CLIL EXCELLENCE MODULE/LEARNING UNIT PLAN FORMAT. Primary School 1

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1 CLIL EXCELLENCE MODULE/LEARNING UNIT PLAN FORMAT Primary School 1 SCHOOL: Ciresola Comprehensive School BEI Class: second Subject/s: Science Module/Unit Title: States of matter Duration/Time: 4 hrs. Teacher group: M. P. Fabbri, E. Salis, S. Daniele Learning Outcomes Content 1. To learn what matter is 2. To identify the three states of matter (solid, liquid and gas) 3. To gain awareness of the characteristics of each state 4. To describe the three different states 5. To state some characteristics of a range of common materials. Communication (Language) 1. To use the specific subject language 2. To engage in dialogue/discussion 3. To record observations Cognition (Thinking skills) Culture 1. To make predictions 2. To do observations 3. To make comparisons between materials (e.g. wood is usually hard and strong; glass is hard but fragile) 4. To give reasons 5. To draw conclusions 6. To understand concepts (matter, state, property, matter changing states) 1. To understand the importance of matter. WALT (What are we learning to ) At the end of the Module/Unit, children will know what matter is will understand that everything around us is made of matter will be aware that matter comes in three different states 1 Adapted from a British Council Lesson Plan Template

2 will identify solids, liquids and gases wil be able to recognize the importance of matter Language structures/ Vocabulary Materials/ Resources What is..? It is - There is/are - Can you.? Yes I can. No, I can t. What do you think about/if.? I think. - Have you..? Yes, we have. Why? Because. -Let s, Look at.. - is different from.. - Does..look like the.? Yes, it does./no, it doesn t. - If you had how would you..? If I had I would. - We have chosen - I will., Matter and related vocabulary: matter, states, gas, liquid, solid, property, mass, shape, volume, particles. Tenses: present simple, past simple, present perfect, future, conditional, imperative, modal verbs, passive verb form. IWB with the internet connection, blackboard, paper sheets, worksheets, poster, glue, scissors, realia, traffic lights fans, ppt, Video-song mp4. Assessment Formative assessment: At the end of the unit the teacher will give the children a brief oral report about their behaviour and their work. Summative assessment: Test 1: Circle the right picture; Test 2: Draw a picture inside each frame (simplified); Test 3: Fill in the gaps. Final peer/self assessment: Children will be invited to evaluate the groups work and their own work inside the group.

3 CLIL EXCELLENCE SINGLE LESSON PLAN FORMAT LESSON format to be repeated for each lesson of the unit/module Each unit/module follows the steps you can see in STAGE, these steps are developed in various lessons WALT (What are we learning today -at the end of the lesson- ) : Today we are going to learn what matter is to be aware of the states of matter Stage Aim Procedure Language structures and vocabulary: e.g. Teacher captures Introduction children s interest and /Lead in activates prior knowledge. Activity: Chiediamo ai bambini di pensare e dire di che cosa è fatto il mondo. I bambini nomineranno cose di diverso tipo. Trascriviamo ciò che dicono sulla IWB, traducendo in inglese. Assicuriamoci che i bambini menzionino i quattro gli elementi naturali cioè: acqua, aria, terra e fuoco. What is the world made of/from? It s made of water,. soil. What else?. Think about something that is around you and you can feel but you can t see or catch. It s air! There is another important element in nature. Can you guess?.. I ll give you some clues: It s necessary to warm Materials Interaction Timing IWB/blackboard Whole class 10 min

4 e.g. Content input T. introduces the content Activity: Proponiamo ai bambini un attività di brainstorming sulla parola Matter. I bambini devono dirci tutto ciò che viene loro in mente. Esempi di possibili risposte: il banco, la sedia, l acqua, l aria, il calorifero,. Sollecitiamo delle risposte, mostrando degli oggetti. Accettiamo tutte le risposte che i bambini forniscono, trascrivendole in inglese sulla LIM. Chiediamo di ripetere quanto scritto alla lavagna. water, to melt butter or ice. It s fire/heat. Very well, children! Let s do a brainstorming activity. What do you think if I say matter? Give me some examples of things made of matter. I ll write your answers on the board: desk, chair, water, vapour, heater, Now, listen carefully and repeat after me, please!.. IWB/blackboard Whole class 15 min Introduciamo il concetto di materia portando i bambini a riflettere sul fatto che tutto ciò che ci circonda è fatto di materia. Matter is everything around you, including you! Matter is what all things are made of. e.g. Input processing T. practices and reinforces the content. Activity 1: Facciamo trascrivere ai bambini il brainstorming su un foglio. Activity 2: Proponiamo il worksheet 1 sul quale è scritta la definizione di materia. Leggiamo la definizione e chiediamo ai Children, please, copy the brainstorming on this sheet. Let s read the definition written on the worksheet 1. paper sheets Worksheet 1: What is matter? Individual work whole class 10 min 20 min

5 bambini di ripetere insieme a noi. Chiediamo di disegnare sulla stessa scheda delle cose che rappresentano la materia. A conclusione dell attività, chiediamo ai bambini di dirci cosa hanno disegnato e perché. Children, repeat after me: Matter is everything around you, including you. Matter is what all things are made of. Now, I want you to draw some things made of matter. Have you finished? Yes, we have. Tell me what you have drawn. Why have you drawn a desk/chair.? Because it is made of wood/iron.. Individual work Activity 3: Mostriamo ai bambini delle cose che rappresentano i tre stati della materia per esempio: un palloncino che viene gonfiato e sgonfiato, una bottiglia con dell acqua e un pezzo di legno. Chiediamo ai bambini di dire il nome degli oggetti mostrati e, contemporaneamente, scriviamo la corrispondente parola inglese. Disegniamo sulla Lim, una tabella con tre colonne e scriviamo all inizio di ogni colonna le tre parole chiave riferite alle cose mostrate: Air, water and wood. Look at these things and tell me their name. What s this? it s a balloon. Let s write balloon/bottle of water/a piece of wood a log. What s inside the balloon? There is AIR. Ok! Realia: an inflated balloon, a bottle of water and a piece of wood/log. IWB/blackboard Whole class 20 min

6 Sollecitiamo i bambini, attraverso delle domande stimolo, a descrivere le caratteristiche di queste cose. In ogni colonna, inseriremo le risposte suggerite dai bambini. Now, look at this bottle. What s inside it? WATER! That s right! What s this? It s a piece of WOOD/a log. Very well, children! In your opinion, are these things similar? No, they aren t. Why not? Because air is different from water and from wood. What s the characteristic of air? It s invisible, warm, cold, it s everywhere.. Ok! Can you hold air? No, we can t. What s the characteristic of water? It s liquid, transparent, fresh,. Can you hold water in your hand? No, it s difficult. What s the characteristic of this piece of wood?

7 It s hard, strong, brown, rough, heavy.. Can you hold it? Yes, we can. Portiamo i bambini a trarre delle conclusioni da quanto emerso e cioè che l aria, l acqua e il pezzo di legno sono un gas, un liquido e un solido. I bambini, per intuizione, dedurranno i tre stati della materia, soprattutto se hanno già studiato il ciclo dell acqua. Se ciò non dovesse accadere, diamo noi questa terminologia. Scriviamo queste tre parole chiave, in evidenza, nelle rispettive colonne che individuano le tre cose esaminate. Now, let s see. Does air look like the piece of wood? No, it doesn t. Does it look like water? No, it doesn t. So, air is made of GAS! Water is.. LIQUID! Wood is. SOLID! e.g. Output Children use new content and language through 4 skills (listening, speaking, reading, writing) Activity 1: Dividiamo la classe in piccoli gruppi di tre/quattro bambini. Diamo ai bambini delle riviste dalle quali ritagliare delle immagini di oggetti diversi che rappresentano la materia. Children, you have to work in small groups of three/four. Here are some magazines. Have a look at them and search some pictures of different things. Cut the pictures you like. Magazines, scissors Small group 30 min Have you finished?

8 Successivamente, chiediamo ai gruppi di scegliersi un criterio e fare una prima classificazione delle immagini ritagliate. Diamo un esempio per essere più chiari nella consegna. Lasciamo ai bambini del tempo per confrontarsi sulla scelta del criterio. Infine, ogni gruppo, attraverso il suo portavoce, spiegherà alla classe il criterio in base al quale ha classificato le proprie immagini. Now, share your ideas and find a criterion to classify the pictures. If you think about matter, what criterion can you use to classify your pictures? For example, if you had a picture of a bottle of water and one of a river, how would you classify them? We would classify them as liquid things! Good! Go on, children... You can have some time to discuss your choices. Now, the spokesperson of each group will tell the chosen criterion to the class. Aiutiamo i portavoce ad esporre in L2 il loro pensiero, scrivendo dei language chunks e il lessico utile alla lavagna. We have chosen..(e.g. liquid/solid/gas/colour/ shape/.. ) as a criterion to classify our pictures. IWB/blackboard

9 Activity 2: Chiediamo ai gruppi di incollare le loro immagini su un grande foglio bianco di carta pacco, che avremo precedentemente suddiviso in tre colonne titolate: GAS, LIQUID, SOLID. Il cartellone deve essere ben visibile, quindi sarà esposto su una parete della classe. Children, I prepared a big poster for you. As you can see, there are three columns. Can you read the headings of each column, please? Ok! Let s repeat: Gas, Liquid and Solid. I ll explain what to do: One group at a time will come to glue its pictures on the columns of the poster. Think about the matter the things are made of and make sure to glue your pictures in the right place of the poster. A big, white wrapping paper, glue Small group 10 min

10 e.g. Assessment Children show their interest and what they acquired. Teacher observes, checks, gets and gives feedback about learning. (Remedial work or Move on). Formative assessment: Diamo un breve feedback verbale al lavoro svolto dai bambini, in base all interesse, alla partecipazione, ai contributi dati e al comportamento assunto nel corso delle attività proposte. Cerchiamo di incoraggiarli in modo da farli sentire più sicuri e più coinvolti. Two stars: I think that you were great in speaking English. You have shown a great interest in the proposed topic. and one wish: You should improve your behaviour when you work in group. You were a bit noisy. Plenary 15 min Peer assessment: Chiediamo ai bambini di valutare il lavoro svolto dai singoli gruppi dando un personale feedback. I bambini utilizzeranno la procedura del Thumbs-up/ Thumbs-down. Can you, please, give your personal feedback to the work groups? Put your thumbs-up if you have appreciated their work. Put your thumbs-down if you want to suggest them to do better. Whole class work groups Summative assessment: sarà proposto alla fine delle due unità.