Body Parts Adventure
Languages • Year Year 3 • 45 • 20 students • Created with AI following Aligned with Australian Curriculum (F-10)
Teaching Instructions
Design a lesson sequence for a Spanish lesson about the parts of the body utilising the Australian Curriculum documents. You will be required to demonstrate and make links between, your knowledge of curriculum, pedagogy, and planning to design a series of lessons suitable for implementation in a primary classroom. Lesson title Give your lesson a title which helps encapsulate its key or focus question. Year level Curriculum-linked Learning Outcomes For THIS Lesson List up to 5 Intended Learning Outcomes, connected to at least two Australian Curriculum Content areas. Please include the content descriptor including the code that is connected, under each of your ILOs. For example, your ILO may be ""examine how people use data to develop scientific explanations" (AC9S3H01). If you are including CCPs and GC (which you should!), they can be included in the same bracket written as: CCP-AAEA2-AAU1. This is short for - Cross Curriculum Priority Asia and Australia's Engagement with Asia Organising Idea 2 AAU1 - The nations of Asia influence historical and contemporary global relationships, including international responses to global developments and events. Similarly for General Capabilities, this can be written as: GC-CCT-R-TK. This is short for - General Capability Critical and Creative Thinking - Reflecting - Transfer Knowledge.
Key Unit of Work Question/Lesson Sequence Outcomes (this will stay the same for all three lessons and is not counted towards your word count) This is the overarching question which will direct your planning for the activity as it sits within a longer series of lessons or a unit plan. You may like to write the lesson sequence outcome that you are working towards that this question is responding to.
For example, you may have one lesson that focuses on the story book, The Giant Who Threw Tantrums where the focus question is: “What can be done to stop a giant from throwing tantrums and upsetting the people of the town”. However, the whole series of lessons was guided by the key question: “What causes tantrums and how can they be avoided”? Note how this is a more overarching question. The responding lesson sequence outcome may be that by the end of this lesson sequence, students will be able to:
- identify what causes tantrums
- explain how tantrums could be avoided
The Hook Explain why this lesson will have relevance to the students (not in terms of curriculum compliance). Why do you think this would interest students? Your explanation may include ideas about how it might relate to students lives.
Resources List the resources required to teach this lesson. For example, coloured paper, coloured pencils etc.
Word count: 0 Lesson Activities Lesson Phases Your lesson should include the phases in the table below (introduction, main and conclusion).
Learning Activities
Use short descriptions of activities/strategies in the Learning Activities column. Where relevant, use snippets of your intended ‘teacher talk’.
Introduction
These are orientating activities that introduce the context and/or pretext and/or roles. These create an atmosphere and build student engagement and intention for learning.
Main
These are activities that build on the orientating activities to draw students more deeply in the learning experience. There may be a number of activities in this phase.
Conclusion
These are activities that help synthesise the learnings from the activity. It may include reflection or another activity that allows for students to make connections and recognise new understandings they are making in their learning.
What I need to look for...
Make notes and reminders for yourself in the cells in this column. These can comprise: • what you may need to observe of students activity for assessing purposes • what you may need to remember to do, like have a certain prop or piece of music ready • what you may need to look out for, eg “ensure students are in groups of mixed levels of reading ability here”.
Learning activities (including transitions and questioning) What I need to look out for... Introduction Main Plenary/Conclusion Differentiation What strategies will you use to ensure learning is accessible and challenging? Lesson Legacy Briefly describe what you’ll be expecting students to “take” to the next lesson in the imagined sequence or unit of work. This may be a work-in-progress piece of work, or an ‘output’ from any of the phases, or an understanding of a particular concept or idea that will help launch the next lesson in your sequence. Assessment Briefly describe how you will know that students have achieved the Intended Learning Outcomes (this may include a description of activities that may or may not be part of the actual lesson).
Body Parts Adventure
Year Level
Year 3
Curriculum-Linked Learning Outcomes
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Communicate in Spanish using basic vocabulary related to parts of the body.
- Content Descriptor: "Recognise and use features of the Spanish sound and writing system, including pronunciation and spelling of letters, vocabulary knowledge and grammatical structures to construct meaning" (AC9Languages).
- GC-CCT-R-TK: General Capability Critical and Creative Thinking - Reflecting - Transfer Knowledge.
-
Understand the interrelationship of language and culture by exploring common phrases and cultural practices relating to the human body in Spanish-speaking countries.
