Activities schedule

activities schedule Content and Language Integrated Learning

The city as a space for pedestrians

Learning styles

Visual

Auditory

Kinaesthetic

Interpersonal Intelligence

Naturalistic Intelligence

Musical Intelligence

Intraperssonal Intelligence

Linguistic Intelligence

Logical-MATHEMATICAL Intelligence

Bodily-Kinesthetic Intelligence

Spatial Intelligence

11

EVALUAte

Create

analyse

12

10

apply

Understanddescribe

Knowledge Remember

Evaluation

Teacher's self-assessment

Summative assessment

Auto-evaluation and Coevaluation

Formative assessment

Activities sessions 5: Draw a route on a real map! Brief description In this activity, they will be working in groups and using a real map and the digital resource Google Maps to locate a point in their city and plan safe directions to get to it. Multiple intelligences This activity will be carried out in groups where students will have to manipulate maps, get involved in route planning, and above all collaborate with each other. That's why this activity is closely tied to the interpersonal intelligence. However, as it also involves the ability to understand and manipulate spatial relationships students will also be working on spatial intelligence and mathematical intelligence. Bloom's Taxonomy According to Bloom's Taxonomy, this activity primarily aligns with the creation level. Students are tasked with applying their knowledge of map reading, route planning, and traffic rules in order to create a product, which in this case would be a route to go somewhere in the city, or in other words, a practical solution to a real-world problem. Learning styles Regarding the learning styles, this activity resonates most with the visual style. Since students need to use maps, and their spatial orientation and draw a route in their minds, they will be working all the time with representations in order to complete the task effectively.

Activities session 8 Brief description In the last session, students will participate in a self-assessment and reflection activity where they will have the opportunity to become aware of their learning process and to reflect not only on their performance but also discuss with a partner their achievements and feelings throughout the whole lesson plan.

Activity session 3: A route to the museum Brief description Students will be asked to decide a route to go to the museum, using the vocabulary learnt to give directions and create a step-by-step route. Multiple intelligences In this activity, students are tasked with planning a route, which requires them to engage in logical thinking. They need to consider factors such as distance and the combination of different transports. This involves problem-solving skills, as they must make decisions based on certain criteria, such as efficiency, time, or cost-effectiveness. They are essentially using mathematical and logical reasoning to create the most suitable route. Additionally, they will be also working on linguistic intelligence as they will need to use the language to communicate their ideas with their peers, for example, to negotiate, express their preferences, and make decisions as a group. Bloom's Taxonomy Students are presented with a real-world problem in this activity, where they have to plan a route to the museum. Therefore, they are required to apply the knowledge of the contents learnt in the previous lessons about transportation modes, safety rules, and road signs, and the new vocabulary learnt in order to find a practical solution to this problem. Consequently, they need to take their theoretical knowledge and apply it directly in this activity, highlighting the practical relevance of their learning. Learning styles: According to the learning style, this activity is suitable for the Visual learning style. As the students have to plan a route, they will need to use the map provided and they will have to visualise different transportation options considering the spatial layout of the area.

Teacher's self-assessment. Brief description When the entire lesson plan is completed, the teacher will undertake a process to evaluate the effectiveness of their teaching practice. This is a highly recommended procedure that allows teachers to assess the appropriateness of their pedagogical methods, activities, and organizational aspects, and adapt them to the ever-evolving needs of their students. This introspective process fosters professional growth and nurtures a commitment to excellence in teaching. To facilitate this self-evaluation, the teacher will employ a well-structured rubric.

Activity session 1: Calm down Brief description In this activity, students will get engaged in a relaxing activity with music and a gentle guide that incorporates the new vocabulary learnt. Multiple Intelligence This activity has more to do with bodily-kinesthetic intelligence as students have to follow physical instructions and let their bodies relax. However, it also involves intrapersonal intelligence because they will have the opportunity to reflect on their own feelings and experiences during the relaxation exercise. Bloom's Taxonomy This activity corresponds to the knowledge and remembering level of Bloom's taxonomy as they have to remember the new vocabulary to follow correctly the instructions. Learning style The activity caters to kinesthetic learning style due to the fact that it engages students in physical movement.

Activity session 7: Critical Listening Brief description In this whole session, students will listen to an audio recording with directions that are not completely correct. Subsequently, they will have to notice the mistakes and correct them. Multiple Intelligence This activity engages primarily with linguistic intelligence, as students need to listen to some directions, understand them, and be able to correct them. Bloom's Taxonomy This activity is primarily related to the Evaluation level of Bloom's Taxonomy. Students are asked to pay attention to the audio recording, identify the mistakes, and make suggestions or corrections in order to have better direction instructions. Learning styles Finally, this activity is more related to the auditory learning style as it involves listening to an audio recording.

Brief description

The summative evaluation of this lesson plan takes into account various activities designed to achieve specific objectives including identifying means of transport and road signs, understanding their environmental and social impact, expressing oneself in English, and collaborating effectively in a team. To assess students' learning, the teacher usses a rubric. This approach ensures a holistic understanding of students' achievements, covering both content knowledge and the development of critical skills. Through this summative evaluation, students' progress in achieving the desired outcomes is thoroughly examined, providing valuable insights into their overall learning journey in the context of road safety and language acquisition.

Activity session 2: Incomplete city Brief description In this activity, students will receive a worksheet with an incomplete city and will have to complete the city by adding elements they believe are necessary, taking into account safety. Multiple intelligence This activity is related the most to spatial intelligence. Students will have to design and draw a city creating a safer space. Therefore, they will have to take into consideration the space and how it would be more efficient. Bloom's TaxonomyThis activity is predominantly working on the Creation level, as they have to generate a final product taking into account the contents learned about maps, roads, directions, and safety. Nevertheless, it also involves elements of the evaluation level as they have to discuss and justify their choices. Learning style This activity is mainly related to the visual learning style as they have to visualize and draw a city.

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Reflection activities: sessions 3, 4, 7 and 8 Brief description Throughout the entire lesson plan, there will be reflective activities in which students will be required to become aware of the significance of various modes of transportation and their impact on our society and the environment. Furthermore, there will also be activities designed to encourage reflection on the experience during the field trip to the city and on the teaching-learning process itself. Multiple intelligence These activities will be mainly related to the intrapersonal intelligence because they aim to foster self-awareness and self-reflection among students, encouraging them to explore their own thoughts, feelings, and personal insights in the context of transportation and its societal and environmental impact. Bloom's Taxonomy The reflective activities we have designed are closely aligned with the analytical level of Bloom's Taxonomy. These activities encourage students to critically analyze and evaluate the significance of various modes of transportation and their effects on society and the environment. Through these exercises, students will develop their analytical thinking skills by examining the complex interplay of factors involved in transportation systems and their broader impact. Learning style Overall these activities are connected to the visual learning style. Some of them incorporate visual elements such as images and visual presentations in order to help students to better understand and analyse the diverse facets of transportation and its societal and environmental implications.

Activity session 2: Song Brief description In this activity, students will be listening to a song related to the topic. Multiple Intelligences This activity involves learning a song, though it is specifically related to musical and rhythmic intelligence. Students need to understand the rhythm and melody of the song, which will help them develop an appreciation for music. Additionally, they will be practicing the song together, engaging in a collaborative musical experience. Moreover, this activity is also related to linguistic intelligence because students will learn the lyrics in English and the vocabulary related to road safety. In addition, as they practice the song they will also be practicing the pronunciation and oral expression in English. Bloom's taxonomy In terms of Bloom's taxonomy, this activity is primarily related to the understanding level. Students need to comprehend the meaning of the song's lyrics and how they relate to road safety. Learning style Regarding learning styles, this activity is suitable for students with an auditory learning style. This kind of student learns best through listening and music, and this activity provides them with an excellent opportunity to learn new words and concepts through a song.

