1. ENTER The Clil4U project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2. CommunityContent Competence Cognition Communication TOPIC PLANACTIVITIES LANGUAGE OF/FOR LEARNING

3. This unit helps learners understand plants and their structure, the factors affecting growth, with an emphasis on seasons and seasonal changes. Particular reference is made to spring. Back to Overview

4. Learners will: Explore which conditions have to be present for a seed to germinate Gain basic knowledge about the four seasons, using spring as a reference Understand the structure of plants Understand the basics of setting up an experiment Back to Overview

5. Students will: Work collaboratively to develop hypotheses Explain the effects different conditions have on a plant and its ability to grow Discuss predictions and give conclusions Be able to describe a plant Back to Overview

6. Learners will be using various Cognitive SkillsCognitive Skills and will develop both LOTS & HOTSLOTS & HOTS Using observations and experiments, they should be able to draw conclusions Applying their knowledge of experimentation Using their knowledge in a new context Explaining and predicting what happens to plants in other seasons See Bloom’s Wheel for cognitive learning tasksBloom’s Wheel Back to Overview

7. Students will be able to: Describe the stages of plant development during spring Set up and perform experiments Draw conclusions from experiments Describe the four seasons differences using weather and the life of the plants as reference Back to Overview

8. The relationship between how plants grow in the world around them and the changes in seasonal patterns The role of plants in preserving and enhancing our environments Back to Overview

9. RememberUnderstandApplyAnalyzeEvaluateCreate Higher Order Thinking Skills - HOTS Lower Order Thinking Skills - LOTS Back to CognitionLearning Behaviours

10. Back to OverviewBack to Cognition We have to remember a concept before we can understand it. We have to understand a concept before we can apply it. We have to be able to apply a concept before we analyze it. We have to analyze a concept before we can evaluate it. We have to remember, understand, apply, analyze, and evaluate a concept before we can create.

11. Bloom’s Wheel Back to Cognition Back to Overview http://morethanenglish.edublogs.org

12. ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4 Back to Overview