARATION IN ADVANCE:
• Copy Appendix 1 and cut out the slips.
• Download the Presentation.
OBJECTIVES
Teacher Objectives
• To teach the adaptations of animals and plants to the desert.
• To have students practice the Simple Present Tense in its different forms.
• To have students practice three sounds: /u/, /i/, /i:/
• To help students organize the vocabulary into categories.
Student Outcomes
• Learn about animals and plants adaptation.
• Recognize desert characteristics.
• Categorize vocabulary.
• Practice the simple present.
• Practice sounds /u/, /i/, /i:/
BNCC
COMPETÊNCIAS:
• Pensamento Científico, Crítico e Criativo — Exercitar a curiosidade intelectual e recorrer à
abordagem própria das ciências, incluindo a investigação, a reflexão, a análise crítica, a
imaginação e a criatividade, para investigar causas, elaborar e testar hipóteses, formular e
resolver problemas e criar soluções (inclusive tecnológicas) com base nos conhecimentos das
diferentes áreas.
• Comunicação — Utilizar diferentes linguagens – verbal (oral ou visual-motora, como Libras, e
escrita), corporal, visual, sonora e digital –, bem como conhecimentos das linguagens artística,
matemática e científica, para se expressar e partilhar informações, experiências, ideias e
sentimentos em diferentes contextos e produzir sentidos que levem ao entendimento mútuo.
ÁREAS DE CONHECIMENTO:
1. LÍNGUA INGLESA
Unidade temática
• Interação discursiva
• Estudo do léxico
• Estratégias de leitura
Objetos de conhecimento
• Funções e usos da língua inglesa em sala de aula (classroom language)
• Funções e usos da língua inglesa: convivência e colaboração em sala de aula
• Pronúncia
• Construção do sentido global do texto
2. CIÊNCIAS DA NATUREZA
Unidade temática
• Vida e evolução
Objetos de conhecimento
• Seres vivos no ambiente
• Plantas
HABILIDADES:
• (EF06LI03) Solicitar esclarecimentos em língua inglesa sobre o que não entendeu e o
significado de palavras ou expressões desconhecidas.
• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso
da língua inglesa em sala de aula.
• (EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de
aula, de forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e
jogos.
• (EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever
rotinas diárias.
• (EF07LI08) Relacionar as partes de um texto (parágrafos) para construir seu sentido global.
• (EF06LI18) Reconhecer semelhanças e diferenças na pronúncia de palavras da língua inglesa
e da língua materna e/ou outras línguas conhecidas.
• (EF02CI04) Descrever características de plantas e animais (tamanho, forma, cor, fase da vida,
local onde se desenvolvem etc.) que fazem parte de seu cotidiano e relacioná-las ao ambiente
em que eles vivem.
PROCEDURES
1. Write DESERT on the board.
2. Ask students several questions and ensure they provide complete answers, even if they
are brief.
3. Ask the students: WHAT ARE THE THREE MAIN PROBLEMS FOR ANIMALS AND
PLANTS TO SURVIVE IN THE DESERT? (The three main problems are high
temperatures, scarcity of water, and shortage of food.) Write these problems on the
board.
4. Proceed with the following questions:
(?) ARE THERE ANY MAMMALS IN THE DESERT?
(Yes, there are.)
(?) WHAT IS THE MOST FAMOUS MAMMAL FROM THE AFRICAN DESERTS?
(The camel is the most famous mammal from the African deserts.)
(?) ARE THERE MANY BIG MAMMALS LIKE THE CAMEL IN THE DESERT?
(No, there aren’t.)
(?) WHY NOT?
(Because there isn’t enough food for them.)
(?) ARE THERE REPTILES, BIRDS, AND AMPHIBIANS IN THE DESERT?
(Yes, there are.)
(?) ARE THERE MANY PLANTS IN THE DESERT?
(No, there aren’t.)
(?) WHAT IS THE MOST COMMON KIND OF PLANT IN THE DESERT?
(Succulents are the most common kind of plant in the desert.)
