PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environmentsapliense.xtec.cat/arc/sites/default/files/Cells teachers... · 2017-03-01 · PROJECT PLANNING TEMPLATE for CLIL and

Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/

PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments


IDENTIFICATION

Project teaching sequence TITLE

CELLS THROUGH THE MICROSCOPE

AUTHOR(S) Sara Cervera Brull

With the support of Escola Sant Jordi (L’Ametlla de Mar)

COE Level A.1

Grade 5th Primary Education

Content areas Science

Number of sessions 4

Teacher(s) involved Victor P., Diana M., Eva G. (Primary teachers)

Key words cells, microscope, scientific method, investigation, observation, scientist, project, living things, nonliving thing

INTRODUCTION TO THE PROJECT TEACHING SEQUENCE

What do you know about cells? Are there cells in all living things or we can also find them in the non-living ones? How can you recognise a cell? How does it look like? This project will help you to understand how scientists work following the scientific method steps and using the microscope.

The driving question: Are there cells everywhere?

GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?

1. Identify some parts of the vegetal/animal cells (nucleus, cell membrane, cytoplasm and cell wall).

2. Know and follow the scientific method steps.

1.1 Recognizes the parts of the cell through the microscope. 2.1 Remembers what step comes next and follows the correct order of the scientific method.


3. Use different tools to get information. 4. Report the final results in the exposition/debate. 5. Work cooperatively with different roles.

2.2 Writes down the answers/observation on the worksheet. 3.1 Uses the microscope to observe things. 3.2 Surfs on the Internet to find out interesting facts. 4.1 Can expose (orally and with a visual support) why cells only exist in living things. 5.1 Helps others and has a role in the group work.

FINAL PRODUCT What is the final product?

EXPOSITION / DEBATE: justify and present orally (with a visual support) the project about cells, focused on the scientific method.

KEY COMPETENCES

1 Linguistic communication x

2 Cultural awareness and expression x

3 Digital competence x

4 Mathematical

5 Learning to learn x

6 Sense of initiative and entrepreneurship

x

7 Interaction with the physical world x

8 Social and civic competences x

CONTENTS (Knowledge and Skills)

TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS

1. Cells parts. 2. Steps of the scientific method : make an observation, ask a question

1. Identify the parts of a cell. 2. Follow the scientific method steps.


(driving question), make hypothesis, make an experiment, draw conclusions and report your results.

3. Report of the results.

3. Justify and expose the project.

CONTENT-OBLIGATORY LANGUAGE

Cell, nucleus, cell wall, cytoplasm, living things, non-living things, onion.

Microscope, tweezers, slide, knife.

Scientific method, observation, question, hypothesis, experiment, conclusions, report, results, investigate.

I can see a… / I think that...It will....because…/ The cell has got… / the cells are in….

PERSONAL and EMOTIONAL DEVELOPMENT

Collaborative work awareness.

Evidence there is progress and reflection on the pupil’s learning process.

Autonomous work.

Express doubts.

Ask for clarification.

Active and respectful attitude towards the activity, classmates and the teacher.

MATERIALS and RESOURCES

Poster /mural on the corridor’s wall: The scientific method.

Microscope, knife, glass slides, scissors, betadine.

Digital/interactive board

Computer with internet connection / encyclopedia / dictionaries.

Living and non-living things samples (small pieces to observe through the microscope).

An onion (or others vegetals).

Worksheet: the scientific method.

REFERENCES


COMMENTS

Heterogeneous distribution of the groups to help each others.

The role of a “group leader” for taking care over the material (important attention to microscopes).

Teacher’s help, spending a few minutes, in each group. The teacher becomes a helper and a facilitator.

Better work in groups of 3-4 students (each one with different roles).

ACKNOWLEDGEMENTS

I would like to thank students from 5th grade in Escola Sant Jordi (L’Ametlla de Mar) for showing enthusiasm and having an active participation during the project sessions. I would also like to thank the teachers involved in the project (tutors and school principals) for their support and facilities given during the process.


UNITS OVERVIEW

Session Activities Timing Skills Interaction CMC Assessment

1 1.The scientific method presentation. 10’ L / S / R T - S / whole class

2.Example of a scientific method process. 5’ L / S T - S / whole class

3.Materials presentation 10’ L T - S / whole class

4.Observations through the microscope. 20’ S T -S / S-S / group work Assessment grid: correct use of the materials.

2 1.Review the scientific method steps and presentation of the driving question with the worksheet support.

10’ L / S T - S whole class Assessment grid: scientific method steps.

2.Observation of the onion cells parts through the microscope.

25’’ S group work Assessment grid: parts of the onion cells.

3.Fill in a worksheet in relation to the project about cells (following the scientific method steps).

25’’ R / W group work

3 1.Observe different living or nonliving things through the microscope + worksheet.

30’ S / W / R

group work

2.Surf on the Internet to look for interesting facts about cells.

15’ R / W group work X Assessment grid: looking for information.

4 1.Whole class review of the worksheet. 15’ L / S / W / R

group work Assessment grid: worksheet.

2.Plan each one’s roles and explanation in the debate. 15’ L / S / W / R

S - S / group work

3.Exposition /debate: expose and justify the final 30’ L / S T- S / S - S / whole Assessment grid: student’s participation


conclusions. Argue why cells aren’t everywhere. class / group work and interaction in the group work.


SESSION-BY-SESSION PLANNING: SESSION 1

Activity 1

Activity description There is a big mural on the wall which shows the Scientific Method steps. The teacher describes the steps one by one.

Outcomes Speaking The pupils maybe might need to clarify some doubts. They can ask questions. Conversation The teacher’s and pupil’s feedbacks. Non-linguistic output The teacher mimes some actions in order to not translate the new vocabulary into L1.

Input Listening listen to the teacher’s explanation Reading read the titles of each step Viewing look at the images on the mural

Subject-matter CONTENT Scientific method steps (make an observation, ask a question, make hypothesis, make an experiment, draw conclusions, report your results).

Content-Obligatory LANGUAGE The scientific method has got 6 steps to follow. The first step is…./ the second step is…../ the third step is….

Timing 10’

Format of interaction / Grouping Individual work Each pupil should think, ask doubts and understand what has been taught. Teacher-led interaction The teacher is the one who gives the information to the pupils.

CMC (Computer Mediated Communication)

---

Material Mural

Assessment Self-assessment: each student should understand for his/her own what has been taught.


Activity 2

Activity description The teacher puts an example of a scientific method process with a driving question. For example: “Why the bones are strong?”

Outcomes Conversation each pupil gives his/her opinion about what would be the process according to the driving question.

Input Listening the teacher describes the example and helps them to think about the 6 steps. Others classmates’ opinions (conversation)

Subject-matter CONTENT Hypothesis, materials, conclusions, results...

Content-Obligatory LANGUAGE The six steps of the scientific method.

Timing 5’

Format of interaction / Grouping Individual work the pupil thinks and gives ideas. The teachers provides feedback.


Material mural

Assessment Self-assessment:the student participates in the activity giving his/her ideas.


Activity 3

Activity description The teacher shows the students some materials that can be used as part of the experiment; presentation of the microscope, its function and parts.

Outcomes Speaking possible questions or doubts about the microscope

Input Listening teacher’s explanations about the microscope Viewing understanding of how the microscope works

Subject-matter CONTENT Materials: microscope, scissors, knife, slide, tray. Parts of the microscope: eyepiece, body, arm, nosepiece, objectives, stage, base, mirror.

Content-Obligatory LANGUAGE The microscope has different parts. Use the eyepiece to …..(observe things). Use the arm to…. Take care of it!

Timing 10’

Format of interaction / Grouping Teacher-led interaction the teacher shows the materials and explains how the microscope works and its parts.


Material microscope

Assessment Self-assessment:the student should learn the name of the materials.


Activity 4

Activity description The pupils are given some samples on different slides (insects, blood, wing, saliva, feathers…) and they observe them.

Outcomes Speaking talk about what is seen Conversation whole class discussion

Input Viewing observe through the microscope

Subject-matter CONTENT insects, blood, wing, saliva, feathers…

Content-Obligatory LANGUAGE I can see…. What’s this? I don’t know what it is… it’s long, thin, (colour), (size)...

Timing 30’

Format of interaction / Grouping Teacher-led interaction the teacher walks around, interacts and provides feedback. Group work (groups of 3-4 pupils) they help each others while observing the samples.


Material microscopes and samples (insects, blood, wing, saliva, feathers…)

Assessment Teacher assessment: teacher provides feedback while students are working on the observations. ASSESSMENT GRID: the teacher will assess the correct use of the materials.



Activity 1

Activity description The whole class review the scientific method steps and talk about what they saw through the microscope the last session. The teacher asks them the driving question: “Are there cells everywhere? and they all together make a brainstorming.

Outcomes Speaking students give their opinions and ideas focusing on the driving question and possible hypothesis. Conversation The teacher’s and pupil’s feedbacks.

Input Listening listen to the teacher’s explanation Reading read the titles of each step


Driving question

Content-Obligatory LANGUAGE

The scientific method has got 6 steps to follow. The first step is…./ the second step is…../ the third step is….

Timing 10’

Format of interaction / Grouping

Individual work Each pupil should think, ask doubts and think of possible answers for the driving question. Teacher-led interaction The teacher support the students’ ideas. ASSESSMENT GRID: the teacher will assess if the pupils know the scientific method steps.


Material blackboard

Assessment Self-assessment: each student should reason about the presented question.


Activity 2

Activity description The teacher prepares a few materials in order to make the experiment (onion cells through the microscope). The pupils are in groups and there’s a leader in each team.

Outcomes Speaking talk about what the pupil observes and sees Conversation the teacher’s and pupil’s feedbacks.

Input Listening listen to the teacher’s and groupmates’ interactions Viewing observe the onion cells

Subject-matter CONTENT Cell parts of the onion (nucleus, cell wall, cytoplasm, cell membrane) Materials: microscope, scissors, tweezers, tray, betadine, onion.


I can see the…. (cell part). A group of cells make up a tissue.

Timing 25’


Group work: groups of 3-4 pupils


Material Mural

Assessment ASSESSMENT GRID: the teacher will assess if each student recognizes the parts of a cell.


Activity 3

Activity description Fill in the worksheet: steps of the scientific method.

Outcomes Speaking discuss about the worksheet Writing complete the worksheet Conversation The teacher’s and pupils’ feedbacks.

Input Listening listen to the teacher’s explanation Writing learn and write new vocabulary (dictionary)

Subject-matter CONTENT Worksheet exercises: question, hypothesis, experiment, materials, conclusions, results.

Content-Obligatory LANGUAGE I think that…. / I agree… / disagree with you.. What’s the meaning of…? How do you say… in English?

Timing 25’

Format of interaction / Grouping Individual work Each pupil should think, ask doubts and understand what has been taught. Peer interaction Teacher-led interaction The teacher walks around and helps them.


Material worksheet, pencil, rubber and dictionary

Assessment Group assessment: worksheet work Teacher assessment:the teacher provides feedback while the groups are working on their worksheets.



Activity 1

Activity description The students bring to class different samples of living and nonliving things (insects, food, objects…). They observe these things through the microscope (have they got cells? or not…? Why?). They try to get an answer to the driving question, at the same time that they fill in the worksheet.

Outcomes Speaking students’ opinions about the living and nonliving things. Writing fill in the worksheet Conversation The teacher’s and pupil’s feedbacks.

Input Listening listen to the teacher’s tips Reading read the exercises Viewing observe things through the microscope Others: use the dictionary (new vocabulary)


Names of the living and nonliving things brought in class by the pupils.


The ….has /hasn’t got cells because it’s a …….living /nonliving thing. I think that…..because…..

Timing 30’


Group work: each pupil has got a role in the group. They help each others. Teacher-led interaction The teacher helps the pupils and gives them tips.


Material things brought by the pupils, microscope, scissors, knife, slide, tray, dictionary, worksheet, pencil...

Assessment Teacher assessment: the teacher provides feedback while students are working on their observations.


Activity 2

Activity description The students use the laptops find out information about their projects. Internet can provide them with interesting facts. They try to get an answer to the driving question, at the same time that they fill in the worksheet. They can also save photos related to the content (they’ve got pendrives).

Outcomes Writing fill in the worksheet with the information taken from the Internet Conversation The teacher’s and pupil’s feedbacks.

Input Listening listen to the teacher’s tips Reading read the information Viewing images or videos from web pages

Subject-matter CONTENT Content related to cells and living and nonliving things.


Timing 30’


Group work: all together look for useful information. Teacher-led interaction The teacher helps the pupils and gives them tips.


ICT activity: look for information and images about cells and living /nonliving things.

Material laptop, worksheet, pen, pendrive

Assessment ASSESSMENT GRID: the teacher will assess if the pupils know what to search on the Internet.



Activity 1

Activity description The whole class check the worksheet. Each pupil gives his/her opinion. All together review the materials, the experiment steps and the hypothesis.

Outcomes Speaking students’ opinions Writing check the worksheet Conversation The teacher’s and pupil’s feedbacks.

Input Listening listen to the teacher’s and classmates’ answers Reading read the exercises

Subject-matter CONTENT New /unknown vocabulary (they can learn new things from other students).

Content-Obligatory LANGUAGE The materials we used were….. The hypothesis we thought were…. We followed ……. steps to make the experiments. We used the laptops to find out information about….

Timing 15’

Format of interaction / Grouping Whole class: everybody participates and checks the worksheet. Teacher-led interaction The teacher listen to them and makes them participate in the worksheet review.


Material worksheet, pencil

Assessment ASSESSMENT GRID: the teacher will assess the final worksheet.


Activity 2

Activity description The pupils get in the same groups and prepare their debates and expositions. Each student in the group will talk and participate, so they all know that it is very important to plan correctly what everyone has to say.

Outcomes Speaking practise what everyone has to say in the exposition. Writing write down notes Conversation group interaction

Input Listening listen to the teacher’s tips and to the groupmates. Reading read the information taken from the internet and choose the most interesting

Subject-matter CONTENT

Names of the living and nonliving things

cell parts


At this photo you can see…..

Our conclusion about the question is that…..

The results are…..

For example, the ….has /hasn’t got cells because it’s a …….living /nonliving thing.

So, I think that…..because…..

Timing 15’


Group work: each pupil has got a role in the group. They help each others. Teacher-led interaction The teacher helps the pupils and gives them tips.

CMC

Material worksheet, pencil, images

Assessment


Activity 3

Activity description EXPOSITION AND DEBATE. Each group exposes all the project: the hypothesis they had at the beginning, the materials used, the images and information taken from the internet and their final reports and conclusions. The teacher and the other groups can ask questions. Once the expositions are finished, they should reach a settlement.

Outcomes Conversation The teacher’s and pupil’s feedbacks. Speaking each one’s

Input Listening listen to the classmates Viewing look at photos

Subject-matter CONTENT Scientific method

Names of the living and nonliving things

cell parts


At this photo you can see…..

Our conclusion about the question is that…..

The results are…..

For example, the ….has /hasn’t got cells because it’s a …….living /nonliving thing.

So, I think that…..because…..

Timing 30’


Group work: each pupil has got a role in the group. Teacher-led interaction The teacher helps the pupils to feel comfortable when talking and reinforce those students who have difficulties.


Digital pictures slideshow

Material draft paper with notes, digital board (photos)


Assessment ASSESSMENT GRID: the teacher will assess the exposition (participation, interaction and content). Teacher assessment: the teacher provides feedback while students are exposing.


THE SCIENTIFIC METHOD MURAL:

MATERIALS USED IN THE SESSIONS:

MICROSCOPE


LOUPE, TWEEZERS, SLIDE, TRAY…

SAMPLES OF INSECTS, SALIVA, BLOOD, ONION…


DIGITAL BOARD

LAPTOP, DICTIONARIES...


THE SCIENTIFIC METHOD

QUESTION

HYPOTHESIS

MATERIALS

EXPERIMENT

1.

2.

3.

4.

5.

OBSERVATIONS

CONCLUSIONS


ASSESSMENT GRID

Unit/topic: CELLS THROUGH THE

MICROSCOPE

Level: 5th grade

Primary Education

Subject: SCIENCE (CLIL)

Reco

gnizes

the p

art

s of

the c

ell.

Kno

ws

the s

cient

ific m

eth

od s

teps

.

Fills in

the w

orksh

eet.

Use

s th

e m

ate

rials (micro

scop

e).

Searc

hes

for

info

rmation

on

the

Int

ern

et.

Kno

ws

and

can

expo

se o

rally…

Helps

others

and

part

icipate

s in t

he

grou

p wor

k.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

E: excellent / N: very good / B: good / S: could be better / I: failed


Documents

PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environmentsapliense.xtec.cat/arc/sites/default/files/Cells teachers... · 2017-03-01 · PROJECT PLANNING TEMPLATE for CLIL and