Unidade: Ser e Crescer - Nova Iguaçu

5th grade Timeline: February 5th to February 9th

Teachers: Miss Susan Oliveira
Links:
Video:
SUSTAINABLE DEVELOPMENT GOALS - 17 SDGs: https://www.youtube.com/watch?v=7dzFbP2AgFo
Notes:
Main goal:
Unit 1 focuses on:
- discuss sustainability and how we can more sustainable at school and at home;
- ways to reduce waste;
- learn about sea life;
- how garbage can harm sea life and how to solve this problem;
- create an environmental campaign;
- talk about obligation (must and have to) and prohibition (can’t and don’t).

Language Arts Hands On International Journal Conversation Class Games Activities

45’ each (3 lessons) 45’ (1 lesson) 45’ (1 lesson) 45’ (1 lesson) 45’ (1 lesson)

Materials: Materials: Materials: Materials: Materials:

-World map/globe picture (L1)
- LANG pp. 2, 6,7 (Lesson 1)
- Worksheet 1.1 (Lesson 2)
- A seashell (pic) (Lesson 2)
- LANG pp. 8-9 (lesson 2)
- LANG pp. 10 (Lesson 3)
- 1 sheet of paper (Lesson 3)
Lesson 3 - on-line practice
- Routine slide; - Slide: QUIZ - Global Citizens - Word Wall - students’ electronic devices (phone or
- 2 pictures: organic/ non-organic - 17 SDGs VIDEO - CLIL Book pp. 4-5. tablet) and projector.
garbage; - HANG OUT 1 - QR code picture (optional)
- sheets of paper;
- PBL pp. 2-3; 8.
After ROUTINE:*
LESSON 1 (unit opener)
WARM UP
2. Read the morning/afternoon
message and focus on the word
WORLD. Elicit its meaning and
answers to the driving question.
INTRODUCE
3. Point to the world map/globe
picture and call students
attention to the OCEAN, that
can also be called SEA. Provide
choral repetition.
Point at the PACIFIC OCEAN
and tell them it's the LARGEST.
point to the LAND. The pacific
ocean is BIGGER than land.
wow!
- What are some
animals that live on land?
- What animals live in the
ocean?
PRACTICE
When finished naming sea
animals, have them choose one
animal
and draw and label a picture of
it.
• Have students share their
drawings with the class and say
what the word for the animal is,
if they can. Have students tell
what the sea animal in each
drawing looks like.
- Books open on pgs 6 and 7.
Discuss the questions:
- What do you see in the
picture?
- Where does it live?
- What animal is it?
- How would you describe this
seal?
- What do you think the seal is
looking at?
Routine:
1. Welcome students,
2. Calendar;
3. Attendance
4. Teacher’s helper
5. Agenda of the day
Morning/Afternoon message
Good morning/afternoon, class
5XX! Today is ____, February
____.
What does it mean to be
sustainable?
1. Do the Routine and complete
the morning message with the
missing words (day of the
week/date)*
*write the message on the board before
starting the class.
WARM UP
2. Read the morning/afternoon
message and focus on the word
sustainability. Elicit its meaning
and answers to the driving
question.
I WONDER
3. Write garbage on the board.
Ask them what garbage means.
Then, show 2 pictures of organic
garbage and non-organic
garbage and ask the difference
between them. After that, ask:
- Do you and your family
produce more organic or non-
organic garbage?
Collect answers and make a
graph bar on the board.
Routine:
1. Welcome students,
2. Calendar;
3. Attendance
4. Teacher’s helper
5. Agenda of the day
Morning/Afternoon message
Good morning/afternoon, class
5XX! Today is ____, February
____.
xxx!
1. Do the Routine and complete
the morning message with the
missing words (day of the
week/date)*
*write the message on the board before
starting the class.
WARM UP
2. Read the morning/afternoon
message and focus on:
CITIZENS OF THE WORLD.
Elicit its meaning and answers to
the driving question.
INTRODUCE
(ENVIRONMENT/EDUCATION)
Show them the slides of citizens
of the world and ask: (follow the
ppt doc)
- How learning English
can make you a global
citizen?
Show them slides and do the
quiz.*
(CULTURE)
Make a list on board of the:
Benefits of being a Global
Routine: Routine:
1. Welcome students, 1. Welcome students,
2. Calendar; 2. Calendar;
3. Attendance 3. Attendance
4. Teacher’s helper 4. Teacher’s helper
5. Agenda of the day 5. Agenda of the day
Morning/Afternoon message Morning/Afternoon message
Good morning/afternoon, class Good morning/afternoon, class
5XX! Today is ____, February 5XX! Today is ____, February
____. ____.
xxx! xxx!
1. Do the Routine and complete 1. Do the Routine and complete the
the morning message with the morning message with the missing
missing words (day of the words (day of the week/date)*
*write the message on the board before
week/date)*
*write the message on the board before starting the class.
starting the class.
(CLIL - CONTENT INTRO) WARM UP
WARM UP Games Activities Rules
Check their understanding
Write garbage on the board and
ask -
What do you remember about PRESENT
garbage? Instructions;
Create a mind map on the board Internet connection;
with students. Download app if necessary;
Log in;
PRACTICE - CLIL Work How to play.
CLIL open Book pp. 4-5
Keeping asking:
WRAP UP
-What is a coral reef?
- If you were this diver and were Ask students to sum up the activity
exploring a coral reef, what would they have just played and the new
you expect to find? words they have just learned.
Practice those words with the whole
Write: reference article on the class.
board. Explain that the purpose of After that, ask them what they
reference articles is to provide think was interesting about this
In groups, students will read
their guesses to the group.
WRAP UP
After that, elicit answers and
correct them.
Go to pg 2, read together,
practice pronunciation , play the
song and sing together. *
LESSON 2 (language
vocabulary)
After ROUTINE:
WARM UP:
Say: Today we’re going to learn
about some animals
that live in the sea, or ocean.
Hold up a seashell. Ask
- What’s this? (shell, seashell)
- Where do you find it? (on the
beach, by the ocean)
- What other things
do you find by the ocean? -
What do you think a shell is for?
Write students’ ideas on the
board. Say Some
animals have soft bodies. A hard
shell protects these animals. It
keeps the animal safe.
- What can happen if an animal
loses its shell? (It could get hurt or
die.)
PRACTICE
Books open: pgs 8 and 9. Look
at the picture of the animals that
live in the ocean. Point to each
animal, and say its name aloud
with choral repetition.
Read the paragraphs and
the words on pages as you listen.
Play TR: 1.1.
• After playing the audio,
discuss the information on pp.
8–9.
Ask questions such as:
-Where do many ocean creatures
Compare answers and ask them:
- Do you think we produce too
much garbage at home? What
about at school?
- Do you think we live in a
sustainable world?
- How can we reduce our garbage
and be more sustainable?
- How can we help our school to
be more sustainable?
WRAP UP
Students will create an
environmental campaign in
groups and present it for the
whole class.
Teacher will make a list on
board called: Friends of the Earth
Write students’ ideas of how to
be more sustainable and help the
world.
(The teacher may also ask the
students to stand up and write
their own ideas on the board.)
(Teacher includes: Recycle,
save energy, etc)
To sum up, make the whole class
say:
Citizen (Teacher includes:
communication, respect different
cultures, cultural diversity, global
empathy, cooperation and
responsibility.)
Let the students come up with the
answers.
(DEPARTURE)
(INITIAL DISCOVERIES/
SDGS/ PEOPLE THAT
MAKE DIFFERENCE)
HIGHLIGHT THAT GLOBAL
CITIZENS HAVE GLOBAL
RESPONSIBILITIES: with all
peoples and planet.
We have to do our part to save
the world.
Explain that to save the world the
UNITED NATIONS have
adopted the 17 SUSTAINABLE
DEVELOPMENT GOALS.
Ask them to watch the video and
answer the question on board:
WHAT ARE THE
PRIORITIES OF THE 17
SDGs?
Show them the explanation
video.* (subtitled)
ANSWER: Eradicate poverty,
protect the planet and ensure
prosperity for all.
(hang out 1)
Work in pairs/trios asking and
answering questions.
WRAP UP
brief, easy-to-find information activity.
and that it usually uses visuals like
photos, captions, or maps.
- Why are coral reefs important
for life in the
ocean?
ask them to read the text to check.
• Write these questions on the
board:
1. What is the eagle’s home
called? (A nest.)
2. How about the termites’
home? (A mound.)
3.What are coral polyps? (The
animals that build
and live in the coral reefs.) 4.
Are they big or small?
(Very small.)
5. What are colonies? (Groups
of polyps living
together.)
6. Are polyps’ skeletons inside
or outside their
bodies?
(Outside – “outer skeleton”.)
7. How and what do polyps eat?
(A coral polyp uses its tentacles
to sting tiny animals drifting by.
The tentacles then bring the
food to their mouths.
They also eat algae that live
inside their bodies.)
Students compare their answers in
pairs. Check
answers with the whole class.
Each pair creates a question about
stay?
- Which animal lives in the
______ zone?
Listen to the audio and repeat
the words. TR:1.2.
IN PAIRS: model and role play.
WRAP UP
Guessing game in each each
student challenges a classmate to
guess one of the new words
he/she has just learned in class
giving hints. Example: it’s a
jelly animal that lives in the
_____ zone.
LESSON 3
(LANGUAGE GRAMMAR 1)
After ROUTINE:
We are friends of the Earth.
choral repetition.
Check the students' answers
comparing them and bringing up
the sentence: OUR PLANET IS
OUR HOME, LET’S PROTECT
IT TOGETHER.
the text. They should also have the
answer to the question they create.
WRAP UP
How do you think garbage can
interfere with coral reefs?
How can we prevent this from
happening?
Have a class discussion about
what students learned about coral
reefs.
• Ask for contributions to their
Word Wall.

