Unit name: Katie Grows a Bean Plant

Grade: first grade

Addressing Learners Diversified Needs: a variety of different exercises prepared for different students needs, types
of intelligences and learning styles

Growing a Bean Plant

Overall
Big
Da Specific
instructional understandi y topic
aims
ngs
or
(general
essential
aims)
1.- To show questions
1. Photosynthesis
is
how
the What
process of photosynthe
photosynthe sis?
sis
looks What is the
process of
like.
- to practice transpiratio
vocabulary n?
Why plants
and
to
structures need
convert
ligh
connected
t energy int
with
conducting o chemical
experiments energy that
be
-To practice can
writing lab later release
d to fuel the
reports.
organisms'
activities?

Objectives
Teaching
Procedures
Assessment
aids and materials (instructional strategies, plan for the
including
language, math,
interaction
unit
patterns
and
grouping
science,
music,
(formative
arrangements)
art
Students will be Experiment aids:
Conduct
an and
-Peerable to fill in the large
bowl, experiment How Do assessment
template of lab lukewarm water, Leaves Breathe?
:
students
demonstrate
the
report using their large leave, sunny
after
procedure
of
the completing
knowledge about place
experiment
the
process of
the
lab
- observe and report
Handout with an
photosynthesis
for discuss with the class template in
and the practiced exercise
children: Template what is the result of the pairs
vocabulary
experiment
(small
of a lab report
bubbles form around the compare
with
missing
leaf and the edges of their
information
for the bowl)
answers
children to fill in
and discuss
- elicit what could be the their
possible reasons of the reasons
results (the leaf is still behind
using the sunlight as those
part
of
the answers.
photosynthesis process. The teacher

asks certain
to
As a leaf creates that people
energy, it needs to get give
rid of the items it no answers
longer needs so it will after
the
expel both water and pair
the oxygen during a discussion.
process
called
transpiration. This
is
why bubbles are visible.
The
leaf
gives
off
oxygen
when
it
is
submerged
and
the
oxygen can be seen as
bubbles in the water.
And since oxygen is
lighter than water, the
bubbles will eventually
rise to the surface.

Main
linguistic
why
aim:
growing
To practice plants
is
vocabulary: important
China,
for people
Indonesia, and
India
and animals?
2.
Turkey
To present
vocabulary:
(vegetables,

-ask students to fill in a

template of the lab
report based on this
experiment (to fill in
simple words or to draw
actions)

Katie
Grows
Bean Plant

book Katie Grows -the

teacher
asks
-Students will be a
Bean
Plant, students to sit down in a
able to recognize magic
box,
words:
flashcards, realia, circle and shows the
vegetables, plant, handouts
cover of the book Katie

plant,
jar,
bean seed,
tissue
paper,
sunlight,
stem, roots,
leaves, soil,
pot)
-Main
content
aim:
To
show
how to grow
a
bean
plant, how
to take care
of it and
why people
and animals
need plants.

jar, bean seed,

tissue
paper,
sunlight,
stem,
roots, leaves, soil,
pot
-Students will be
able to say why
people
and
animals
need
plants
- Students will be
to explain how to
plant a bean plant
an take care of it
-Students will be
able to point on
the map where
string beans are
grown
-Students will be
able to say why
plant
without
sunlight
and
water
cannot
grow

Grows a Bean Plant; the

teacher asks: What can
you see? what is this
girl doing?, What is she
planting? Have you ever
planted

anything?

Do

you like beans?

-The teacher starts up a
conversation

in

Polish

and asks why people

are

growing

plants,

what do you think why

growing

them

important

for

and

is

people

animals.

teacher
plants

The

explains
are

ecology

that

crucial
and

for

living

animals, without plants

creatures wont be able
to

live.

oxygen

Plants

give

to

the

ecosystem which is in
the air and without air

we

wouldnt

Plants

give

breath.
creatures

food and shelter.

- Explain that they are
going to learn how to
plant

string

bean

there

are

plant.
Explain

different types of string

beans.

