CLIL Module Plan Author(s) Angelo Danese School IIS Martino Martini – Mezzolombardo (TN) School Grade Primary Middle High School Year 1 2 3 4 5 Subject Fisica Topic Universal Gravitation CLIL Language English Deutsch Personal and social-cultural preconditions of all people involved The class is made up of 20 students, 3 of which have a foreign family background (Bulgaria, Moldavia, Poland) and none with special needs. It is a lively and quite competitive group, with a vivacious intelligence, that needs to be motivated and guided to perform at their best in the various activities. Some might be not keen on novelties, but as a group they then embrace new projects and are always driven to improve their competence. The average CEFR level in English is a B2, although a couple of elements may still have some difficulties. The class has already done a CLIL module in Physics during the first year (10h on equilibrium, barycenter and levers) and have been doing Art History entirely in English since year 2. Students' prior knowledge, skills, competencies Subject Language In L1: • Quantities and measurement; • Forces and equilibrium; • Kinematics in one dimension; • Kinematics in two dimensions; • Newton’s three laws of motion; • Work and energy; • Fluids; • Impulse and momentum. • Present simple; Present continuous; • Present perfect; Present perfect continuous; • Past simple; Past continuous; • Past perfect; Past perfect continuous; • Futures; • Conditionals; • Passive; reported speech; • Modal verbs; • Superlative and comparatives; • Lexis and grammar expressing similarities and differences; • To describe, compare and contrast ideas; • To express opinions; • To provide evidence; • To support an argument; • To take part in a discussion; • Vocab and synonyms.
Transcript
CLIL Module PlanAuthor(s) Angelo Danese
School IIS Martino Martini – Mezzolombardo (TN)
School Grade Primary Middle High
School Year 1 2 3 4 5
Subject Fisica Topic Universal Gravitation
CLIL Language English Deutsch
Personal andsocial-culturalpreconditionsof all peopleinvolved
The class is made up of 20 students, 3 of which have a foreign familybackground (Bulgaria, Moldavia, Poland) and none with special needs. It is alively and quite competitive group, with a vivacious intelligence, that needs tobe motivated and guided to perform at their best in the various activities.Some might be not keen on novelties, but as a group they then embrace newprojects and are always driven to improve their competence. The averageCEFR level in English is a B2, although a couple of elements may still havesome difficulties. The class has already done a CLIL module in Physics duringthe first year (10h on equilibrium, barycenter and levers) and have been doingArt History entirely in English since year 2.
Students' priorknowledge,skills,competencies
Subject Language
In L1: • Quantities and measurement;• Forces and equilibrium; •Kinematics in one dimension; •Kinematics in two dimensions; •Newton’s three laws of motion; •Work and energy; • Fluids; • Impulseand momentum.
• Present simple; Present continuous;• Present perfect; Present perfectcontinuous; • Past simple; Pastcontinuous; • Past perfect; Pastperfect continuous; • Futures; •Conditionals; • Passive; reportedspeech; • Modal verbs; • Superlativeand comparatives; • Lexis andgrammar expressing similarities anddifferences; • To describe, compareand contrast ideas; • To expressopinions; • To provide evidence; • Tosupport an argument; • To take partin a discussion; • Vocab andsynonyms.
Timetable fit Module Length 10 lessons, 10 hours
Description ofteaching andlearningstrategies
• Methodological approaches (for example Task-Based Learning, CooperativeLearning) • Choices and strategies to promote interaction and communicationduring the lesson involving students, teachers and group work • Learningactivities connected to expected learning outcomes • Content and languageinput • ICT learning tools (for example PPT, Padlet) • Choice of media •Materials to support content and language scaffolding • Time managing •Differentiating measures and additional forms of consolidation of outcomes •Problem solving
Overall Module PlanUnit: 1Universal GravitationUnit length: 10 h
Lesson 1
Geocentric and heliocentric models; Kepler’s 1st, 2nd and 3rd law.
Lesson 2
Newton’s law of Gravitation; Derivation of Kepler’s 3rd law.
Lesson 3
Cavendish’s experiment; Weight and gravitational acceleration.
Lesson 4
Exercises and problems; Gravitational potential energy.
Lesson 5
Gravitational field; Exercises.
Lesson 6
The conservation of mechanical gravitational field; Orbit classification.
Lesson 7
Group work.
Lesson 8
Group work (conclusion); Oral presentations.
Lesson 9
Class test.
Lesson 10
Class test checking.
CLIL Lesson PlanUnit number 1 Lesson number 1 Title Geocentric and heliocentric models; Kepler’s 1st, 2nd and 3rd law.
Activity Timing LearningOutcomes
ActivityProcedure
Language Interaction Materials Assessment
1 10 min • Be aware ofthe differentmodels ofplanets rotation• Know Kepler’sthree laws andbe able tointerpret themundermathematicalaspects Teachingaims: •Presenting CLILmodule to theclass • Revisingfunctionallanguage toagree anddisagree(previously seenby ss with thelanguage T inpreparation ofthe CLIL module)
The T gives somegeneral informationabout this CLILmodule: UniversalGravitation anddivides ss in groupof 4 (according tothe methods Tprefers). Inpreparation of thefollowing activitiesthe T shares chunksof language toagree and disagreein a discussion: Tgives a set of 28cards stating usefullanguage chunks; Tasks ss in group toclassify themaccording tomeaning (to agree;to disagree; to closethe discussion; toexpress one’sopinion). When ssfinish, T hands outthe correction sheetfor each group tocheck.
Ss gather informationand notes provided.Padlet’s web page:collection of allmultimedia materials ofthe CLIL module.
T monitorsand helpswhile ss dothe activity
2 5 min Teaching aims: •Activating priorknowledge of thediscipline •Developingcommunicationskills •Developingcognitive skills
T projects slidenumber 1 of the PPTand hands outworksheets for thenext activity; sswork in group (4 ssfor each one) anddiscuss the questionproposed by the T:“What is thedifference betweengeocentric andheliocentricmodels?” After thatthe T will provideformal definitionsusing PPT slide 2.
Skills
L S R W
Key vocabulary• Specific vocabulary:geocentric andheliocentric models
Communicativestructures• Use of simple present• Functional language:see U1_L1_ALL1B
3 13 min Teaching aims: •Developingcognitive skills •Teaching thesubject specificvocabulary: Tasks ss to findkey words in thetext and theirmeanings tobuild a glossary
The T gives to thess a puzzle-text. Sswork in group anddiscuss the correctorder of theparagraphsprovided. After, theT revises theexercise with the ss.The correction ofthis exercise will befocused on thechronological factsand on the specificlanguage used.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional languageidentified in the text
Communicativestructures• Use of simple present• Functional language:see U1_L1_ALL1B
Matching activity: sswork in group anddiscuss the correctrelation betweenthe statement ofKepler’s law and thepictures provided. Tasks ss to use atleast two chunks offunctional languagefrom U1_L1_ALL1B.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional language
Communicativestructures• Use of simple presentand conditionals •Functional language:see U1_L1_ALL1B
Readingcomprehension andrevision: ss willfirstly read on theirown, then in groupsthey will solve theexercises. T asks ssto use at least twochunks of functionallanguage fromU1_L1_ALL1B.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional language
CLIL Lesson PlanUnit number 1 Lesson number 2 Title Newton’s law of Gravitation; Derivation of Kepler’s 3rd law.
Activity Timing LearningOutcomes
ActivityProcedure
Language Interaction Materials Assessment
1 5 min • Know Newton’slaw of Gravitationand be able tocompute thequantities usingalso the reverseformulas • Beaware theprocedure toderive Kepler’s3rd law fromNewton’s law ofGravitationTeaching aims: •Checking thelearnings •Developingsummarizingskills
Revision: ss work ingroup (4 ss foreach one) tocomplete theworksheetprovided. The firstactivity is a T/F testand the second oneconsists inmatching thequestions with thecorrect answers. Atthe end of theactivity one studentper group standsup and rotates in anew group wherethey check if theyhave the sameanswers.
2 15 min Teaching aims: •Activating priorknowledge •Developingcommunicationskills •Developingcognitive skills
T projects slidenumber 1 of thePPT with a list ofscientists and data.Ss work in groupand discuss aboutthe correct order tobuild a timelineusing theinformationprovided and theinter-disciplinaryconnection withHistory andPhilosophy. Afterthat the T willprovide thesolution on thedigital whiteboard.
Skills
L S R W
Key vocabulary
Communicativestructures• Use of simple present• Functional language:see U1_L1_ALL1B
3 15 min Teaching aims: •Teaching thesubject specificvocabulary: Tasks ss to findkey words in thetext and theirmeanings to builda glossary •Developingcognitive skills
Ss will firstly readon their own thedocument provided(scan from Englishfor Science,Martellotta, Rizzo,ed. Zanichelli),then in group theywill discuss aboutthe question andthe pictureprovided. After, theT explains thestatement of thelaw of UniversalGravitationprojecting PPTslides 2, 3 and 4.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional languageidentified in the text
Communicativestructures• Use of simple present• HW: has/has not;same/opposite;first/third; some/any;smaller/greater;four/two;increases/decreases.
Language practice:T gives to the ss apuzzle text. Ss ingroup discuss thecorrect steps toderive the Kepler’s3rd law fromNewton’s law ofGravitation. After,the T revises theexercise with the ssfocusing on thelogical steps todemonstrate thederivation ofKepler’s 3rd law,projecting PPT slide5. T asks ss to useat least two chunksof functionallanguage fromU1_L1_ALL1B.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional language
Communicativestructures• Use of simple presentand conditionals •Functional language:see U1_L1_ALL1B
CLIL Lesson PlanUnit number 1 Lesson number 3 Title Cavendish’s experiment; Weight and gravitational acceleration.
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 10 min • Be aware ofthe procedureused byCavendish tocompute theuniversalgravitationalconstant • Knowthe differencebetween massand weightTeaching aims: •Checking thelearnings •Developingsummarizingskills
Revision: T asks onegroup of ss to cometo the digitalwhiteboard toexplain the resultsdemonstratedduring the previouslesson, projectingPPT slide 1. Asecond group comesout to check thehomework; thesolution of thisexercise is on PPTslide 2.
Skills
L S R W
Key vocabulary• All the specificvocabulary andfunctional languagepreviously learned
Communicativestructures• Use of simple presentand past
2 5 min Teaching aims: •Activating priorknowledge •Developingcommunicationskills •Developingcognitive skills:inferring
T projecting PPTslide 3 to recall thevalue of universalgravitationalconstant G; after,using PPT slide 4, sswork in group tohypothesize theprocess of theCavendish’s torsionbalance to calculatethe constant G. Tasks ss to use atleast two chunks offunctional languagefrom U1_L1_ALL1B.
Skills
L S R W
Key vocabulary
Communicativestructures• Use of simple present• Functional language:see U1_L1_ALL1B
WholeclassGroupworkPair workIndividualwork
U1_L3_PPT.pdfU1_L3_PPT.ppt
3 15 min Teaching aims: •Teaching thesubject specificvocabulary: Tasks ss to findkey words in thetext and theirmeanings tobuild a glossary• Developingcognitive skills •Developinginteractive skillsand cooperationwith others
Language practice:ss in group willcomplete the textprovided using thekeywords in the boxon the smartboard(PPT slide 5). After Tasks one student pergroup to check theexercise.
Skills
L S R W
Key vocabulary• Specific vocabulary:centers, torsion,balanced, angle,spheres, constant,instrument, attraction
Communicativestructures• Use of simple present• Functional language:see U1_L1_ALL1B
4 15 min Teaching aims: •Developingcognitive skills •Developinglistening skills
Listening activity: forgist the T asks sswhich object isnominated severaltimes in the audioand plays therecording once.Then T gives to thess some questionsabout Gravitation(projecting PPT slide6) and plays therecording again. Sswill answer thequestions using theinformationcontained in theaudio file provided.After, the T gives tothe ss the text of fileaudio to check theanswers andeventually correctthem.
Skills
L S R W
Key vocabulary
Communicativestructures• Use of simple presentand conditionals •Functional language:see U1_L1_ALL1B
T asks one studentper group to discusswith the rest of theclass about theresultsdemonstratedduring the lesson,looking PPT slide 7.