5. Write ADAPTATION on the board.
6. Attach the three definitions from Appendix 1. Read each definition aloud and have
students stand and read them silently. Be prepared to clarify any unfamiliar words.
7. Ask students to write their names next to the definition they believe best describes the
term ADAPTATION. Once everyone has made their choice, have one student read the
definition selected by the majority.
8. Distribute Worksheet 1, Page 1. Assist students individually as they complete the
worksheet. Once finished, have them read their answers aloud and check them for
grammar and spelling errors.
9. Introduce the next activity with the question: CAN YOU THINK OF ADAPTATIONS
THAT PLANTS AND ANIMALS FROM THE DESERT HAVE TO SURVIVE? This
question is meant to set up the following game.
10. Game. Divide the class into two groups. Present the first sentence from the
Presentation and ask the first group to determine if it describes a plant or animal
adaptation. Repeat the process with the second group using the next sentence. Award a
point for each correct identification. As you read the sentences, clarify new vocabulary
and work on pronunciation.
Here are the sentences:
• THEY NEVER DRINK. THEY GET WATER FROM THE SEEDS AND PLANTS THEY
EAT. (Animals)
• THEIR LEAVES HAVE A THICK WAXY LAYER ON THE OUTSIDE TO KEEP
WATER INSIDE. (Plants)
• THEY STORE WATER IN THEIR THICK AND FLESHY LEAVES. (Plants)
• THEY ARE NOCTURNAL. THEY SPEND MOST OF THE DAY UNDERGROUND
AND EAT AT NIGHT TO AVOID THE SUN AND HEAT. (Animals)
• THEY DO NOT HAVE LEAVES; THEY STORE WATER IN THEIR STEMS. (Plants)
• THEY HAVE LONG ROOTS THAT CAN PENETRATE UP TO 50 METERS INTO THE
GROUND TO SEARCH FOR WATER. (Plants)
• THEY STAY UNDERGROUND FOR UP TO NINE MONTHS IN A YEAR. (Animals)
• THEIR PARTS THAT ARE ABOVE THE SURFACE DIE AND THEIR BULBS REMAIN
UNDERGROUND. WHEN IT RAINS AGAIN, STEMS AND FLOWERS ARE
PRODUCED QUICKLY. (Plants)
• THEY DO NOT CRAWL. THEY LEAP QUICKLY TO AVOID LONG CONTACT WITH
THE HOT SAND. (Animals)
• THEIR LIFE CYCLE IS SHORT. WHEN IT RAINS, THEIR SEEDS GERMINATE.
THEY GROW QUICKLY, HAVE BEAUTIFUL FLOWERS TO ATTRACT INSECTS
FOR POLLINATION, REPRODUCE, AND DIE. (Plants)
• THEY HAVE SHORT THICK TRUNKS TO STORE WATER THEY COLLECT WHEN
IT RAINS. (Plants)
• THEY GROW THORNS TO PROTECT THEM AGAINST ANIMALS. (Plants)
• THEY CAN STORE LARGE AMOUNTS OF WATER IN THEIR STOMACH; THIS
WAY, THEY MAY GO FOR SEVERAL DAYS WITHOUT DRINKING ANY WATER.
(Animals)
• THEY HAVE DENSE HAIR TO INSULATE THEIR BODY AGAINST THE HEAT. IT
MEANS THAT THEIR HAIR KEEPS THE HEAT AWAY FROM THE BODY.
SOMETIMES THE HAIR IS 30°C WARMER THAN THE BODY. (Animals)
• THEY HAVE TRANSPARENT EYELIDS. THEY CLOSE THEIR EYES TO KEEP OUT
THE SAND BUT THEY CAN STILL SEE THROUGH THEIR EYELIDS. (Animals)
11. Distribute Worksheet 1, Page 2. Once students complete it, have them read their
answers aloud for self-correction and work on pronunciation.
12. Write the words BULB, UP, BUT, ABOVE, and SUN on the board. Ask a volunteer to
underline the letter that represents the common sound in these words. Pronounce the
words and have students repeat them.
13. Distribute Worksheet 1, Page 3. Pronounce the words so that students can listen to the
sounds and categorize the words into the correct groups as specified.
