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Template for CLIL Unit Plan for TEYL

Unit name: Water

Subject/Course: Science

Teacher: Paulina Kruczek

School Year: 2015/2016

Grade: 3

Possible start/end dates: 20.05.16/8.06.16

Addressing Learners’ Diversified Needs: individualization of the learning process, activities for fast finishers, monitoring and scaffolding, rewarding active participation, using different types of activities (individual, pair- and group-work), using tasks suitable for visual, auditory and kinaesthetic learners

Connections with National Curriculum (both language and content):

Language: Present Simple, can, has got, talking about future (will), expressing ideas and opinions, hypothesising, answering and asking questions, vocabulary connected to water, water cycles, 3 states of water, water animals, developing listening, speaking, reading and writing skills

Content: water’s properties, water cycle, the importance of water in people’s and animals’ lives, saving water, adding and multiplying, changing units

Unit Aims:

Students will:

- know water properties

- describe the water cycle

- understand the importance of water

- understand that water should be saved and will how to do it

- know names of water animals

- develop doing the sums and multiplication

- know about water units and changing them

Unit Objectives:

Content: knowing vocabulary connected to water, water cycle, three states of water Cognition: understanding the water cycle, understanding how and when water changes states Communication: developing speaking, reading and listening skills Culture: knowing why water is important in people’s lives and that it should be saved

content

thinking

language

culture

Summary of the unit

The unit focuses on water and its role in people’s and animals’ lives. Students will know what are its properties, will be able to name 3 states water and will know how and when water changes states. Students will know that water is important in people’s

 

and animal’s lives and will know names of animals that live in water. Student will know how to save water and how to measure it in different units.

Unit Materials and Resources:

Handouts, pictures and flashcards (+ wordcards), sounds, online games and resources

Instructional Strategies:

In the unit a lot of instructional strategies will be used, namely:

- Building Background

- Providing Scaffolding

- Using Learning Phases

- Providing Meaningful Input

- Contextualizing Grammar

- Basing on Real-World Problems and Situations

- Making Learning Meaningful, Interesting and Purposeful

Unit Assessment:

Lessons were designed in such a way to include a variety of topics which students will find interesting and engaging. Each lesson serves as an introduction to the following lessons. In the beginning of each lesson, the teacher goes back to previous topics to make sure that the new concepts will be built on items students have consolidated. In the unit the following subjects are included: Science (Geography, Biology, Chemistry), Arts, Drama, Mathematics, Health, Culture/Ethics and IT.

Unit Evaluation:

In the 8 th lesson students work in groups. They check what have they learnt, consolidate the gained knowledge and share it with their classmates. They create posters and use the knowledge.

Summary of Lessons

Lesson 1 Title: What is water and why do we need it in our lives?

Lesson 2 Title: Personal Hygiene

Lesson 3 Title: States of water + experiments

Lesson 4 Title: Water cycle

Lesson 5 Title: Measuring water

Lesson 6 Title: How can we save water?

Lesson 7 Title: Water animals and their needs

Lesson 8 Title: A project summarising the unit

Notes: Lessons 1-5 were conducted.

Content-Thinking-Language Organization for TEYL CLIL Unit

Content

Thinking

Language

Culture

(Intercultural

Knowledge)

Relevant, academic, real-life, deep content Content is the starting point for the planning

Which tasks will I develop to encourage higher order thinking?

What language do they need to work with the content?

What are the cultural implications of the topic?

What will I teach? What will they learn? What are my teaching aims/objectives?

What are the language (communication) as well as the content implications?

Which thinking skills will we concentrate on which are appropriate for the content?

What specialized vocabulary and phrases?

What are the familiar cultural concepts?

What kind of talk will they engage in?

What are the unfamiliar cultural concepts?

 

Will I need to check out key grammatical coverage of a particular tense or feature e.g. comparatives and superlatives?

Topic:

Levels of Thinking (Blooms):

Language functions:

Students will know that they should not drink water from unknown sources.

water

seeking information informing comparing contrasting ordering classifying analysing predicting hypothesising justifying problem solving synthesising evaluating cause & effect

Lower-Order Thinking Skills:

-remembering (recognizing, recalling names, facts) -understanding (comparing, classifying) -applying (use new concepts) Higher-Order Thinking Skills:

Students know how to use scales.

-analysing (categorizing, distinguishing) -evaluating (choosing and assessing) creating (individual projects and a big group project)

Facts (nouns):

Verbs:

Key language structures:

Students learn that water should be saved and will

Water has no

properties of water: Water has no smell, taste, colour, shape. Water takes shape of

Tell, Recall, List, Describe, Write, Find, Name Explain, Compare, Predict

 

Water

at

know how can they do that.

degrees.

a

container.

Complete, Classify Analyse, Explain, Imagine, Create, Choose, Decide

 

personal hygiene: We use it

to wash our faces, take a shower, brush teeth, wash hands/

We need water for They can

First it

At

and then

o’clock, I

states of water: Water occurs in three states: gas / steam, ice, liquid / solid. Water freezes and melts at 0 o C. Water boils at 100 o C. Water evaporates at every temperature. Water condensates when warm gas meets cold area. Water is heated by the Sun and evaporates. When steam (clouds) meet cold air the water condensates and it rains. Water flows down from the mountains and forms rivers.

uses of water: Water is necessary to distribute nutrients and to regulate body temperature. We need

 

While it rains, I 3 times a day. I wake up at 1ml of water weighs 1g. I will save water. I will turn off the tap. I will have a

I

shorter shower. Bathing uses more water than showering. Shorter showers use less water. Fish have got gills. Fish can swim. Fish can breathe underwater. Fish use fins to swim.

it

in our houses and gardens

for having showers, washing up, watering the plants, drinking, cooking, cleaning, having fun.

fish: Fish’s body parts are gills, scales, fin, mouth, eye. Fish live underwater and they wouldn’t survive without water.

measuring water: water can be measured. 1 ml of water weights 1g. Units can be changed.

