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OUR WONDERFUL OCEAN · Inglés 9°

OUR WONDERFUL OCEAN · Inglés 9°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Analyze the tone and purpose of spoken advertisements. Interactive: Participate in group problem-solving sessions.
  • Comprensión lectora (Reading): Reading: Outline the main information from simple diagrams (e.g., graphs, bar charts). Reading: Comprehend descriptive texts about places or events.
  • Expresión oral (Speaking): Productive: Discuss plans for the future on a variety of topics. Interactive: Engage in debates on familiar topics.
  • Expresión escrita (Writing): Productive: Write a formal letter to request information. Interactive: Create a collaborative proposal for a class project.
  • Mediación (Mediation): Communication: Participate in conflict resolution strategies with peers. Concept: Simplify complex concepts for group comprehension.

Comprensión auditiva · Listening

Conceptuales

  • The Animals in Our Waters
  • Plants That Live in the Ocean

Procedimentales

  • Receptive: Analyze the tone and purpose of spoken advertisements. Interactive: Participate in group problem-solving sessions.

Indicadores de logro

  • Can analyze the tone and purpose in Public Service Announcements (PSAs) from local organizations about marine conservation (e.g., "Identify if a PSA about the Panama Bay wetlands by MarViva is persuasive or informative." "Determine if a government announcement about protecting mangroves is raising awareness or promoting action.").
  • Can ask questions to clarify information on marine life (e.g., "Why is it important to protect coral reefs from pollution?" "Reefs provide a habitat for a lot of ocean life.").
  • Can participate in group problem-solving discussions by sharing actionable ideas to protect Panama's oceans and coastal ecosystems (e.g., "Suggest organizing a mangrove replanting day in Juan Díaz to reduce erosion and protect marine life." "Propose creating an educational campaign in schools to teach students about avoiding single-use plastics." "Recommend participating in a beach cleanup at Isla Taboga to reduce plastic waste and raise awareness about marine conservation.").

Comprensión lectora · Reading

Conceptuales

  • The Animals in Our Waters
  • Plants That Live in the Ocean

Procedimentales

  • Reading: Outline the main information from simple diagrams (e.g., graphs, bar charts). Reading: Comprehend descriptive texts about places or events.

Indicadores de logro

  • Can outline the main points from bar charts about marine biodiversity in Panama by identifying key species and trends (e.g., "List the two most common species found in Coiba National Park's coral reefs." "Summarize the percentage of mangrove coverage shown in the chart for the Gulf of Montijo" "Identify changes in fish populations in the Bay of Panama over time-based on the bar chart.").
  • Can comprehend descriptive texts about ocean ecosystems in Panama by identifying key characteristics and ecological importance (e.g., "Describe the coral formations and marine species found in Isla Iguana's reef." "Explain why the Bocas del Toro archipelago is known for its seagrass beds and dolphin populations." "List the unique species that thrive in the Coiba National Park marine reserve.").
  • Can outline trends from graphs about ocean pollution levels (e.g., "The graph shows that plastic waste in the ocean has increased over the past five years.").

Expresión oral · Speaking

Conceptuales

  • The Animals in Our Waters
  • Plants That Live in the Ocean

Procedimentales

  • Productive: Discuss plans for the future on a variety of topics. Interactive: Engage in debates on familiar topics.

Indicadores de logro

  • Can discuss plans related to ocean conservation, educational visits, or recreational activities in Panama's coastal areas (e.g., "Next weekend, I am going to visit Punta Culebra to learn about sea turtle conservation." "My family is planning a trip to El Escudo de Veraguas to enjoy the beach and learn about its marine biodiversity." 'In the future, I want to participate in a beach cleanup at Playa Venao to help reduce plastic waste.").
  • Can engage in a debate about protecting marine life by presenting arguments and supporting evidence related to local conservation efforts (e.g., "I believe fishing limits near Coiba National Park are necessary to protect endangered fish species like the grouper and ensure sustainable fishing for future generations." "I think stricter regulations around Isla Iguana are important because its coral reefs provide shelter for many species and attract eco-tourism during whale season, which benefits the community.").
  • Can share future goals related to ocean conservation (e.g., "I am planning to join a group that cleans beaches to protect wildlife.").

Expresión escrita · Writing

Conceptuales

  • The Animals in Our Waters
  • Plants That Live in the Ocean

Procedimentales

  • Productive: Write a formal letter to request information. Interactive: Create a collaborative proposal for a class project.

Indicadores de logro

  • Can compose a formal letter requesting information about local marine conservation initiatives in Panama (e.g., "Request details about volunteering for an ocean cleanup event at Veracruz Beach or participating in a coral reef restoration project at Isla Iguana.").
  • Can contribute to a group project description on protecting marine ecosystems (e.g., "We should mention how protecting marine life can help maintain a healthy environment.").
  • Can collaborate on a proposal for a project on ocean conservation (e.g., "We should reduce plastic use because it harms marine life and pollutes the oceans.").

Mediación · Mediation

Conceptuales

  • The Animals in Our Waters
  • Plants That Live in the Ocean

Procedimentales

  • Communication: Participate in conflict resolution strategies with peers. Concept: Simplify complex concepts for group comprehension.

Indicadores de logro

  • Can help resolve disagreements on marine conservation ideas by encouraging active listening and respectful turns (e.g., suggests that each student listens fully before responding).
  • Can simplify ocean ecosystem concepts, using visuals and gestures (e.g., uses hand motions to show how coral reefs provide homes for fish).
  • Can clarify marine terms in both English and a familiar language for better understanding (e.g., explains "ecosystem" in simple words and both languages if needed).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: ocean, animals, plants, species, coral reefs, marine life, ecosystem, pollution, habitat, biodiversity, fish, currents, shoreline, water, seaweed, plankton, conservation, coastal areas, Linguistic waves, preservation, Public Service Announcements (PSAs), mangroves, protected zones Competences Verbs: protect, swim, migrate, pollute, conserve, preserve, sustain, clean, adapt, survive, rehabilitate
  • Adjectives: marine, aquatic, endangered, diverse, fragile, polluted, healthy, vast, underwater, sustainable Pronunciation Focus on stress in multisyllabic and compound words (e.g., "ocean," "ecosystem," "biodiversity," "environment," "environmental," "fragile," and "endangered") Practice pronunciation of minimal pairs with long and short vowels (e.g., /i/ in "reef" and /ɪ/ in "riff") Proposing conservation actions: "We should stop littering near oceans to protect marine Pragmatic animals." Competences Describing ecological importance: "Coral reefs are home to many species, so we need to protect them to keep marine life safe." Provide suggestions during discussions on marine protection and participate in debates on Sociolinguistic environmental conservation strategies (e.g., "We should establish more marine protected areas Competences to help preserve ocean biodiversity."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Marine Life Photo Essay
  • Overview: Students create a photo essay Environmental Awareness: Describing ocean life and documenting marine life, using the present simple suggesting conservation actions. and adjectives to describe sea animals and plants (e.g., "There are many species of fish."). Communication: Using modals and the present continuous in marine life discussions. Project 2: Ocean Conservation Campaign
  • Overview: Students create an ocean conservation Technology Integration: campaign, using modals to suggest actions (e.g., "We have to protect our oceans."). Use photo editing software, 3D modeling tools, and social media for campaigns. Project 3: Coral Reef 3D Model
  • Overview: Students design a 3D model of a coral reef ecosystem, using the present continuous to describe the actions of marine life (e.g., "The sharks are swimming."). Being Local and Global Citizens 44 High Beginner A2.4

Procedimentales

  • 1. Present simple for describing ocean life (e.g., "There are many species of fish in our waters.")
  • 2. Present continuous for ongoing actions (e.g., "The sharks are swimming around the coral reef.")
  • 3. Modals for suggestions and obligations (e.g., "We should protect our oceans.")

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