Skills
L S R W
Key vocabulary• Specific vocabulary:magnitude of thegravitational force,weight, newton,acceleration of gravity,mass and radius of theEarth.
Communicativestructures• Use of simple presentand past
WholeclassGroupworkPair workIndividualwork
U1_L3_PPT.pdfU1_L3_PPT.ppt
CLIL Lesson PlanUnit number 1 Lesson number 4 Title Exercises and problems; Gravitational potential energy.
Activity Timing LearningOutcomes
ActivityProcedure
Language Interaction Materials Assessment
1 30 min • Be aware of theprocedure tocompute indifferent ways thequantities studiedin the previouslessons • Knowthe meaning ofgravitationalpotential energyTeaching aims: •Learning specificvocabulary •Developingcognitive skills
Exercises andproblems: ss ingroup (4 ss foreach one) will solvethe exercises withthe support of theT. After, the T asksone member ofeach group tocome to the digitalwhiteboard tocheck the exercises(using PPT slides 1and 2). In themeantime, Trevises theexercises with thess focusing on thespecific languageand vocabulary.
Skills
L S R W
Key vocabulary• All the specificvocabulary andfunctional languagepreviously learned
Communicativestructures• Use of simple presentand conditionals •Functional language:see U1_L1_ALL1B
2 3 min Teaching aims: •Activating priorknowledge •Developingcommunicationskills •Developingcognitive skills
T projecting PPTslide 3: ss work ingroup (4 ss foreach one) anddiscuss, using thePhysics conceptstudied in L1, thequestion proposedby the T: “What isthe gravitationalpotential energy?”T asks ss to use atleast two chunks offunctional languagefrom U1_L1_ALL1B.
Skills
L S R W
Key vocabulary• No focus on specificterminology that will beintroduced in the nextactivity
Communicativestructures• Use of simple present• Functional language:see U1_L1_ALL1B
WholeclassGroupworkPair workIndividualwork
U1_L4_PPT.pdfU1_L4_PPT.ppt
3 14 min Teaching aims: •Teaching thesubject specificvocabulary: Tasks ss to findkey words in thetext and theirmeanings to builda glossary •Developingcognitive skills •Developinginteractive skillsand cooperationwith others
Language practice:T gives to the ss apuzzle-text. Sswork in group anddiscuss the correctorder of theparagraphsprovided. When allthe groups havefinished T providesthem the completetext.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional languageidentified in the text
Communicativestructures• Use of simple present• Functional language:see U1_L1_ALL1B
T revises theexercise with the ssfocusing on thephysical meaningof gravitationalpotential energy,using PPT slide 4.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional language
Communicativestructures
WholeclassGroupworkPair workIndividualwork
U1_L4_PPT.pdfU1_L4_PPT.ppt
CLIL Lesson PlanUnit number 1 Lesson number 5 Title Gravitational field; Exercises.
Activity Timing LearningOutcomes
ActivityProcedure
Language Interaction Materials Assessment
1 18 min • Know the meaningof gravitational field• Be aware of thedifference betweengravitational energyand gravitationalfield • Be aware ofand learn theprocedure tocompute in differentways the quantitiesstudied in theprevious lessons •Revise and re-elaborate theconcepts and vocabseen Teaching aims:• Checking thelearnings •Developingsummarizing skills
Homeworkchecking andrevision: ssdiscuss with theT about theresultsdemonstratedduring the lessonand checking theproblems givenfor homework. Ifthis correctionactivity takesless time, T cangive extraproblems tosolve.
Skills
L S R W
Key vocabulary
Communicativestructures• Use of simple presentand past
Languagepractice: ss ingroup (4 ss foreach one) willcomplete thetext using thekeywords in thebox on thesmartboard. Tasks ss to use atleast two chunksof functionallanguage fromU1_L1_ALL1B.
Skills
L S R W
Key vocabulary• Specific vocabulary:around, attraction,weaker, region, 9.81newtons per kilogram,9.81 meters persecond2
Communicativestructures• Focus on thedifference betweenweight(n.) andweigh(v.) • Use ofsimple present •Functional language:see U1_L1_ALL1B
CLIL Lesson PlanUnit number 1 Lesson number 6 Title The conservation of mechanical gravitational field; Orbit classification.
Activity Timing LearningOutcomes
ActivityProcedure
Language Interaction Materials Assessment
1 5 min • Know the law ofenergyconservation • Beaware of thedifferent orbits of aplanet around theSun • Know themathematicalcondition to haveevery orbit’s typeTeaching aims: •Activating priorknowledge •Developingcommunicationskills • Developingcognitive skills
T shows thepicture used inlesson 4 (usingPPT slide 1).Individually eachstudent finds thetwo mistakes inthe picture. After,in group (4 ss foreach one) theydiscuss, using thePhysics conceptstudied in L1, thenew questionproposed by the T:“Do youremember theconservation ofmechanicalenergy?”
Skills
L S R W
Key vocabulary
Communicativestructures• Use of simple presentand conditionals •Functional language:see U1_L1_ALL1B
Languagepractice: ss ingroup willcomplete the textusing thekeywords in thebox on thesmartboard (Tprojecting PPTslide 2). T asks ssto use at least twochunks offunctionallanguage fromU1_L1_ALL1B.
Skills
L S R W
Key vocabulary• Specific vocabulary:potential and kineticenergy, mechanicalenergy, system,conservative force
Communicativestructures• Use of simple presentand conditionals •Functional language:see U1_L1_ALL1B
3 10 min Teaching aims: •Learning specificvocabulary •Developinglanguage skills
T elicits theformula ofconservation ofmechanical energythat ss havepreviouslydiscussed in groupand writes on theboard. T then goesback to the PPTslide 3. Explaining:ss will listen to theexplanationfocusing also onthe specificlanguage.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional language
Matching activity:ss work in groupand discuss (usingthe Maths conceptstudied in L1) thecorrect relationbetween thestatement thatdescribes the orbitand the picturesprovided. After theT shows thesolution on thewhiteboard usingPPT slide 4.
Skills
L S R W
Key vocabulary• Specific vocabulary:bounded elliptic,unbounded parabolic,unbounded hyperbolic
Communicativestructures• Use of simple presentand conditionals •Functional language:see U1_L1_ALL1B
CLIL Lesson PlanUnit number 1 Lesson number 7 Title Group work.
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 50 min • Know theconceptstudied in allthe moduleTeachingaims: •Developingsummarizeskills
Ss work in group (4 ss for each one)to create posters about UniversalGravitation. In particular, T gives outone of the following topics to eachgroup: 1. Kepler’s three laws; 2.Newton’s law of Gravitation; 3. Massand weight; 4. Gravitational potentialenergy; 5. Orbit classification.
Skills
L S R W
Key vocabulary
Communicativestructures• Use of present, pastand conditional tenses• Functional language:see U1_L1_ALL1B
WholeclassGroupworkPair workIndividualwork
Posters T walksaround theclass andmonitors theactivity. Ttakes notesabout itemsthat needclarifications.
CLIL Lesson PlanUnit number 1 Lesson number 8 Title Group work (conclusion); Oral presentations.
Activity Timing LearningOutcomes
Activity Procedure Language Interaction Materials Assessment
1 20 min • Be aware of thecontents studied inall the module andbe able to explainat least threetopics aboutUniversalGravitationTeaching aims: •Developingsummarize skills
Ss work in group tocomplete postersabout UniversalGravitation started inthe previous lesson.
Skills
L S R W
Key vocabulary
Communicativestructures• Use of simple presentand conditionals •Functional language:see U1_L1_ALL1B
WholeclassGroupworkPair workIndividualwork
Posters T walksaround theclass andmonitors theactivity. Ttakes notesabout itemsthat needclarifications.
2 25 min Teaching aims: •Developingcommunicationskills • Developingcognitive skills
Ss in group willexplain their groupwork realized. Tunderlines that thisactivity is the finalrevision before theclass test. At the endof the lesson, eachgroup will put thephoto of their posteron padlet.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional language
1 50 min • Know the conceptstudied in all themodule • Be aware ofthe differentprocedures to computethe quantities studiedin all the moduleTeaching aims: •Checking the learnings
Ss workindividually tosolve theexercises andthe problemsprovided bythe T.
Skills
L S R W
Key vocabulary• Specific vocabularyand functional language