Big understandings (“Students will understand that…”) Students will understand that water changes states and “travels” in a natural cycle,

water is essential to live and

Questions:

 

Key vocabulary:

Students will know that learning can occur with the use of L2.

Students will develop positive attitudes towards learning and gaining knowledge.

What happens after ? Can you name / recall …? How many ? What ? Can you name the ?

water, smell, taste, colour, shape, container, washing, washing up, watering the plants, drinking, cooking, doing the laundry etc. wash, brush, take a shower, 3 times a day, as many times as we need,

it

should be saved.

Can you tell why ? Find the meaning of ? What is ?

 

Which is true or false ? What is the difference between ? Can you give definition for ? How would you use…? What do we need it for? Can you think of other uses…? What would happen if ? How many ways can you ? Can you predict what will happen when…? Would it be better if…?

freeze, melt, condensation, evaporation, gas (steam), liquid, solid (ice), the Sun, wind, evaporate, mountains, heat, cold, numbers, float, sink, pour, salty/fresh water, drinkable, saving, turn off, tap, shower, bath gills, scales, mouth, eye, fins, breathe, swim

 

Do you think a bad thing?

is a good or

   

Modes of communication:

Students will eagerly cooperate and will not feel intimidated when asked to give presentations and take part in discussions.

Essential Question (high level thinking questions):

Why do we need water for? What is the role of personal hygiene? Who needs water and why? Why does water change states? Why does water travel in a cycle? How can water be measured? How people and fish are similar and different from each other?

integration of three modes of communication:

interpretive, interpersonal and presentational

   

Targeted strategies:

Students will feel free and encouraged to express their opinions, doubts and hypotheses.

metacognitive strategies (planning, monitoring, evaluating own learning) cognitive (grouping, hypothesising, analysing, synthesising, creating, evaluating, deducting, resourcing) affective (developing positive attitudes towards learning, cooperation)

CLIL Lesson Plan Template for TEYL #1

Date: 20 th May 2016 School: Monnet International School Mentor Teacher: Monika Firlej Teacher: Paulina Kruczek Subject: Science, Arts

Lesson title

What is water and why do we need it in our lives?

Class length

45

min

Class/ student

10

students

information

 

Overall instructional aims

 

SS will be able to tell what water, what are its properties and what do we need it for

SS understand that learning can be achieved in a foreign language

Objectives

content

Topics: properties of water, use of water

Facts:

SS will know that water has no colour, no taste or smell and takes the shape of the container it is in

SS will know what are water’s uses in our lives

New understandings:

Students will understand that:

water is important in our lives

water does not have colour, taste, smell, shape but some things dissolve in water and some don’t

water can be used in a variety of ways

 

language

Content-obligatory language objectives Learners will be able to: talk about water properties and talk about water usage Content-compatible language objectives Learners will be able to: hypothesize and answer questions

Language functions: hypothesising, analysing, answering questions

Key language structures: Water has no smell, taste, colour. Water can be used for … .

Key vocabulary: water, smell, taste, colour, shape, container, washing, washing up, watering the plants, drinking, cooking, doing the laundry

cognition

Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture

Familiar concepts used in a new way: water is important in our lives

Unfamiliar concepts: water may look clean but it sometimes is not

Instructional

Building background introduction / warm-up Learning phases setting and verifying hypotheses Scaffolding T helps SS with their answers

strategies

Describe briefly

Justification for

This lesson is important because it is an introduction to the following lessons. It is supposed to revise SS’s knowledge, to consolidate it and to introduce known concepts in a new way.

lesson

Assessment for/as learning

Verbal feedback. Stamps for correct answers. Top 3 students get a reward (an additional sticker). Sticker chart. Assessment of learning (what has been learned). Assessment for learning (what needs to be learned).

Teaching

recordings of water sounds, a bowl, a glass, a bottle of water, salt, sugar, rice, a chart to fill in, flashcards of rooms, a YouTube video, handouts, pieces of paper + crayons, pieces of paper for stamps, sticker-chart, stickers

materials

Stages and

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

time

warm-up

T

asks warm-up questions

Content: “water”, where can we find water

+ intro

plays sounds of water (ocean, rain, flushing the toilet)

T

Language: listening skills, speaking skills (SS listen and answer questions)

5

min

 

SS guess what is the topic of the lesson

Cognition: remembering, recalling, SS understand that water is everywhere

Culture: SS recall different places where we can find water

chart

shows SS a bowl, a bottle and a glass of water and asks what SS can tell about the water

T

Content: properties of water

5

min

Language: speaking, reading, talking about water (It is … , It has …), vocabulary: taste, smell, transparent

 

SS may come to the bowl and touch, smell, taste

water

SS fill in the chart

Cognition: analysis and synthesis

Culture: water can be put in different containers for different purposes

experiment

T

divides the SS into 3 groups

Content: properties of water, cont.

5

min

SS dissolve 3 substances: sugar, salt and rice

Language: speaking, talking about water, vocabulary: visible, invisible, sugar, salt, sand

 

Cognition: analysis and synthesis

Culture: SS understand that sometimes water may look clean but in fact it is not

where can

T

shows SS a model of a house

Content: SS revise the names of rooms; SS know what are the uses of water in

we find

water?