- Content Descriptor: "Notice and use some aspects of language and culture to develop thinking about why and how these features exist" (AC9Languages, CCP-ICA2).
-
Identify and label parts of the human body in Spanish through interactive and engaging activities.
- Content Descriptor: "Use simple sentences and questions to communicate in familiar contexts" (AC9Languages).
-
Collaborate in pairs or groups to practise Spanish vocabulary related to the body.
- Content Descriptor: "Participate in collaborative tasks that involve asking and answering questions and taking turns" (AC9Languages).
-
Develop pronunciation skills for clear communication in Spanish.
- GC-LIT-R-TL: General Capability Literacy - Reading and Viewing - Text Knowledge.
Key Unit of Work Question/Lesson Sequence Outcomes
Overarching Question: How do we use Spanish to describe the human body and communicate our understanding to others?
Lesson Sequence Outcome: By the end of this lesson sequence, students will be able to:
- Identify and pronounce basic body parts in Spanish.
- Engage in basic conversations involving body parts, such as "What hurts?" or "My arm is sore."
- Recognise cultural differences and similarities in how body parts and health are discussed in Spanish-speaking countries.
The Hook
Relevance to Students: This lesson is relevant because students are naturally curious about their bodies and how they function. Learning to describe their bodies in Spanish can be fun and practical, connecting them to the global community and enhancing their communication in diverse contexts. Understanding cultural nuances in health and body language can also foster acceptance and broaden students’ perspectives.
Resources
- Flashcards with pictures and Spanish names of body parts.
- A life-sized poster or drawing of a human body.
- Audio recordings of native Spanish speakers naming body parts.
- Access to coloured markers or crayons.
- A large set of magnetic or sticky labels with body parts in both Spanish and English.
Lesson Activities
Introduction (10 minutes)
Activity: Begin with an interactive song or rhyme in Spanish that includes body parts (e.g., "Cabeza, Hombros, Rodillas y Pies" – Head, Shoulders, Knees, and Toes). This familiar tune can quickly engage students and introduce new vocabulary in a playful manner.
Teacher Talk: "Let's start our day by moving and singing! Listen carefully to the new words. Can you guess what 'cabeza' means?"
What to Look For: Ensure students are listening and trying to match the actions with the words. Watch for any confusion in repeating the vocabulary.
Main (30 minutes)
Activity 1 (15 minutes): Vocabulary Introduction through Flashcards
- Show each flashcard, pronouncing the word slowly in Spanish.
- Ask students to repeat the words while associating them with the corresponding body part on the life-sized poster.
- Use the magnets or sticky labels to attach the correct Spanish vocabulary next to the body parts on the drawing.
Teacher Talk: "Now, let's see if we can name all these body parts. This is 'el brazo'. Can you point to your 'brazo'?"
What to Look For: Listen for correct pronunciation and ensure students make connections with the visual representation.
Activity 2 (15 minutes): Pair Activity: "What's that part?"
- Give each student pair a set of body part cards.
- One student shows a card, the other pronounces it and points to the correct body part on themselves or a partner.
- Swap roles after five minutes.
Teacher Talk: "Work with your partner, and see how many parts you can name! Don't worry if you get it wrong; we're all learning!"
What to Look For: Encourage peer collaboration and correct each other with feedback. Observe engagement and peer-support dynamics.
Conclusion (5 minutes)
Activity: Quick Fire Quiz
- Call out body parts in English, and students must shout back the Spanish term while pointing to the correct part on a partner or themselves.
Teacher Talk: "Let's see how much you remember! What's your 'arm' in Spanish?"
What to Look For: Quick recall and confidence in responding. Provide positive reinforcement for effort and correct answers.
Differentiation
- Visual Learners: Use a larger poster with detailed pictures.
- Kinesthetic Learners: Encourage them to get up and point or move their bodies as they say the words.
- Advanced Students: Challenge them by asking them to form sentences, e.g., "Me duele la cabeza" (My head hurts).
Lesson Legacy
In the next lesson, students will create a "Body Parts" comic strip in Spanish, depicting a character experiencing various scenarios involving different body parts. They will use speech bubbles to practice dialogue, incorporating cultural elements they have learned.
Assessment
Students will demonstrate knowledge through participation in the main activity and the quick-fire quiz. Informal teacher assessments through observations of pronunciation accuracy and engagement during pair work will also be documented for feedback and improvement in subsequent lessons.
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