WARM UP
Say: We’ve learned about things
we have to do.
Show students a sheet of paper.
Crumple the paper into a ball.
Ask:
-Do we have to throw away
trash in school? (yes) Walk to
the trash can and throw away the
crumpled paper.
- What are other things we have
to do
at school?
Write students’ answers on the
board. students say the sentence
frame aloud.
PRESENT
books open:page 10. Read aloud
the sentences in
the grammar box or play TR:1.3.
• Write have to and must on the
board. Say The word must =
have to.
• Write can’t and don’t on the
board. Explain them.
• Have students brainstorm
things they are not allowed to do
at
school, such as run in the
hallways or cut in line. List
these on the board. Call on
students to read the rules aloud,
using can’t
or don’t.
PRACTICE
Groups of 3 or 4. in groups,
write sentences using must,
can’t, don’t and have to. (5 min)
One person from each group
reads sentences aloud. Ask the
whole class
- What’s one thing you have to
do at home?
I have to _______.

APPLY
books open:page 10. Read Act.
1 instructions aloud:
- Is it right or wrong?
Let them answer n1 and check.

- What does a teacher

must do at a school?
Examples:
I must keep the classroom neat.
I can't talk on the phone in class.
Now it’s learners turn to create
sentences.
Act. 2 Read aloud and model
dialogue. pairs role play and
discuss school rules.

WRAP UP
game - each student has to tell
one different school rule using
must, have to, can’t or don’t.