SS work in pairs or threes and think in which rooms we can use water and how

 

8

min

different rooms (kitchen: cooking, drinking, doing the dishes, bathroom:

having a shower, brushing teeth, flushing a toilet), living room: cleaning, watering the plants, garden: watering the plants, fun)

   

Language: speaking, talking about uses of water, presenting ideas

Cognition: analysis and synthesis

Culture: SS understand that water has many uses

Why is water important for our bodies?

T

asks if water is important for our bodies, why is it

Content: SS know why water is important for our bodies, SS know how much water we need every day

important

SS first hypothesize on the answers and

13 min

brainstorm

Language: speaking, listening, writing

SS watch a YouTube video

Cognition: remembering, understanding, analysing and synthesising

https://www.youtube.com/watch?v=gusOH0Nulok

SS circle the answers on a worksheet

Culture: SS understand that water is good for our bodies

What’s your

T

asks SS what is their favourite use of water

Content: arts and consolidation of the knowledge

favourite use

 

of water?

SS draw themselves when doing their favourite

 
 

action

Language: listening

7

min

 
 

Cognition: remembering, understanding, creating

Culture: SS understand that water is good for us, SS introduce their favourite use of water and share it with their classmates

Feedback +

T

asks what was new today

Content: consolidation of the knowledge

consolidation

SS assess themselves should they get a sticker to the chart or not?

2

min

Language: listening, speaking

 

asks SS to write a happy or sad face on a piece of paper depending if the SS liked the lesson or not

T

Cognition: remembering, understanding

Culture: SS give feedback to the T, SS are responsible for their behaviour and participation in the lesson

CLIL Lesson Plan Template for TEYL #2

Date: 23 rd May 2016 School: Monnet International School Mentor Teacher: Monika Firlej Teacher: Paulina Kruczek Subject: Humanities, Health, Drama

Lesson title

Personal Hygiene

 

Class length

45

min

Class/ student

10

students

information

 

Overall instructional aims

 

SS understand the role of water in our personal hygiene

SS understand that learning can be achieved in a foreign language

Objectives

content

Topics: personal hygiene

Facts:

water is necessary for personal hygiene

New understandings:

Students will understand that:

they need to brush their teeth, wash their faces and hands and take a shower to stay healthy, they know they need to do it as often as needed

language

Content-obligatory language objectives

Learners will be able to: use Present simple to talk about their daily

routines, ask and answer Do you

?

questions

Content-compatible language objectives Learners will be able to: recognise and use two prepositions (in the morning / at night), will be able to tell the time

   

Language functions: hypothesising, answering questions, ordering, chanting

Key language structures: I wake up at … . I wash my hands / face. I take a shower. I brush my teeth.

Key vocabulary: wash, brush, take a shower, 3 times a day, as many times as we need

cognition

Lower-order thinking skills: remembering, understanding, applying Higher-order thinking skills: analysing, synthesizing, creating

culture

Familiar concepts used in a new way: water is necessary

Unfamiliar concepts: we should brush our teeth after each meal and wash out hands as many times as we need

Instructional

Building background introduction / warm-up Learning phases setting and verifying hypotheses Scaffolding T helps SS with their answers

strategies

Describe briefly

Justification for

Personal hygiene is a follow-up lesson after the lesson on water’s importance in people’s lives. This lesson will make SS sure that it does not take much to stay healthy washing hands and brushing teeth are effortless ways which will help in preventing some serious illnesses.

lesson

Assessment for/as learning

Verbal feedback. Stamps for correct answers. Top 3 students get a reward (an additional sticker). Sticker chart. Assessment of learning (what has been learned). Assessment for learning (what needs to be learned).

Teaching

toothpaste, toothbrush, soap, shower gel and shampoo, “Clean Bob” puppet, a short story about Clean Bob, a picture of a kitchen, a worksheet, a set of pictures representing each sentence from the story, pieces of paper for stamps, sticker- chart, stickers

materials

Stages and

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

time

warm-up

T

asks warm-up questions

Content: what do we do in the bathroom introduction

3

min

SS go “hunting” – they need to find 5 objects

that will indicate what the topic of the lesson

Language: bathroom vocab.

is

Cognition: hypothesising, guessing, analysing

T

asks where these items are used

T

shows a picture of a bathroom

Culture: students are involved in the learning process by involving movement and mysterious elements

reading +

shows SS a puppet “Clean Bob” and reads a story about him; T asks SS to remember 4 things Bob does in the bathroom

T

Content: what do we do in the bathroom talking about daily routines

discussion

Language: listening, speaking

10

min

T

mimes the activities

Cognition: hypothesising, analysing, recalling

 

SS listen to a story

T

asks comprehension questions

Culture: SS find out about their classmates’ routines, SS understand why personal hygiene is important

T

asks questions, e.g. “What do you do in the

morning?

 

asks why is water important in Bob’s life and why does he spend so much time in the

T

bathroom

handout

T

asks SS to complete Ex. 1 on their handouts

Content: what do we need water for in our daily routines?

ex. 1

Language: writing

2

min

Cognition: recalling, remembering

Culture: SS consolidate that water is important in our lives

ordering

puts Clean Bob in a visible place and creates interest by asking some questions about him

T

Content: daily routines

10

min

Language: speaking, reading

 

puts sentences on the board, one by one; SS have to mime the sentences and read them

T

Cognition: remembering, speculating, logical thinking, ordering

aloud

Culture: developing cooperation

T

asks SS to put the pictures in order

The class read the story

chanting

T

shows SS pictures; one picture represents

Content: daily routines, rhythm, chanting (music education)

10 min

one sentence; SS match the pictures to the

sentences

Language: speaking, singing

T

drill sentences with SS; SS use pictures as an

Cognition: recognising pictures

aid

Culture: developing positive attitude toward learning

handouts

tells the time and writes on the board (e.g. “Clean Bob wakes up at 7 o’clock. Do you know how to show it on your clocks?”)

T

Content: telling the time, knowing what is done in particular time of the day

5

min

 

Language: speaking (telling the time)

SS have to draw hands in their blank clocks; volunteers do it on the board

Cognition: SS know how to tell the time and to mark it

Culture: SS are able to talk about their schedules

homework

T

assigns and explains homework

Content: consolidation of the knowledge

feedback

SS assess their behaviour and participation should they get a sticker or not

Language: listening, speaking

5

min

 

gets feedback from the SS (or on a piece of paper)

T

Cognition: remembering, understanding

Culture: SS give feedback to the T, SS are responsible for their behaviour and participation in the lesson

CLIL Lesson Plan Template for TEYL #3

Date: 24 th May 2016 School: Monnet International School Mentor Teacher: Monika Firlej Teacher: Paulina Kruczek Subject: Science, IT

Lesson title

States of water

 

Class length

45

min

Class/ student

10

students

information

 

Overall instructional aims

 

SS will be able to talk about three states of water

SS understand that learning can be achieved in a foreign language

Objectives

content

Topics: states of water

Facts:

SS will know that there are three states of water

water freezes and melts at 0 o C

water boils at 100 o C

New understandings:

Students will understand that:

water can change its state

language

Content-obligatory language objectives Learners will be able to: talk about water states (gas-steam, liquid, solid- ice, boil, freeze, melt) Content-compatible language objectives Learners will be able to: answering and asking questions

   

Language functions: hypothesising, comparing, analysing, cause and effect, answering questions

Key language structures: Water freezes / melts at 0 o C. Water boils at 100 o C.

Key vocabulary: freeze, melt, condensation, evaporation, gas (steam), liquid, solid (ice)

cognition

Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture

Familiar concepts used in a new way: there are three states of water

Unfamiliar concepts: SS find out when water changes states

Instructional

Building background introduction / warm-up Learning phases setting and verifying hypotheses Scaffolding T helps SS with their answers

strategies

Describe briefly

Justification for

This lesson is important because it makes SS aware of the states of water. SS find out in which conditions water changes its state. It is an introduction to “the water cycle” lesson.

lesson

Assessment for/as learning

Verbal feedback. Stamps for correct answers. Top 3 students get a reward ( a sticker or a plus) Assessment of learning (what has been learned). Assessment for learning (what needs to be learned).

Teaching

a board, markers, a jar with water, ice cubes, hot water, a bowl, plastic cups, salt, woollen strings, a computer and an online game:

materials

http://www.sciencekids.co.nz/gamesactivities/statematerials.html pieces of paper for stamps, sticker-chart, stickers

Stages and

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

time

warm-up

asks warm-up questions and questions about water properties

T

Content: “water”, where can we find water

+

intro

 

T

asks where can we see water; T writes down

Language: listening skills, speaking skills (SS listen and answer questions)

Cognition: remembering, recalling, SS understand that water is everywhere

5

min

SS’ ideas on the board in three categories; T scaffolds SS (asks questions which will help SS to indicate 3 states of water but does not reveal their names yet)

SS answer questions

 

Culture: SS recall different situations and places where we can find water

T says “Today, we will learn where else can we find water”

experiments

T

divides SS into two groups; one group gets a

Content: how and when water changes states

10

min

jar with cold water and ice cubes, the other a bowl of warm (hot) water and a plastic wrap

presents what will the experiments look like and asks what SS think will happen

SS try to guess what will happen

T

Language: listening skills, speaking skills (SS listen and answer questions)

Cognition: setting and verifying hypotheses, observation

 

Culture: SS develop deduction and affectionate factor to learning

discussion

T

elicits what are SSconclusions after the

Content: gas, liquid, solid, evaporation, condensation, melting, freezing

+

worksheet

experiments

 

SS answer questions and complete the

Language: listening skills, speaking skills (SS listen and answer questions), writing

10

min

worksheet

T

explains and drills the new words with SS

Cognition: cause and effect, analysis, synthesis

Culture: SS develop deduction

hangman

plays the hangman game with SS (on the board)

T

Content: gas, liquid, solid, evaporation, condensation, melting, freezing

5

min

   

Language: listening skills, speaking skills (SS listen and answer questions), reading, spelling

   

Cognition: remembering

Culture: SS develop deduction and intuition

experiment

T

asks each SS to mix a couple of spoons of

Content: mix water and salt

salt in warm water and gives SS a woollen

Language: speaking

3

min

string attached to a pencil

 

Cognition: speculating

T

asks SS what will happen if the water

evaporates

Culture: SS develop deduction and patience

SS hypothesise

IT

SS play an online game and discover at what temperature water freezes, melts and changes into steam

Content: gas, liquid, solid, evaporation, condensation, melting, freezing

10 min

Language: reading, speaking

asks questions to check if SS know at what temperature water freezes, evaporates and ice melts

T

Cognition: cause and effect, analysis, synthesis

Culture: SS develop deduction and positive factor towards learning and gaining knowledge

Feedback

T

assigns and explains homework

Content: consolidation of the knowledge

+ homework

SS assess their behaviour and participation should they get a sticker or not

Language: listening, speaking

2

min

 

gets feedback from the SS (or on a piece of paper)

T

Cognition: remembering, understanding

Culture: SS give feedback to the T, SS are responsible for their behaviour and participation in the lesson

