Mariana Gavilán - Silvia Rettaroli

Utretch, 2012

•4,000,000 km2

•24 provinces

•36 million inhabitants

Argentina

Brazil

Uruguay Chile

Paraguay

Bolivia

DELTA

PAMPAS

PATAGONIA SEASIDE

IGUAZU FALLS

Source: Mapa Educativo - Población http://www.mapaeducativo.edu.ar/mapserver/aen/socioterritorial/poblacion/index.php

N° of schools:48,730 N° of students: 11,060,005 Primary : 4,664,025 Secondary: 3,523,132

Greater BA: 8595 Rest of Province: 9410

1,988 schools in City of BA

18,004 schools in Buenos Aires Province

Global schools

Bilingual schools

British schools: 1838 – St Andrew’s

Spanish section English section

Argentine

curriculum in

Spanish

International

syllabuses in

English

A new challenge

New skills Framework for XXI c learning

Collaboration

Creativity

Critical thinking

Communication

Scaffolding strategies (Walqui, 2006)

Modelling

Bridging

Contextualizing

Schema building

Re-presenting

text

Developing

meta-cognition

Academic language

Language: a means of communication and a tool for thinking (Kasper/Rose, 2002)

- Consists of subject-

specific terminology

- Has a particular tone

- Is often evidence-

based

- Uses categories and

concepts

- Has specific functions

(hypothesising,

explaining causes and

consequences)

- More precise that

spoken language

•History

•Environmental

Management

CLIL

Content: IGCSE Environmental Management syllabus integrated to local curricula

Language: at the word, phrase, sentence and text level

Cognition: higher order and lower order skills

Environmental Management

Concerned with

education for sustainable

development

Disciplines: biology,

earth science,

geography, economics,

anthropology

Sample unit:

Unit 1 A Environmental Management: BIOMES: Tropical

Rainforests

Identify the

difference between

ecosystem, biome

and habitat

Recognize the

main features of

biomes: location,

climate, fauna,

flora and human

impact

identify key

language used to

make a description

(at the level of

discourse, clause,

phrase and word)

apply information-

processing skills

List at least 3 distinctive features which

distinguish an ecosystem from a biome and a

habitat

Enumerate at least 3 features of a biome

pertaining to each of the following categories:

location, climate, fauna, flora and human impact

Complete a fact file/comparative chart

with information about at least one

biome

Label a map of the world to indicate

location of a certain tropical rainforest

Produce visual organizers to compare

similarities and differences among

rainforests (e.g. Venn diagram)

Articulate basic concepts on a selected

biome effectively using oral, written

and nonverbal communication skills

Name and locate the 5 largest tropical rainforests – map skills (Scribble Maps)

Name and characterize the climate in the tropical rainforests – graph interpretation skills ( mean monthly temperature and precipitation: climograph)

Name and characterize the flora and fauna in tropical rainforests – categorization skills (rainforest 4 layers)

Name and characterize human impact

Functions: The Amazon rainforest

express location

describe a region and

its main physical

features

Grammar: to be + adjective; use of prepositions of place, time; relative clauses; simple present tense

Tropical Rainforests: Language Vocabulary: names of location, animals,

plants; adjectives used to describe climate, types of soil, plants, animals,

human impact, etc.

Discourse: captions in visual organizers

Listening skills: e.g. to get specific information: songs, group oral presentations

Reading skills: e.g. to scan a map or chart or read for detail when researching on a certain tropical rainforest

Speaking skills: e.g. to express concepts and ideas orally when making an oral presentation or when answering other groups’ questions

Writing skills: e.g. to express concepts in writing to complete fact files or comparative charts, to write captions, etc.

Research skills while looking up information about different tropical rainforests

Process information found in different resources (you tube, podcasts, websites, reference books, maps)

Activate prior knowledge in order to fulfill the presentation requirements (Google doc, popplet)

Draw conclusions on the interrelation between the living conditions and the type of plant and animal species

Draw conclusions on the interrelation between the tropical rainforest and the living conditions after human impact

Observation of daily participation in classroom discussions, brainstorming sessions and

learning activities

Visual and written presentation of understanding of key terms

Observations of small group work

Maps and climographs

Participation, oral and written research for biome presentation

Google doc designed by groups

Design of flow chart: creativity, visual aesthetics and accuracy

Vocabulary test over all terminology for unit

Names of

Animals

Names of Plants Name of Layer

1.

2.

1.

2.

emergent

1.

2.

1.

2.

1.

2.

1.

2.

1.

2.

1.

2.

Write the name of each layer and next to it the names of two plants and two animals that

live at each of the four layers. (… /4 points)

Rubric for presentation of rainforests