They

differ

in

colour and size. Explain

that

string

bean

is

classified as a legume /
le.jum/.
whether

Ask

them

they

know

where string beans are

grown? show them on
the map countries which
are

the

producers

biggest
of

string

beans, inform that the

bigger

producer

of

string beans are China,

Indonesia,

India

and

Turkey. Teach names of

those

countries

in

English.
-the

teacher

choses

randomly objects from

the magic box and says:
What have I got in the
magic box? The teacher
picks randomly objects
from the box and says
their

names.

The

teacher asks students to

repeat those words in
funny voices and then
troughs

ball

to

individual students and

asks
those

them
words

to

repeat

changing

intonation and timbre. Peer

The
teacher repeats assessment
:
those words using funny The teacher
voices, presents to be a involves
students in
mouse, ghost.
checking
The teacher asks whether

students

to

a students
flashcard on the board. found
correct
The teacher says: come picture.
here, find the sunlight. If
necessary

put

she

follow-up
Where

asks

questions.

is

it?

Is

it

sunlight. Put it on the

board.

The

involves

students

checking

teacher
in

whether

students found a correct

picture.

The teacher

says that it is time for a

game.

The

teacher

explains that they have

to remember the order
of those pictures and
asks them to close their
eyes. The teacher takes
one card from the board
and

hides

it.

The

teacher says: open your

yeas. Whats missing ?

-Show students written

form of new words, ask
them to take imaginary
pictures of those words
and ask them to repeat
those

words.

Show

those

words

really

quickly and ask them to

raise their hands and
read those words. Ask
individual

students

to

match those words with

the pictures which are
already on the board.
-Provide students with
handouts with coloring,
model

the

activity,

place flashcards on the

floor,

divide

students

Peerinto 3 groups (according assessment

The
to rows). Say each :
teacher
group that they are involves
going to listen to the students in
checking
recording and their job
whether

is to move and stand students

next to the object that found
correct
they hear.
picture.
-The teacher says that
she needs a volunteer.
Ask a child to close his
eyes

and

touch

the

object that the teacher

provides.

The

teacher

says: whats this?

teacher
students

The

involves
in

checking

whether students found

a correct picture.

-Provide students with

necessary

materials.

The bottle with water,

plastic container or a
jar,

sticker

with

an

empty place for a name

of the student.

Model

the planting actions ask

students

to

do

the

same. Provide students

with stickers and ask
them to write down their
names on the sticker.
-Ask in Polish how they
should take care of their
plants.

Say that they

have to water the plant

and put it in a sunny
place.

Ask

them

to

observe the plant and to

take

photos

of

them

every other day.

The
teacher
students

how

asks
should

they take care of plants.

The teacher sums up
the

conversation

and

say that each plant is

different

and

needs

different

care.

The

teacher

informs

students that they are

going

to

planting

learn
string

about
beans.

The teacher elicits that

in order for the plant to
grow they have to water
the plant and put it in a
sunny place. Ask them
to observe the plant and
to take photos of them
every other day. Explain
that

soil

contains

minerals and nutrients

which

plants

need.

Water,

sunlight.

The

teacher asks questions

doing the actions should
we but the bean in that
Nature can
inspire
composers
to compose
music,
different
senses
have
got
impact
on
each other

place

dark)

no

because

its

dark

Jak

czsto

powinnimy

podlewa
Conduct
experiments.

fasolk?
2

more
Put

another bean plant in a

dark place and water it
every day. Put another

bean in a sunny place

but

do

not

water

it.

Discuss the results.

3.
Linguistic
aim:
To practice
vocabulary
connected
with
seasons+
vegetables,
plant,
jar,
bean seed,
tissue
paper,
sunlight,
stem, roots,
leaves, soil,