CLIL Lesson Plan Template for TEYL #4

Date: 25 th May 2016 School: Monnet International School Mentor Teacher: Monika Firlej Teacher: Paulina Kruczek Subject: Science

Lesson title

The Water Cycle

 

Class length

45

min

Class/ student

10

students

information

 

Overall instructional aims

 

SS will be able to talk about the water cycle

SS understand that learning can be achieved in a foreign language

Objectives

content

Topics: weather, the water cycle

Facts:

SS will know that there is a process called “the water cycle”

water is heated by the Sun and evaporates

when steam (clouds) meet cold air the water condensates and it rains

water flows down from the mountains and forms rivers

New understandings:

Students will understand that:

water changes states in natural conditions

water “travels” in a known cycle

 

language

Content-obligatory language objectives Learners will be able to: talk about water states and the water cycle Content-compatible language objectives Learners will be able to: talk about the weather and different components of nature (mountains, clouds, river etc.), answer and ask questions

Language functions: hypothesising, analysing, cause and effect, answering questions

Key language structures: The Sun heats the water. The water evaporates. The wind blows. When it rains, I read.

Key vocabulary: the Sun, wind, evaporate, mountains, heat, cold,

cognition

Lower-order thinking skills: remembering, understanding, applying,

Higher-order thinking skills: analysing, synthesizing, creating

culture

Familiar concepts used in a new way: there are three states of water and they all exist in nature

Unfamiliar concepts: water changes states naturally and it is called “the water cycle”

Instructional

Building background introduction / warm-up Learning phases setting and verifying hypotheses Scaffolding T helps SS with their answers

strategies

Describe briefly

Justification for

This lesson is important because it makes SS aware of the states of water. SS find out in which conditions water changes its state. It is an introduction to “the water cycle” lesson.

lesson

Assessment for/as learning

Verbal feedback. Stamps for correct answers. Top 3 students get a reward ( a sticker or a plus) Assessment of learning (what has been learned). Assessment for learning (what needs to be learned).

Teaching

a board, markers, handouts, pieces of paper for stamps, sticker-chart, stickers

materials

Stages and

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

time

warm-up

T asks what’s the weather like; T asks SS what do they when it rains, when it’s sunny etc. + shows flashcards

Content: weather, activities

5

min

Language: Present Simple, vocabulary connected to weather

 

T

writes the template on the board

Cognition: remembering, recalling, analysing, creating

When it

,

I

SS answer verbally and then complete the

Culture: SS talk about their hobbies / free time

template

 

e.g. When it rains, I read books.

handout

T

asks SS to draw pictures in the spaces

Content: elements of nature, drawing

3

min

provided

 

Language: reading

   

Cognition: remembering, recalling, matching, creating

Culture: positive attitude towards learning by including drawing

homework

T

checks the homework from the previous

Content: states of water

check

lesson; T awards SS for doing their homework

Language: reading and speaking

3

min

SS read the homework and recall the knowledge from the previous lesson

Cognition: remembering, recalling, SS understand that water has states

 

Culture: SS feel responsible for their homework and are proud of themselves

introduction

T

asks if the change of states can happen

Content: gas, liquid and ice in nature

1

min

naturally; when can we see water as gas, as liquid and ice in nature

Language: vocabulary (sun, rain, clouds, sea, river)

 

SS think and answer the question

Cognition: remembering, recalling, SS understand that water has states

Culture: SS think about the environment

the water

T

draws a sea and the Sun on the board; asks

Content: the water cycle

cycle

SS what happens when the Sun shines on the

Language: vocabulary (sun, rain, clouds, sea, river), Present Simple

explanation

water

8

min

SS answer it evaporates

Cognition: understanding, analysing, synthesising, induction, speculating

 

confirms and draws a cloud; asks what happens when wind blows and the warm steam meets cold air in the mountains

T

Culture: students can notice that the cycle occurs naturally and is an integral part of the environment

SS answer it condensates and changes into

rain

T

asks where all the rivers go

SS answer to seas

The cycle is completed on the board

the water

T

asks SS to complete the handout

Content: the water cycle

cycle

Language: vocabulary connected to the water cycle, Present Simple

handout

3

min

Cognition: understanding, analysing, synthesising

 

Culture: students can notice that the cycle occurs naturally and is a part of the environment

drama

T

asks SS to draw one piece of paper

Content: the water cycle

exercise

15 min

SS have to mime the “word”. Each SS has his own role

Language: vocabulary connected to the water cycle, Present Simple

asks SS to recreate the cycle with stages in the correct order

T

Cognition: understanding, creating

Culture: SS perform a drama activity

SS can create requisites if they want

consolidation

SS complete the handout and colour the

Content: the water cycle

5

min

pictures

Language: vocabulary connected to the water cycle and states of water, Present Simple

   

Cognition: remembering, understanding, creating

Culture: students consolidate the knowledge and know how to talk about the cycle

summary

T

assigns and explains homework

Content: consolidation of the knowledge

feedback

SS assess their behaviour and participation should they get a sticker or not

Language: listening, speaking

2 min

 

gets feedback from the SS (or on a piece of paper)

T

Cognition: remembering, understanding

Culture: SS give feedback to the T, SS are responsible for their behaviour and participation in the lesson

CLIL Lesson Plan Template for TEYL #5

Date: 30 th May 2016 School: Monnet International School Mentor Teacher: Monika Firlej Teacher: Paulina Kruczek Subject: Maths and Science

Lesson title

How to measure water?

