Machines move the worldCLIL course

Marta Vidal Vidal April 2011

1. Introduction: Theoretical basis

2. Context: Description and specific issues.

3. The project: machines move the worldLittle experiment

Asking questions

Mind map (4C’s and Bloom’s taxonomy).

Examples of activities

Scaffolding and assessment

3. Checklist

CLIL Content and Language Integrated Learning

• Positive effects both content and language subjects• Language skills• Flexible tools and recommendations on how to develop quality on

materials based on 4Cs framework (Coyle, 2010)

COMMUNICATIONLanguage needs to be learnedLearning content through languageLanguage transparent and accessibleInteraction is fundamental

CONTENTAcquiring knowledge and skills

Pupils create their own knowledge

Personalized learning

COGNITIONLearning and thinkingCreate their own interpretation of content depending on the linguistic demands of pupils

CULTUREIntercultural awarenessRelationship between

cultures and languages

PRINCIPLES

(Meyer 2010)

4. Adding the (inter-)cultural dimensionAwareness

5. Make it H.O.T.

1. Rich inputMeaningful, challenging and authentic.

2. Scaffolding learning (to understand, to do a task and supports language production).

3. Rich interaction andpushed outputTask design for communicative purposes

6. Sustainablelearning Make learning process transparent and provide a clear structure.

CLIL matrix (adapted from Cummins, 1984)

Skinner Feedback/reinforcement

GardnerMultiple intelligences

Bruner Spiral curriculum

KrashenMotivation and language

learning

KolbOrganization, learning and problem solving.

Johnson and Johnson

Cooperative learning

VygotskyScaffolding/zone of

proximal development

PiagetStages of cognitive

development

My school is a rural school. It is part of ZER ELAIA

Escola ‘Els Set Focs’ de BellaguardaEscola ‘Vallmajor’ de Bovera

Escola de la Granadella

We share teachers: English teacher, PE teacher and music teacher. We have small groups from different ages in the same classroom

(from 3 to 7 and from 8 to 12).

My CLIL unitSubject: Science

Level: 5th and 6th grade of primary education

Why did I choose this project?

How can you explain this?

Everything has a scientific explanation but sometimes we don't know it. Scientists work is about making questions and find its answers.

Let’s experiment!

I want that pupils formulate themselves questions about what they have observed

BE COURIOUS!!

How do objects move?Why does an object stop its

motion?How can we reduce the force to

move objects?

VISION: I want a classroom where pupils are involved in their own learning process and they can learn from each other.

MOTION FORCES MACHINES2 LESSONS 4 LESSONS 8 LESSONS

Analyse the movement of

objects.Draw direction and trajectory

(easy) LOTMatch the line with the name of the motion(difficult) HOT

More theoreticalNewton’s laws of motion

Formula applicationData recording

Using laboratory tools.Experimentation with

some physics phenomena: friction, weight and

pull/push.

Propose experimentations with easy steps.Difficult content.

Reconstruct the parts of the experimentation: materials, steps,

predictions, data recording and conclusions.

All the simple machines.How those help us to do work?

Analysing machines.

Create their own compound machine.

Assessment

Draw the MOTION of these objects.use

The motion of the Skier

ARROWS

It’s rectilinear motion because it describes a straight line..

Rectilinear motion

Parabolic motion

Coconut motion

Oscillating motion

Circular motion

Elliptical motion

Static

Because it describes

a straight line.

a parabola.

an oscillation.

a circle.

an ellipse

No, there is no motion.

HANDS ON! FrictionPROBLEM:

How do different surfaces affect the movement of the objects? 

MATERIALS:

Pencil, toy car, metric tape, 4 clothes pegs, tape, scissors, aluminium foil, wax paper, recycled paper, sand paper, a calculator and plastic cable covers.

 

STEPS:

1. Predict the distance of the toy car on each surface.

2. Create a ramp using 4 clothes pegs and plastic cable covers.

3. Drop the toy car and measure the distance.

4. Do 3 different trials for each surface and calculate total distance.

 

 

 Play with friction I/we think that the distance will be

the samedifferent

on all the surfaces.

Match those questions with the answers.

Order these steps of the experiment.

Choose one image for your prediction.

Prepare all the materials.

Predict: What is the best position of the rubber (as a fulcrum) to lift the big book with less effort (less small books)?

Predict: What is the best ruler for lift the big book with less effort?

Try different positions for the rubber (fulcrum).

Change the short ruler for the long ruler and repeat the process.

Start with the short ruler.

What is the best ruler to lift the big book with less effort?

What is the best position of the rubber (as a fulcrum) to lift the big book with less effort (less small books)?

We need two rulers: one long and one short.

We use the rubber as a fulcrum for doing a lever.

We use the big book as a load.

Start with the short ruler and then do the same process with the long ruler.

We use the ruler as a lever.

How many rulers do we need?

What do we do with the rubber?

What is the big book for?

Which ruler do we use first?

What is the ruler for?

What are the small books for? We use the small books as an effort.

1 2

3

PROBLEM:

Can we do the same work with less effort? MATERIALS: Write down the materials that we need for the experiment.

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STEPS: (from 1 to 7)

HANDS ON! LEVER

PREDICTION Best position of the ruler best ruler

What is the best position of the rubber (as a fulcrum) to lift the big book with less effort (less small books)? __________________________________________________________________ What is the best ruler to lift the book with less effort? Write it. _________________________________________________________________________

Draw your lever and write the names in the correct place.

Assessment NAMES LESSON5 LESSON6 LESSON7 LESSON8

 Bob  

 

     

 

 

       

 

 

       

 

 

       

 

 

       

 

 

       

 

 

       

 

 

       

 

 

       

 

 

       

 

 

       

LESSON5 Date:

I ’m getting better at… I think that my attitude… I have been using English …

…was excellent …was quite good

…could be better

…always …most of the time

…a f ew times.

EXCELLENT

GOOD

WELL

I ’m trying to do it

I can recognize forces like …………………………………

I can make predictions

I know how to calculate the……………………………..

I can use laboratory tools.

I can enter results into a simple data table.

I can say the conclusion of an experiment.

I can work in pairs.

Put a tick

ALWAYSMOST OF THE

TIMEA FEW TIMES

I’m trying to do it

 

We are talking in English in the classroom.

Teacher assessment

Self-assessment

Checklist of CLIL my projectI have taken into account in the planning of my unit…. The 4 C’s

Bloom’s taxonomy

I nteractive learning

Cummins’ matrix

Scaff olding

Assessment

Real integration of content and language.

Having fun while doing it.

Thank you!