Katie
grows
a
book Katie Grows -Ask students what was Peer
bean plant/ Music -Students will be a
Bean
Plant, the topic of the previous assessment
and nature
able to recognize magic
box,
students
lesson
and
that
were
and say words: flashcards, realia,
work
in
vegetables, plant, handouts, CD with they talking about. Ask pairs
jar, bean seed, Four Seasons by
students to revise the
tissue
paper, Vivaldi,
CD
content of the previous
sunlight,
stem, recorder
roots, leaves, soil,
lesson in pairs with the
pot,
learning partner. Ask
- Students will be
able to recognize
them to discuss why
Four Seasons by
leaving creatures need
Vivaldi
plants. Ask one pair to
-Students will be
present it. Ask them to
to explain how to
discuss in pairs what
plant a bean plant

pot

an take care of it

bean

plant

needs

in

order to grow. Elicit that

bean plant needs water
Content
aim:
To
show
where
the
UK is on the
map,
introduce
Vivaldi
composer
and
Four
Seasons

sunshine and when it

starts to grow you need
to put it in a pot with
soil.
-The teacher says that
she needs a volunteer.
Ask a child to close his
eyes

and

touch

the

object that the teacher

provides.

The

teacher

says: whats this?

Peer
game assessment
with
flashcards,
ask -students
are
questions such as is it a engaged in
pot?, is it a tissue checking
whether
paper?
other
-Ask a student to come students did
make
and chose a word card, not
any
the student has to show mistakes
the meaning of the word
-Play

true/false

using gestures so that

students can guess it.

-Ask students to work in
pairs,

say

supposed

they
to

are

draw

word from the revised

words on partners back,
the other person from
the pair has to guess
the

presented

word.

Each time they swop

from the drawing person
to the guessing person.
-Ask

students

to

sit

down in a circle. Say: its

time for a story. Do you
remember

the

story?

Who

the

main

is

character?

Whats

her

name? Say that Katie is

from the UK. Point UK on
the map. Ask a child to
show Poland and ask
whether UK is far away
from Poland. Elicit that

both of those countries

are from Europe. Ask
where they know that is
a Polish equivalent of
the name Katie. Discuss
in

pairs

what

is

this

book about? Ask one

pair

to

answer.

Ask

students that this time

they have to count how
many times the word
bean

appears

story.

in

the

Read the story.

Ask students to show

the

number

fingers.

Ask

on

their

individual

students to whisper the

answer to your ear.
-Provide students with
handouts with coloring,
model

the

activity,

place flashcards on the

floor,

divide

students

into 3 groups (according

to

rows).

group

Say

that

they

each
are

going to listen to the

How
to
plant
a
bean plant?
What
characterist
ics a good
fairytale
has?

Teacher
recording and their job assessment
the
is to move and stand
teacher
next to the object that monitors all
they hear. Say that they students at
the
same
are going to pretend to
time
be seed beans and they
are going to grow.
-Ask

whether

they

recognize recognize the

composer. Day that he
is very famous show his
picture.

Play

four

seasons by Vivaldi and

present the actions. Ask
students

to

sit

down

with the hands lying on

the floor stretched. Say
that

you

are

the

gardener and you put

bean seeds in a sunny

place.

Say

that

the

beans begin to grow,

they start to raise their
hands,

the

roots

are

growing, the bean plant

grows bigger and bigger
and they slowly stand
Language
aim:
Students
would
say
words
connected
with Katie
grows
a
bean plant
students
would
recognize
words from
Thumbelina

Content
aims:
Students :To
show
how
to grow a
bean plant
and how to

up.

4.

Preparing a poster
Materials needed -Ask students to replace
on how to grow a -Students will be to grow a bean the pictures with words.
bean
plant/ able to ask for plant for each
growing a bean objects that are student(jar, tissue Provide the handout.
plant/ Thumbelina needed in order to paper,
plastic -Ask students to work in
Peerplant a bean plant container for a
groups
of
two
and
ask
assessment
-Students will be seed, plastic cup
teacher
able to plant a for
water), them to create a poster +
assessment
bean plant
Thumbelina,
on planting a bean - Students
-students will be crayons
plant. Decide who is monitor
able to sum up
their
the plot of the
going to order the
progress
Thumbelina and
actions
and
glue
them
and
the
its
main
teacher
characters
and who is going to
checks their
-Students will be
draw pictures. Ask one posters
able to talk about
pair to present their during the
the structure of

take care of
it.
To show the
structure of
fairytales.

fairytales,
plots
and characters
-Students will be
able to point out
the characteristics
of a good fairy tail
-Students will be
able to plan and
write their own
fairytale
using
their
knowledge
acquired from the
lesson and draw
pictures to the
story

poster, check whether preparation

the order of action is process
correct and pictures are
correct

with

the

descriptions.

