Using websites


  • Topic: animals 
  • Grade: fourth grade 
  • Level: Intermediate
  • Duration: 60 minutes
  • Location: School facilities

Sites that will be used along this unit: 

  1. National Geographic partners. (1996-2015). Animals.
    Retrieved from: https://kids.nationalgeographic.com/animals/
    Accuracy: This page is written by experts about the subject: they are scientists and people who are always exploring and searching for information about the subject. It has an "about us" section. The information is correct and reliable
    Currency: The content is up to date
    Content: It is stimulating and interesting because it has pictures, videos and games. It is easy to navigate, too.
    Functionality: The site works well; there are no broken links. Audio and video work well.
  2. Zooborns. Retrieved from: http://www.zooborns.com/
    Accuracy: ZooBorns is a zoology news blog and book line that announces animal births at AZA, EAZA, CAZA, ZAA, and WASA accredited zoos and aquariums. ZooBorns was founded in 2008 with the mission to "educate while it entertains", and typically shares related conservation information along with pictures and video of baby animals. It does not have an "about us" section. The website is written by experts; people who take care of animals and zoo creators. The information is correct and reliable.
    Currency: The information is up to date (it was updated this year)
    Content: It is stimulating and interesting because it has lots of pictures. It is easy to navigate.
    Functionality: The site works well; there are no broken links. 
  3. ABC. (2018). Retrieved from: http://education.abc.net.au/home#!/home
    Accuracy: This page is written by experts. It has an "about us" section. The information is correct and reliable.
    Currency: The information is up to date. (it was updated this year)
    Content: It is stimulating and interesting because it has pictures and videos. It is easy to navigate.
    Functionality: The site works well; there are no broken links. Audio and videos work well.
  4. BBC. (2014). Retrieved from: https://www.bbcearth.com/walking-with-dinosaurs
    Accuracy: The page is written by people who knows about the subject. It contains an "about us" section. The information is correct and reliable
    Currency: The information is up to date.
    Content: It is very stimulating and interesting; it has pictures and videos
    Functionality: The site works well; there are no broken links. Audio and videos work well.
  5. World Wildlife Found.(2018). Retrieved from: https://www.worldwildlife.org/
    Accuracy: The page is written by people who know about animals; they protect animals and they are scientists. It contains an "about us" section. The information is correct and reliable.
    Currency: The information was updated this year
    Content: Information is given in an interesting and stimulating way. There are pictures and videos
    Functionality: The site works well; there are no broken links. Audio and videos work well.
  6. Wildscreen. (2018). Retrieved from: http://www.arkive.org/
    Accuracy: The page was created by scientists, filmmakers and photographers. So, the information is reliable and correct. It contains an "about us" section. They present their creators in the section "Our people" (they are oceanographers, naturalists, zoologists)
    Currency: The information is up to date (it was updated this year)
    Content: The layout is very interesting and stimulating. There are videos and images.
    Functionality: The site works well; there are no broken links. Audio and videos work well.
  7. Defenders of wildlife. (2018). Retrieved from: https://defenders.org/
    Accuracy: The page is writtten by people who protect animals, so the information is reliable and correct. There is information not only about how we can protect animals and habitats but also about climate change. There is an "about us" section.
    Currency: The information is up to date (it was updated this year)
    Content: The layout is interesting. There are videos and images.
    Functionality:There are no broken links. The site works well. 
  8. Tubehead. (2018). Retrieved from: https://switchzoo.com/
    Accuracy: This page is basically a page in which you can play and you can have some information. The page is not created by experts but the information is correct.
    Currency: The information is up to date.
    Content: The layout is interesting and stimulating. There are pictures of the animals and you can mix parts of the animals.
    Functionality:  The site works well; there are no broken links. 

Lesson 1

Warmer
The topic will be introduced by asking the students "Do you like animals? What is your favourite animal? What animal would you like to be?" There will be a discussion in pairs. 

 Web
They will access this website and they will have to find an animal that they like and take some notes. They will have to include some information that caught their attention about that animal https://kids.nationalgeographic.com/animals/ 




Then, they will access this website and  they will choose a video or an article they like  http://education.abc.net.au/home#!/topic/495776/animals


What next (Speaking activity)
They will go to the front in pairs and they will take the role of the animal they have chosen. They will tell the others all they have learnt about that animal and they will show the video or they will the others about the article they have chosen. 


Lesson 2

Warmer
The teacher will show the students images from http://www.zooborns.com/zooborns/ and will ask them to chose their favourite animal. They will take turns to speak in order to share with the rest of the class. 


Web
The teacher will ask the students to explore the website and they will be asked to explore this website too http://www.arkive.org/explore/species?q=animals. They will have to look for information about the animal they have chosen. 

What next (writing activity)
The students will be asked to wirite a description of the animal they like in order to make a game in class. They will have to describe the animal but avoiding to include the name so, the other students will have to guess which animal it is. 

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