Class length

45

min

Class/ student

10

students

information

 

Overall instructional aims

 

SS discover and investigate water units

SS understand that learning can be achieved in a foreign language

Objectives

content

Topics: measuring water

Facts:

water can be measured

1 ml of water weights 1g

units can be changed

New understandings:

Students will understand that:

they can talk about water units in many ways

 

language

Content-obligatory language objectives Learners will be able to: talk about amounts of water, use Present Simple, set and verify hypotheses and predictions Content-compatible language objectives Learners will be able to: tell 3- and 4-digit numbers

Language functions: hypothesising, verifying hypotheses, analysing, cause and effect, answering questions

Key language structures: 1 litre if water is 1000ml.

Key vocabulary: water, numbers, float, sink, pour

cognition

Lower-order thinking skills: remembering, understanding, applying, Higher-order thinking skills: analysing, synthesizing, creating

culture

Familiar concepts used in a new way: SS use scales Unfamiliar concepts: SS recall situations when some items float and some sink

Instructional

Building background introduction / warm-up Learning phases setting and verifying hypotheses Scaffolding T helps SS with their answers

strategies

Describe briefly

Justification for

In this lesson SS revise doing the sums and realise that sums are relevant in everyday life. It is also an introduction to the lesson about saving water SS will realise how much water is used.

lesson

Assessment for/as learning

Verbal feedback. Stamps for correct answers. Top 3 students get a reward (a sticker or a plus) Assessment of learning (what has been learned). Assessment for learning (what needs to be learned).

Teaching

board, markers, handouts, water, glasses, oil, syrup, pieces of paper for stamps, sticker-chart, stickers

materials

Stages and

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

time

warm-up

T

asks warm-up questions

Content: properties of water

+ intro

T

asks how can we measure water and which

Language: listening skills, speaking skills (SS listen and answer questions)

unit is used to talk about the amount of water

5

min

 

shows SS a bottle of water to scaffold the answer (litre)

T

Cognition: remembering, recalling, SS understand that water is everywhere

Culture: SS recall different situations and think of ways of measuring water

experiment

T

tells SS that there is exactly one litre of

Content: properties of water

10

min

water in a bottle; T asks SS how much does the water weigh

Language: speaking skills (SS listen and answer questions), predicting (I think… Maybe…)

 

writes three options on the board: less than 1 kg, exactly 1 kg, more than 1 kg

T

Cognition: predicting, hypothesising

SS hypothesise

Culture: SS know how to use scales

T

and SS use scales to weigh the water

consolidation

T

asks SS how many grams are there in 1kg

Content: changing ml to litres, changing litres to ml, doing the sums

handouts

and how many millilitres are there in 1 l

15

min

SS answer

Language: speaking (numbers), Present Simple

 

Page 1: SS do exercise on the handout + together on the board volunteers

Cognition: analysing, hypothesising, doing the sums

Page 2: SS roll the dice and do the sums

Culture: public performance, sums are

relevant in everyday life

discussion

T

asks SS if all the liquids have this property

Content: properties of water and other liquids

5

min

asks what will happen when we put oil and sugar syrup in the water

T

Language: SS formulate predictions

SS hypothesise

Cognition: hypothesising, remembering

   

Culture: SS recall different situations and think of ways of measuring water

experiment

SS pour oil and syrup in their cups of water

Content: properties of water and other liquids

5 min

T

explains the experiment

 

Language: speaking (pour)

Cognition: verifying hypotheses

Culture: SS recall different situations and think of ways of measuring water

summary

T

asks SS what was new today

Content: consolidation of the knowledge

feedback

SS assess their behaviour and participation should they get a sticker or not

Language: listening, speaking

gets feedback from the SS (or on a piece of paper)

T

Cognition: remembering, understanding

Culture: SS give feedback to the T, SS are responsible for their behaviour and participation in the lesson

CLIL Lesson Plan Template for TEYL #6

Date: 31 st May 2016 School: Monnet International School Mentor Teacher: Monika Firlej Teacher: Paulina Kruczek Subject: Science, Culture

Lesson title

Water is precious. How can we save it?

Class length

45

min

Class/ student

10

students

information

 

Overall instructional aims

 

SS understand the problems related to water shortages

SS know how to use water efficiently

 

SS understand that learning can be achieved in a foreign language

Objectives

content

Topics: water usage, shortages and saving, multiplication (in homework)

Facts:

water is precious and it should be saved

New understandings:

Students will understand that:

water should be saved

people use water wisely

language

Content-obligatory language objectives Learners will be able to: ask and answer questions, present their ideas, use words “more” and “less than” Content-compatible language objectives Learners will be able to: recognise “will” and its use

   

Language functions: hypothesising, analysing, answering questions

 

Key language structures: I will save water. I will turn off the tap. I will have a shorter shower.

Key vocabulary: salty/fresh water, drinkable, saving, turn off, tap, shower, bath

cognition

Lower-order thinking skills: remembering, understanding, applying,

 

Higher-order thinking skills: analysing, synthesizing, creating

culture

Familiar concepts used in a new way: water is precious

 

Unfamiliar concepts: we should save water as often as possible because the water supplies are not that big

Instructional

Building background introduction / warm-up Learning phases setting and verifying hypotheses Scaffolding T helps SS with their answers

 

strategies

Describe briefly

Justification for

This lesson gives an insight on the amount of water on Earth and sensitises students to water saving.

 

lesson

Assessment for/as learning

Verbal feedback. Stamps for correct answers. Top 3 students get a reward (a sticker or a plus) Assessment of learning (what has been learned). Assessment for learning (what needs to be learned).

 

Teaching

Water, containers, measuring cups, (scales), salt, labels (salty water, ice, air & underground, drinkable water), handouts, A WATER HERO poster + post-it notes, pieces of paper for stamps, sticker-chart, stickers

 

materials

Stages and

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

time

warm-up

T asks warm-up questions (revision + small- talk question)

Content: properties of water, introducing ourselves

+ intro

5 min

 

Language: listening skills, speaking skills (SS listen and answer questions)

Cognition: remembering, recalling, SS understand that water is everywhere

Culture: SS recall different situations and think of ways of measuring water

Experiment

T asks: “Do we have a lot of water on Earth or not? Can we drink it? How much water on Earth is safe to drink?

Content: amount of water on Earth,

+ discussion

Language: vocabulary (air, oceans, etc.), questions (asking and answering),

15 min

T

shows SS a 2-liter container of water and

Cognition: hypothesising, understanding that water is precious

says that it represents all of the water on

Earth and asks: More / less than half of this is

 

drinkable?

Culture: SS know that they should save water

T

gives a volunteer a 50 ml measure and asks

to pour it into a separate container. T adds salt

to the bigger container and says: “This is water of oceans and seas. Can we drink it? NO.”

(scales can also be used, as SS already know that 1ml of water weights 1g)

T

asks another volunteer to measure 35 ml of

this 50ml and to put it to another container. T says “This 35ml represents all the ice on our

planet. Can we drink it? NO.”

T

asks another volunteer to measure 14 ml of

this 15 ml and to put it to another container. T

says “This 14ml represents all the water that is in the air and underground. Can we drink it? NO.”

There should be only 1ml left. Is it a lot? No.

What can we do to have water? T scaffold the answers: purify and save

T

asks how can we save water in everyday

lives

How much water do we use every day?

T asks: “How much water do we need for …” and asks about different activities;

SS estimate and writ in their answers

Content: amount of water on Earth,

Language: vocabulary (air, oceans, etc.), questions (asking and answering),

10

min

SS look at the handout and compare their

Cognition: hypothesising, understanding that water is precious

 

answers

T

asks how can we save water?

Culture: SS know that they should save water and know how to do it

(shower>bath, dishwasher>doing the dishes by hand, turn of the water while brushing teeth etc.)

Be a water hero!

T

and SS brainstorm on the ways of

Content: ideas for saving water

implementing the idea of saving water in our

Language: speaking, writing, grammar (will)

10

min

everyday lives (mind-map on the board)

 

SS write their resolutions on post-it notes and stick it to the I’M A WATER HERO poster

Cognition: hypothesising, understanding that water is precious, coming up with ideas for saving water

Culture: SS make contribution to saving water

summary

T

assigns and explains homework

Content: consolidation of the knowledge, maths (multiplication, homework)

feedback

SS assess their behaviour and participation should they get a sticker or not

homework

Language: listening, speaking

5 min

T

Cognition: remembering, understanding

gets feedback from the SS (or on a piece of paper)

Culture: SS give feedback to the T, SS are responsible for their behaviour and participation in the lesson

CLIL Lesson Plan Template for TEYL #7

Date: 1 st June 2016 School: Monnet International School Mentor Teacher: Monika Firlej Teacher: Paulina Kruczek Subject: Science (Biology)

Lesson title

Water animals

 

Class length

45

min

Class/ student

10

students

information

 

Overall instructional aims

 

SS study the main characteristics of fish

SS understand that learning can be achieved in a foreign language

Objectives

content

Topics: fish

Facts:

SS know that fish live underwater

SS know fish’s body parts (gills, scales, mouth, eye, fins)

New understandings:

Students will understand that:

fish need water to live

fish have different organs to use for breathing

language

Content-obligatory language objectives Learners will be able to: talk about fish body parts and what are they responsible for (breathing, swimming, eating etc.) Content-compatible language objectives Learners will be able to: talk about various differences between animals

   

Language functions: hypothesising, analysing, cause and effect, answering questions

 

Key language structures: Fish have got gills. Fish can swim. Fish can breathe underwater. Fish use fins to swim.

Key vocabulary: gills, scales, mouth, eye, fins, breathe, swim

cognition

Lower-order thinking skills: remembering, understanding, applying,

 

Higher-order thinking skills: analysing, synthesizing, creating

culture

Familiar concepts used in a new way: fish live underwater (in the environment different from people’s environment) Unfamiliar concepts: fish are different form us but they have similar needs (e.g. food)

 

Instructional

Building background introduction / warm-up Learning phases setting and verifying hypotheses Scaffolding T helps SS with their answers

 

strategies

Describe briefly

Justification for

SS already know that water covers 70% of Earth. Water life is, thus, an important topic in learning. SS become more aware how water is important not only for people but also for animals which would not survive without it.

 

lesson

Assessment for/as learning

Verbal feedback. Stamps for correct answers. Top 3 students get a reward (a sticker or a plus) Assessment of learning (what has been learned). Assessment for learning (what needs to be learned).

 

Teaching

flashcards of animals, flashcards of fish body parts, wordcards, handouts, pieces of paper, crayons, pieces of paper for stamps, sticker-chart, stickers

materials

Stages and

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

 

time

warm-up

T asks warm-up questions (revision + small- talk question)

Content: properties of water, introducing ourselves

+ intro

5

min

 

Language: listening skills, speaking skills (SS listen and answer questions)

 

Cognition: remembering, recalling

Culture: SS recall the knowledge from previous lessons

grouping

T

plays a guessing game slowly reveals the

Content: names of animals

8

min

flashcards of animals, SS guess what is in them

Language: speaking, grammar (have got, can)

 

T

asks what are the differences between

SS point out them out and finally divide the animals into groups (land and water animals)

Cognition: analysing, synthesising, grouping

pushes through this division as the final one but SS may come up with other groups as well

T

Culture: knowing that they are many species and kinds of animals and that they live in different environments and have different needs

vocabulary

T

draws a fish on the board

Content: names of fish’ body parts

8

min

teaches new vocabulary with the use of chants, singing and drilling

T

Language: listening skills, speaking skills (SS listen and answer questions), writing

handout

5

min

 

Cognition: remembering, understanding

 

Culture: learning by chanting and singing

What do

elicits information about fish from SS; T asks questions, e.g. Where do fish live? What do they eat? Have they got bones? What do they need to breathe / swim?

T

T

shows SS 5 questions and puts them on the

Content: information about fish

you know

about fish?

10 min

Language: speaking, grammar (have got, can)

Cognition: remembering, understanding, analysing, synthesising

board. SS guess the answers true or false?

Show of hands

Culture: knowing that they are many species and kinds of animals and that they live in different environments and have different needs

SS read the text and mark the answers

Art

T

asks SS to draw and colour their own fish

Content: fish body parts

8 min

T gives instructions: “Now, draw the fins. etc.) so SS draw the fish step by step

Language: listening, speaking, presenting

Cognition: remembering, understanding, creating

Culture: positive emotions towards learning

1 min

T

asks what was new and what did they find

Content: consolidation of the knowledge

out

SS assess their behaviour and participation should they get a sticker or not

Language: listening, speaking

Cognition: remembering, understanding

gets feedback from the SS (or on a piece of paper)

T

Culture: SS give feedback to the T, SS are responsible for their behaviour and participation in the lesson

CLIL Lesson Plan Template for TEYL #8

Date: 2 nd June 2016 School: Monnet International School Mentor Teacher: Monika Firlej Teacher: Paulina Kruczek Subject: Arts, Science, IT

Lesson title

We love water - PROJECT

Class length

60

min

Class/ student

10

students

information

 

Overall instructional aims

 

SS summarise the knowledge they have been gaining for the past 3 weeks

SS understand that learning can be achieved in a foreign language

Objectives

content

Topics: water and its role in our and animals’ lives

Facts:

all living things need water

water travels in a cycle

fish’s body parts

New understandings:

Students will understand that:

fish need water to live

fish have different organs to use for breathing

language

Content-obligatory language objectives Learners will be able to: talk about fish body parts and what are they responsible for (breathing, swimming, eating etc.) Content-compatible language objectives Learners will be able to: talk about various differences between animals

     

Language functions: hypothesising, analysing, cause and effect, answering questions

Key language structures: I need water for… . Water is precious and we should save it. Fish have got gills. Fish can swim. Fish can breathe underwater. Fish use fins to swim.

Key vocabulary: gills, scales, mouth, eye, fins, breathe, swim, condensation, evaporation, steam (gas), liquid, ice (solid)

 

cognition

Lower-order thinking skills: remembering, understanding, applying, Higher-order thinking skills: analysing, synthesizing, creating

 

culture

Familiar concepts used in a new way: SS are aware of their knowledge Unfamiliar concepts: SS develop cooperation and use different resources to complete their tasks

Instructional

 

Building background introduction / warm-up Learning phases setting and verifying hypotheses, creating, consolidating Scaffolding T helps SS with their answers

strategies

Describe briefly

Justification for

 

SS consolidate all the knowledge they have been gaining for the past weeks. They develop communicating skills, cooperation, fine motor skills and positive attitude towards learning.

lesson

Assessment for/as learning

 

Verbal feedback. Self-assessment. SS become aware of what have they learnt. Assessment of learning (what has been learned). Assessment for learning (what needs to be learned).

Teaching

 

“fishing rods” made of sticks, string and paperclips, handouts with tasks, crayons, cardboards, glue, scissors

materials

Stages and

Lesson procedure (describe the activities and instructional strategies)

Justification for the activity (content, language, cognition, culture)

time

warm-up

asks warm-up questions (revision + small- talk question)

T

Content: properties of water, the water cycle, use of water at home, importance of water for people and animals

+ intro

T

divides SS into 3 groups; each S goes

10 min

“fishing” – they fish out their topic with the

 

use of “fishing rods”; Topics: The water

 

cycle, The use of water in our homes; People and Animals need water!

Language: listening skills, speaking skills (SS listen and answer questions)

Cognition: remembering, recalling

Culture: SS recall the knowledge from previous lessons

PROJECT

SS work in groups. Each group gets a set of questions, hints and key words that have to be included in their posters

Group #1: The Water Cycle

Content: properties of water, the water cycle, use of water at home, importance of water for people and animals

30

min

 

Group #2: The Use of Water in Our Homes

Language: listening skills, speaking skills (SS listen and answer questions), communication

Group #3: All Living Things Need Water!

T

helps all the groups

Cognition: remembering, recalling, synthesising, creating

Culture: students work in groups and cooperate to complete the task, SS can ask for help and use computers to seek for information

PRESENTATION

SS present their posters

Content: properties of water, the water cycle, use of water at home, importance of water for people and animals

15

min

binds them together to make one piece of work that symbolises the efforts of the whole class

T

 

Language: listening skills, speaking skills (SS listen and answer questions)

Cognition: remembering, recalling, synthesising, creating

Culture: students work in groups and cooperate to complete the task

FEEDBACK

T

asks what was new and what did they find

Content: consolidation of the knowledge

out

5 min

 

SS assess their behaviour and participation should they get a sticker or not

gets feedback from the SS (or on a piece of paper)

T

Language: listening, speaking

Cognition: remembering, understanding

Culture: SS give feedback to the T, SS are responsible for their behaviour and participation in the lesson