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Physics clil module
PRESSURE
Teacher: Caterina Schipilliti, subject teacher
Class: 3
rd
year of a secondary school, pupils aged 15/16 Level: A1/A2
Place: Classroom, multimedia laboratory Time: 6 hours
Materials: worksheets for activities, ppt presentations, self-evaluation greed, material for experiments,
KWL chart
This didactic unit is a CLIL unit: students will do some classes of Science in English, the students will
be listening to and speaking in English; and in the English classroom, the students will be studying
Science.
→ From the point of view of the content teacher, subject matter is taught.
→ From the point of view of the language teacher, language is learned by using it (not by
studying the code itself, as if it was “empty”) and by using it to talk about real content (not unreal
and uncontextualised conversations, for example).
CONTENT: We will speak about a core topic of Physics: pressure. Within this topic, there will
be two subtopics: pressure on liquids (Archimedes and buoyancy) and pressure on gases
(atmospheric pressure). This subject provides the opportunity for experiential learning, as the
students can really realize experiments and, then, talk about them (content & language).
LINGUISTIC-LEARNING STRATEGIES/METHODOLOGIES:
Using KWL ;
Using TBL;
Using background vocabulary;
Making inference;
Making predictions (brainstorming, what will happen if…)
Personalizing (Asking students what was hard or easy.)
Using real objects
Role playing
Finding /applying pattern
Group-classifying (of word)
Using group organizers /Taking notes
METACOGNITIVE STRATEGIES
BEFORE TE TASK the teacher plans :
2. sets goals/aims,
3. how the students will set the tasks and realize the experiments.
DURING THE TASK the teacher manage the students way/style of learning:
1. Determines how they learn best
2. Arranges condition to help them learning
3. Focus the attention on the task.
And checks:
4. Students’ progress.
5. Students’ comprehension.
6. students’ written production.
AFTER THE TASK the teacher assesses/checks:
7. how well they have accomplished the task,
8. if /how they have applied strategies,
9. if the strategies they used helped them in accomplishing the task.
OBJECTIVES IN TERMS OF:
CONTENT
Knowing the concepts of pressure, force and surface and relative
formulas;
Knowing the difference between pressure on liquids and
pressure on gases;
Remembering Archimedes’ principle;
COMMUNICATION
Following very slow and carefully articulated speech;
Following a lecture or talk within the subject matter;
Understanding instructions addressed slowly to him/her;
Understanding and extracting the essential information from
short recorded passages;
Developing an argument well enough to be followed without
difficulty most of the time;
Using specific terminology to read correctly formulas;
Giving short, basic descriptions of events;
Writing a series of simple sentences on the topic linked with
simple connectors;
Writing very brief report to a standard conventionalized format;
Forming questions on the topic.
COGNITIVE
Using the concepts of pressure, force and surface to explain a
specific example or situation;
Using Archimedes’ principle to explain a specific example or
situation;
Applying them in everyday life;
Recognizing what variables influence the pressure;
Explaining why a body sinks or floats ;
Using the data collected from an experiment to write a report
which contains all the required sections;
Listing the materials used for an experiment
Narrating the process of making an experiment
Describing the result of the experiment
Explaining the result of the experiment
Using a written report about an experiment as a script for a
video in which this experiment is made/shown and
explained/reported aloud
Predicting the result of an experiment;
CULTURE
Weather , hydraulics, state’s changement
PROCEDURES
WHAT TEACHER DOES
WHAT STUDENTS DO
LESSON 1
1. The T shows the pp concept of
1. SS watch the ppt, write the words
pressure. while explaining objectives,
procedure and assessment of the whole
unit, then gives the worksheets to the
students.
2. Activity 1: The T prints the document
“Sentences for act I”, cuts the sentences
and give one sentence to each pair of
students.
3. The T corrects Activity 1 by doing
Activity 2 all together.
4. The T gives one copy of the self-
evaluation greed to each student.
on their exercise book and take
notes of the meaning, recalling
previously learned concepts.
2. In pairs accurately read the
sentences and discuss whether the
sentence has a scientific meaning
relying on their experience.
3. SS Complete the chart the
classmates’ sentences.
4. The SS complete it.
LESSON 2
1. The T write on the blackboard
“PRESSURE ON LIQUIDS” and prepare
experiment 1
2. The T shows the pp pressure on liquids.
(part of Archimedes)
3. The teacher asks the students to do
Activities 3 and 4 and correct them all
together.
1. A student introduces an orange in a
bowl and observes what happens with
the water.
2. After the experiment, ss fill in the
gap worksheet ( activities 3 and 4)
LESSON 3
1. The T shows the Ppt “Pressure on liquids”
(part of buoyancy)
2. Prepare the necessary things to make
experiences with buoyancy (bring to class
some objects that float and some objects
that sink).
1. SS watch at the ppt, write the words
on their exercise book and take notes of
the meaning, recalling previously
learned concepts.
2. Students observe, explain and
predict the behavior of the objects.
LESSON 4
1. The T shows the pp atmospheric pressure.
Asks the students to do “activity 5(in pairs)
2. Correct “activity 5” all together
1. SS watch at the ppt, then do activity 5
LESSON 5
1. The T explains the students the
experiments and that they will have to
take down some notes about what they
see .
2. bottle experiment.
3. egg experiment.
1. The students realize the experiments,
observe, describe, explain what happens.
2. Students do Activities 6 e 7
4. Activities 6 e 7
Lesson 6
1. T asks the students to do “activity 8: Video ”
in groups of four.
1. Students do the exercises suggested in
activity 8 and then write the final text of
the video.
Materials for activities
KWL chart
What I Know
What I want to
know
What I have
learned
How I have
learned
Activity 1:
Discuss with your partner: does this sentence have a scientific meaning?
-This year, Ronaldinho is playing under pressure.
-My father is checking the tyre pressure.
-Mike was pressured by his friends, so he finally lighted the cigarette.
-The technician is adjusting the water pressure.
-All the students are putting pressure on the teacher to change the date of the exam.
-The driver is supporting a very high pressure under the sea.
-My parents are putting pressure on me to take piano lessons.
-The weatherman said that high atmospheric pressure usually means good weather.
-When I have a lot of exams, I study under pressure.
-The pressure of my body on the snow makes me sink if I’m not wearing neither skis nor
snowshoes.
Activity 2
Complete the following chart with your classmates’ sentences
GENERAL MEANING
Activity 3
Archimedes’ discovery
Archimedes observed that when he got into the bath full of water, the
water level rose. He studied this fact and he arrived to the conclusion
that…
when a body is immersed in a fluid, it experiences
an upward buoyant force equal to the weight of
the displaced fluid.
Archimedes’ principle
Activity 4
Taking into account the Archimedes’ principle , write down what happens when you introduce an
orange in 500 ml of water.
You have to use these data:
- container
- 500 ml of water
- rise
- Upward buoyant force
- Weight
When the orange is immersed in ________________________, the water level _____________ up
to 650 ml. That means that the orange experiences _____________________________________.
Activity 5:
Definition of atmospheric pressure This definition of atmospheric pressure is not
correct because the words are not in their correct place. Can you put them in the correct
order?
1
5
4
3
2
Any point
is
the gases
of
the Earth
at
the weight
on
atmospheric pressure
.
____________________ is _________
of
_________ at _________ on ____________.
Experiments
Activity 6
You are going to see two experiments. Take down some notes.
Compare your notes with your partner’s notes. Check if you have got the same
information.
BOTTLE EXPERIMENT
EGG EXPERIMENT
I
W
h
a
t
d
o
I
d
o
?
W
h
a
t
h
a
p
p
e
n
s
?
W
h
y
d
o
e
s
i
t
h
a
p
p
e
n
?
What
Do I
have?
What
do I
do?
What
happens
?
Why
does it
happen?
Activity 7
Make a list of vocabulary in English for each experiment.
BOTTLE EXPERIMENT
EGG EXPERIMENT
Activity 8: Video
Name: ____________________________________
Classmate’s names: _________________________________
__________________________________ __________________________________
__________________________________
Date:____________________________
EXERCISE 1:
Remember that, at the end of this unit, you will make a video. In this video, you will make an