Activity session 4: naturalista, visual y auditiva y análisis. Brief description In this activity students will begin by presenting their work of the previous session, then, they will attend to an explanation and they will reflect on the environmental impact of transportation. Multiple intelligence This activity focuses on naturalistic intelligence as students are encouraged to reflect on the impact of certain means of transport on the environment. Therefore, it has a lot to do with the value of reducing pollution and demonstrating the importance of taking care of nature. Additionally, as they also have to reflect on the different ways to take care of the environment and their own actions, it can also be considered that they will be working on the intrapersonal intelligence. Bloom's Taxonomy This activity requires that students analyze the impact of the different means of transport, thus they are asked to think critically and analyze and explain which is the most convenient route and why. This involves breaking down complex ideas into simpler components, which is a characteristic of this level of Bloom's Taxonomy. Moreover, this activity can also be related to the evaluation level because students will need to evaluate the different routes and choose the best option. Learning style This activity is more related to the visual learning style because students will have a visual resource to learn about the topic and carry out the activity.

Activity session 6: ¡Let's go to the city! Brief description This activity begins with an instructional video sent to families asking for their collaboration. Students will act as guides and take a family member on a route in the city, paying attention to traffic signs, speaking in English, and recording the full experience. Multiple Intelligences This activity primarily engages interpersonal intelligence due to the fact that students need to collaborate not only among themselves but also with some family members, acting as guides. In addition, it also has a deep relation with spatial intelligence as they are going to navigate the city using a map. Bloom's Taxonomy This activity will let the student apply their knowledge in a real context, however, it is an activity that will also allow them to analyze the information they will encounter throughout their trip. Furthermore, as they will also be asked to write their reflections, this activity also takes into consideration the evaluation level of Bloom, students will evaluate their experience and assess their personal feelings. Learning styles According to the learning style, this activity is more related to visual and kinesthetic learners; visual learners benefit from using maps and the different signs they will find on the streets and kinesthetic learners will actively engage in the city tour, walking around the streets.

Activity session 1: Flashcards 2 Brief description The students will learn new vocabulary about directions and actions and put it in practice demonstrating the associated actions to the flashcards and working in pairs. Multiple Intelligence This activity emphasizes spatial intelligence as it involves comprehending and applying visual information from traffic signs. However, it also engages interpersonal intelligence due to the fact that they will be working in pairs and they will have to communicate with each other giving and following instructions. Bloom's Taxonomy This activity corresponds to the knowledge and remembering level of Bloom's taxonomy as it provides students with the opportunity to learn new vocabulary while using it in a specific context. Learning style This activity aligns well with both kinesthetic and visual learning styles. Students physically interact by providing and following instructions and they process visual information by recognizing and understanding traffic signs.

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Activity session 1: Flashcards 1 Brief description In this activity, students take turns describing their mode of transportation using flashcards and the mode chosen by their left-hand companion. Multiple Intelligences This activity primarily engages linguistic intelligence because students must communicate verbally the mode of transportation assigned to them and their classmates. Thanks to this activity, they will be able to learn the vocabulary while using it. Bloom's Taxonomy This activity mainly fits into the knowledge/remember lever of Bloom's Taxonomy because it is focused on the learning of new words in English. Learning style This activity aligns well with both, auditory and visual styles. As they are going to be provided with flashcards they will have visual support to carry out the activity. Additionally, they will have to listen carefully and remember their peers' sentences involving thus, oral and auditory communication.

Click here to see the flashcards

Activity session 3: "Simon says..." Brief description This activity consists of playing the famous game "Simon Says" incorporating the vocabulary learnt in order to reinforce the learning. Multiple intelligences This activity is particularly related to Bodily-Kinesthetic Intelligence because students will engage in physical actions such as turning, walking, and following verbal instructions for movement. Bloom's Taxonomy According to Bloom's Taxonomy, this activity would be placed in the understanding level due to the necessity of the students to understand the verbal instructions given by the teacher. Students will need to demonstrate their comprehension level and act and move accordingly. Learning styles This activity is particularly suitable for students with a Kinesthetic learning style as it allows them to effectively learn through physical action and active participation by following the provided movement instructions.

Teacher's ongoing process Brief Description During the lesson plan, the teacher will be gathering information about student's learning progress. For that, he/she will use a rubric that is closely related to the learning objectives established during the proposal of the project. She/he will use several methods to gather that information, this includes, systematic observation of every activity and the products made by the students, such as the worksheets. During the lesson plan, he/she will offer immediate feedback to the students in order to make them aware of their strengths and weaknesses. Furthermore, in case she/he notices the students are struggling or have already mastered some content, she/he will adapt the lessons in order to attend to his/her student's needs and also their interests.