Ask

students to compare.
Divide
pairs

students
using

into

colorful

popsicles. Explain that

each of them are going
to receive pictures of
things

which

necessary
bean

to

plant.

are

plant
Say

they

havent got all objects

necessary
bean

to

seed

plant
and

they

have to ask for them to

their partner. Say that
some of those pictures
children have twice and
they
those
pictures

can

exchange

pictures
they

with
need.

They cant show each

others picture. Before
starting

this

exercise

present the activity with

two

people

from

the

class. Monitor the class.

-Say that they are going
to plant a bean seed but
before

that

each

of

them have to say to you

what they are going to
need.
- Provide students with
necessary materials as
they asked. The bottle
with

water,

container

or

plastic
a

jar,

sticker with an empty

place for a name of the
student.

Model

the

planting

actions

ask

students

to

the

do

same. Provide students

with stickers and ask

them to write down their

names on the sticker.
-Ask in Polish how they Teacher
should take care of their monitors
the
class
plants. Say that they during the
have to water the plant exercise
and put it in a sunny
place.

Ask

them

to

observe the plant and to

take

photos

of

them

every other day.

-The

teacher

students

how

asks
should

they take care of plants.

The teacher sums up
the

conversation

and

say that each plant is

different

and

needs

different

care.

The

teacher

informs

students that they are

going

to

planting

learn
string

about
beans.

The teacher elicits that

in order for the plant to

grow they have to water
the plant and put it in a
sunny place. Ask them
to observe the plant and
to take photos of them
every other day. Explain
that

soil

contains

minerals and nutrients

which

plants

Water,

sunlight.

need.
The

teacher asks questions

doing the actions should
we but the bean in that
place

dark)

no

because its dark. How

The teacher
often should we plant introduces
process
bean plants?
guided
- introduce Thumbelina reading and
by Christian Andersen process
writing. The
and refer to students
teacher
experience of growing a assess the
whole
bean plant
process not
pre-teach
the the
final

vocabulary(

fairy, fairytale.

prince,

girl,

bird,

mother,

shell,

ugly,

toad,
-

conduct

guided

about

the

reading
-talk

characters, the plot, the

structure

of

the

fairytale, language used

in fairytales
-ask

students

what

to

are

say
the

characteristics of a good
fairytale
-

ask

students

to

prepare a plan for a

fairytale

(main

characters,

plot,

structure)
-after
plans

checking
by

students

the

the

teacher

write

first

drafts and submit them

to the teacher.
- after checking the first
draft children write final
version

with

drawings

creating a book.

To present Why should

vocabulary people eat 5.
:
sweets, healthy?

Food
pyramid/ -Students will be Materials
-The teacher drills the Selfconnected assessment
practicing
able to recognize necessary
to vocabulary
numeracy skills words:
sweets, create a drum for with food : sweets, if
any

Justification:
Prepared lesson plans integrate both language and content, and different subjects with each other giving students
opportunity to explore the world in a natural and easy for them way. How to grow a bean plant and food pyramid,
the main themes of the CLIL unit, provide students with both interesting and cognitively demanding learning
experience. All of the aforementioned themes, aims and objectives match the Polish National Core Curriculum
Standards. Those lessons plans utilize project work, CLIL, and learning by doing approaches. A variety of hands-on
activities that are based on Blooms taxonomy allow students to flourish linguistically, cognitively and gain useful
content knowledge. All thinking levels were included from recalling simple facts and concepts such as remembering
food pyramid to more complex ones such as creating power point presentation on what students have learned
during the previous lessons. Variety of different exercises and assessment technics allowed to meet different
students needs, learning styles and types of dominant intelligences. The whole unit is based on formative
assessment and assessment for learning. The teacher assesses the whose process not the final product.

Photos of materials: