instrumental language and ict resources · unit descriptors educational level(s) 4th of eso area(s)...
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Research Best Practices Instrumental Language and ICT Resources
Content and Language Integrated Learning
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RESEARCH BEST PRACTICES
INSTRUMENTAL LANGUAGE AND ICT RESOURCES
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CONTENT AND INTEGRATED LANGUAGE LEARNING
An Educational Proposal by Rubén Martínez Guerola
CONTENT Biology / English
LEVEL Secondary – 4th ESO
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Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2017 – Rubén Martínez Guerola
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Table of content
BASIC DESCRIPTORS .............................................................................................................. 0
UNIT DESCRIPTORS ........................................................................................................................ 0
LESSON DESCRIPTORS ................................................................................................................... v
ABSTRACT ......................................................................................................................... viviii
CONTENT ................................................................................................................................... 7
GLOSSARY (A – Z) ................................................................................................................. 15
INDEX ....................................................................................................................................... 16
SELF-ASSESSMENT............................................................................................................... 19
DOUBLE BLIND PEER REVIEW ........................................................................................ 20
FIRST REVIEWER ...........................................................................................................................20
SECOND REVIEWER .......................................................................................................................20
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BASIC DESCRIPTORS
UNIT DESCRIPTORs
Educational Level(s) 4th of ESO Area(s) BIOLOGY AND GEOLOGY Unit(s) THE EARTH Number of Lesson(s) 6
STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) Content Formation of the Solar System.
Age of the Earth. Absolute and relative dating methods. Geological importance of fossils. The Earth – a continually changing planet. Theories of changes in the Earth. Principal periods of the history of the Earth. Distribution of continents during the Earth’s history. Life in the Proterozoic era. Life in the Palaeozoic era. Life in the Mesozoic era. Life in the Cenozoic era.
Cognition Calculate the age of a rock from the radioactive isotopes it
contains. Apply the principle of superposition to simple geological
cross-sections. Work out the age and the sedimentary medium of a series of
strata from an analysis of their lithology and fossil content. Recognize the principal fossil groups and some
characteristics of their anatomy and way of life. Locate a series of events on a scale of geological time.
Culture Value the role of science in giving a logical explanation of
reality. Recognize that, in the history of geology, different
hypotheses have been put forward to explain geological changes.
Adopt a critical attitude towards different hypotheses and theories. Formulate arguments to support or reject them.
Recognize the importance of studying the past in the analysis of geological processes and how this has affected present biological diversity.
Communication Language for the Topic AND for Interaction CONTENT
OF (WHAT) Components of the Universe: names planets, earth, the solar
system, rotation, revolution… Specific terminology: universe, space, the Solar System, the
Sun, the Earth, the Moon, planets, satellite, moon, star, astronaut, spaceship, rocket, telescope, crater, the Milky Way, galaxy, ring, revolution, rotation, full/ new/first quarter/last quarter moon…
Verbs: to blast off, to land, to move around, to spend, to fly, to orbit, to live…
META-COGNITION & GRAMMAR SYSTEM
FOR (HOW TO)
Present simple Present perfect Present continuous Future Simple Future Continuous Past Simple Past Continuous Imperatives First conditional Second conditional Third conditional
COGNITION
THROUGH (WHY) How many planets are there in the Solar System? Is Pluto a planet? Does the Sun move? Are all the stars the same? How is the Moon? Do you know the name of any planets? Is there life in outer space? Can you repeat, please? I don’t understand I think/ in my opinion... I agree / I don’t agree... What is the meaning of... Interactions between students-teacher-group.
KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT)
01 Competence in knowledge and interaction with the physical world 02 Communication in foreign languages 03 Mathematical competence and basic competences in science and technology 04 Digital competence 05 Learning to learn 06 Social and civic competences 07 Sense of initiative and entrepreneurship 08 Cultural awareness and expression
TEACHING OBJECTIVES
Understand that the Earth has had an extraordinarily long past. Know that during the period of time of the Earth's existence, many geological events
have occurred and the Earth has had life forms different to those of the present day. Know how to date rocks. Evaluate the role of fossils and palaeontology in reconstructing the history of the
Earth. Know about and apply the fundamental geological principles used in the study of
strata. Understand the different scientific interpretations of the changes that occurred in
the past, such as catastrophism and uniformitarianism. Learn about the principal divisions in the history of our planet, the most important
geological events that occurred and the different life forms that characterised each one.
ASSESSMENT CRITERIA
HETERO Know the differents planets of the Solar system and their characteristics.
Using appropriate scientific language, explain current ideas about the formation of the Solar System and the Earth according to the nebular theory.
Differentiate between absolute and relative dating and know about the methods used for each.
Have a clear idea about the origin of fossils and the information they can provide.
Understand the basic principles of superposition and animal succession and know how to apply them when analysing simple geological cross-sections.
Understand that the Earth undergoes many types of changes and that science has put forward different hypotheses to explain them.
INITIAL Knowledge about the solar system.
CONTINUOUS Know about the most important geological events in the history of the Earth, the evolution of the climate and the living things that have appeared successively on the planet.
Cooperative attitude, helping peers and accepting the individual responsibility that is necessary for group work to be successful.
Participate actively during the lessons
FINAL Recognise some typical fossil groups from photographs or collections.
Know the main geological time divisions and the criteria used to establish them.
SELF-ASSESSMENT Make an activity about the process of own learning, and look the progress they have been acquired.
MATERIALS
PRIMARY Book of Biology and Geology. Activity book Websites Computers, Smartphones and tablets. projector
SECONDARY Model games of the Solar system
OTHERS Interactive PDF.
Whiteboard.
RESOURCES
PRIMARY Videos (youtube) about the Solar system and resources (web pages).
SECONDARY
Documentaries
OTHERS Internet Outer space: https://www.youtube.com/watch?v=l8MUa3vmBSU Phases of the moon: https://www.youtube.com/watch?v=bWeaQctUp1c Climb aboard the spaceschip: https://www.youtube.com/watch?v=6jM8SXq3VOA Facts: https://www.youtube.com/watch?v=xKKzIoJgMSQ FINAL TASK(S)
o Visit an observatory lab and try to identify the different components and explain the characteristics of the planets.
LESSON DESCRIPTORS Unit THE EARTH Lesson 1. THE SOLAR SYSTEM
LEARNING OUTCOMES (4CS FRAMEWORK) Content Elements of the Solar System.
Characteristics of the Earth. Name of the planets. Rotation and revolution. Moon phases.
Communication Comparatives: Venus in smaller than Jupiter.
Descriptions: It is…/ It has got… : The Earth is medium size. It has got one moon.
Can/ can't: Astronauts can travel to the Moon but they can't go to the Sun.
Present simple: Planets move around the Sun/Stars have different size.
Cognition Listen and understand the contents and information, repeat them, look for information, analyze it, explain the information, produce.
Culture We are going to prioritize the elements students can see day by day as the moon phases, the stars, the day and night, the seasons and then we are going to learn new contents from there.
INTRODUCTION Brief theoretical introduction of the Solar system. Brief theoretical introduction of the Earth and movements.
ACTIVITIES REVISION In this lesson will be used the methodology of brain storming. With
questions like: How many Planets are in the Solar system? Can you remember the names? Why we have day and night? Why we have different seasons?
WARM UP
ACTIVITIES
In group of two person and with the help or some device do the activity of de names of components of the Solar system(http://www.wirral-mbc.gov.uk/OnlineGames/Science/planets/nametheplanets.asp)
Draw a schematic drawing with four positions of the Earth to the orbit finder. Pointing to the solstices and equinoxes. Paint with four different colors in the part of the orbit corresponding to each station in the northern hemisphere.
MAIN ACTIVITIES Write in your notebook the characteristics that make the Earth a unique planet in the Solar System
Mention some examples of the geological activity of our planet. In what sense does the Earth turn: eastward or westward? Where
does the sun come from and where does the sunset occur? Draw a schematic drawing with four positions of the Earth as it
travels its orbit. You can help from the following diagram. - Pointing to the solstices and equinoxes.
- Paint with four different colors the part of the orbit corresponding to each station in the northern hemisphere.
WANT TO KNOW Students will be given an evaluation form of the Teaching and Self-Assessment Unit of their participation in class.
REINFORCEMENT What do you think will happens with the duration of the days during the summer? A) extend B) shorten C) remain the same D) Another answer
Indicate whether the following propositions are true or false: A) The length of days in summer is greater than at any other time of the year. B) The place where the sun rises is changing throughout the year. C) The maximum height that reaches the Sun on the horizon varies On 21 June begins the summer and that day we look at the height of the Sun
at noon by means of the shadow of a stick. If at noon on21 July we return to fix in the shadow of the stick. What will we find?
B) The shadow will be as long as the Sun is equal to high. C) The shadow will be a little shorter because the Sun is a little higher. D) The shadow will be a little longer because the Sun is a little lower.
ASSESSMENT
HETERO Know the different planets of the Solar system and their characteristics.
Understand that the Earth undergoes many types of changes and that science has put forward different hypotheses to explain them.
INITIAL Knowledge about the solar system.
CONTINUOUS Know about the most important geological events in the history of the Earth, the evolution of the climate and the living things that have appeared successively on the planet.
FINAL Recognise some typical fossil groups from photographs or collections.
SELF-ASSESSMENT
Make an activity about the process of own learning, and look the progress they have been acquired.
REFLECTIONS
MATERIALS
PRIMARY Computer books classroom materials
SECONDARY Internet
OTHERS
RESOURCES
PRIMARY Videos about the Solar system https://www.youtube.com/watch?v=4yzraWw8mrc Explanation of the theme during the video
SECONDARY Web pages http://solarsystem.nasa.gov/planets/
https://en.wikipedia.org/wiki/Solar_System
OTHERS
Cross Curricular Learning
Unit(s) The Planet Earth
Observations Peaceful coexistence among students. Environmental education Consumer education Health education
ABSTRACT
The main objective of this work is to introduce The Solar System and their
characteristics to the students, because it is an area that is often forgotten. I must also
highlight the importance role of both books and new interactive activities, and
demonstrate that they will also depend on students’ success or failure to acquire a taste
for knowledge of Planets. In addition, it is necessary to motivate students throughout
the process. The unit is divided into 3 sections: The Solar system, The Planet Earth and
the Moon and movements.
At the same time I’m going to apply group work, to improve the social skills, and try to
focus in new learning with the uses of all senses to be more significant.
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CONTENT
THE SOLAR SYSTEM
Our solar system is filled with a wide assortment of celestial bodies - the Sun itself, our eight planets, dwarf planets, and asteroids - and on Earth, life itself! The inner solar system is occasionally visited by comets that loop in from the outer reaches of the solar system on highly elliptical orbits. In the outer reaches of the solar system, we find the Kuiper Belt and the Oort cloud. Still farther out, we eventually reach the limits of the heliosphere, where the outer reaches of the solar system interact with interstellar space. Solar system formation began billions of years ago, when gases and dust began to come together to form the Sun, planets, and other bodies of the solar system. Now we are going to study the characteristics of planets.
MERCURY
The closest planet to the sun, Mercury is only a bit larger than Earth's moon. Its day side is scorched by the sun and can reach 840 degrees Fahrenheit (450 Celsius), but on the night side, temperatures drop to hundreds of degrees below freezing. Mercury has virtually no atmosphere to absorb meteor impacts, so its surface is pockmarked with craters, just like the moon. Over its four-year mission, NASA's MESSENGER spacecraft has revealed views of the planet that have challenged astronomers' expectations.
Discovery: Known to the ancients and visible to the naked eye
Named for: Messenger of the Roman gods
Diameter: 3,031 miles (4,878 km)
Orbit: 88 Earth days
Day: 58.6 Earth days
VENUS
The second planet from the sun, Venus is terribly hot, even hotter than Mercury. The atmosphere is toxic. The pressure at the surface would crush and kill you. Scientists describe Venus’ situation as a runaway greenhouse effect. Its size and structure are similar to Earth, Venus' thick, and toxic atmosphere traps heat in a runaway "greenhouse effect." Oddly, Venus spins slowly in the opposite direction of most planets.
The Greeks believed Venus was two different objects — one in the morning sky and another in the evening. Because it is often brighter than any other object in the sky — except for the sun and moon — Venus has generated many UFO reports.
Discovery: Known to the ancients and visible to the naked eye
Named for: Roman goddess of love and beauty
Diameter: 7,521 miles (12,104 km)
Orbit: 225 Earth days
Day: 241 Earth days
EARTH
The third planet from the sun, Earth is a waterworld, with two-thirds of the planet covered by ocean. It’s the only world known to harbor life. Earth’s atmosphere is rich in life-sustaining nitrogen and oxygen. Earth's surface rotates about its axis at 1,532 feet per second (467 meters per second) — slightly more than 1,000 mph (1,600 kph) — at the equator. The planet zips around the sun at more than 18 miles per second (29 km per second).
Diameter: 7,926 miles (12,760 km)
Orbit: 365.24 days
Day: 23 hours, 56 minutes
MARS
The fourth planet from the sun, is a cold, dusty place. The dust, an iron oxide, gives the planet its reddish cast. Mars shares similarities with Earth: It is rocky, has mountains and valleys, and storm systems ranging from localized tornado-like dust devils to planet-engulfing dust storms. It snows on Mars. And Mars harbors water ice. Scientists think it was once wet and warm, though today it’s cold and desert-like.
Mars' atmosphere is too thin for liquid water to exist on the surface for any length of time. Scientists think ancient Mars would have had the conditions to support life, and there is hope that signs of past life — possibly even present biology — may exist on the Red Planet.
Discovery: Known to the ancients and visible to the naked eye
Named for: Roman god of war
Diameter: 4,217 miles (6,787 km)
Orbit: 687 Earth days
Day: Just more than one Earth day (24 hours, 37 minutes)
JUPITER
The fifth planet from the sun, Jupiter is huge and is the most massive planet in our solar system. It’s a mostly gaseous world, mostly hydrogen and helium. Its swirling clouds are colourful due to different types of trace gases. A big feature is the Great Red Spot, a giant storm which has raged for hundreds of years. Jupiter has a strong magnetic field, and with dozens of moons, it looks a bit like a miniature solar system.
Discovery: Known to the ancients and visible to the naked eye
Named for: Ruler of the Roman gods
Diameter: 86,881 miles (139,822 km)
Orbit: 11.9 Earth years
Day: 9.8 Earth hours
SATURN
The sixth planet from the sun is known most for its rings. When Galileo Galilei first studied Saturn in the early 1600s, he thought it was an object with three parts. Not knowing he was seeing a planet with rings, the stumped astronomer entered a small drawing — a symbol with one large circle and two smaller ones — in his notebook, as a noun in a sentence describing his discovery. More than 40 years later, Christiaan Huygens proposed that they were rings. The rings are made of ice and rock. Scientists are not yet sure how they formed. The gaseous planet is mostly hydrogen and helium. It has numerous moons.
Discovery: Known to the ancients and visible to the naked eye
Named for: Roman god of agriculture
Diameter: 74,900 miles (120,500 km)
Orbit: 29.5 Earth years
Day: About 10.5 Earth hour
URANUS
The seventh planet from the sun, Uranus is an oddball. It’s the only giant planet whose equator is nearly at right angles to its orbit — it basically orbits on its side. Astronomers think the planet collided with some other planet-size object long ago, causing the tilt. The tilt causes extreme seasons that last 20-plus years, and the sun beats down on one pole or the other for 84 Earth-years. Uranus is about the same size as Neptune. Methane in the atmosphere gives Uranus its blue-green tint. It has numerous moons and faint rings.
Discovery: 1781 by William Herschel (was thought previously to be a star)
Named for: Personification of heaven in ancient myth
Diameter: 31,763 miles (51,120 km)
Orbit: 84 Earth years
Day: 18 Earth hours
NEPTUNE
The eighth planet from the sun, Neptune is known for strong winds — sometimes faster than the speed of sound. Neptune is far out and cold. The planet is more than 30 times as far from the sun as Earth. It has a rocky core. Neptune was the first planet to be predicted to exist by using math, before it was detected. Irregularities in the orbit of Uranus led French astronomer Alexis Bouvard to suggest some other might be exerting a gravitational tug. German astronomer Johann Galle used calculations to help find Neptune in a telescope. Neptune is about 17 times as massive as Earth.
Discovery: 1846
Named for: Roman god of water
Diameter: 30,775 miles (49,530 km)
Orbit: 165 Earth years
Day: 19 Earth hours
PLUTO (DWARF PLANET)
Once the ninth planet from the sun, Pluto is unlike other planets in many respects. It is smaller than Earth's moon. Its orbit carries it inside the orbit of Neptune and then way out beyond that orbit. From 1979 until early 1999, Pluto had actually been the eighth planet from the sun. Then, on Feb. 11, 1999, it crossed Neptune's path and once again became the solar system's most distant planet — until it was demoted to dwarf planet status. Pluto will stay beyond Neptune for 228 years. Pluto’s orbit is tilted to the main plane of the solar system — where the other planets orbit — by 17.1 degrees. It’s a cold, rocky world with only a very ephemeral atmosphere. NASA's New Horizons mission performed history's first flyby of the Pluto system on July 14, 2015.
Discovery: 1930 by Clyde Tombaugh
Named for: Roman god of the underworld, Hades
Diameter: 1,430 miles (2,301 km)
Orbit: 248 Earth years
Day: 6.4 Earth day
GLOSSARY (A – Z) Asteroid /ˈastərɔɪd/ A small rocky body orbiting the sun. Large numbers of these, ranging enormously in size, are found between the orbits of Mars and Jupiter, though some have more eccentric orbits. Atmosphere /ˈatməsfɪə/ A layer of gases surrounding a planet, star, or moon. Comet /ˈkɒmɪt/ A space object made of ice and dust that orbits a star and develops a long, bright tail as it nears its star. Haley's is a famous one! Core /kɔː/ The center of an object. (Think about an apple.) Crater /ˈkreɪtə/ A hole in the ground caused by the impact of an object from space. The moon looks like swiss cheese because it has so many. Dwarf /dwɔːf/ planet /ˈplanɪt/ A nearly round object that orbits a star. This is smaller than a planet, and is not a satellite of another object. Think in Pluto! Earth /əːθ/ The third planet from the Sun; the world; the planet we live on. Easy one!! Gravity /ˈɡravɪti/ The force that pulls all objects toward each other. Without it we would float away! Jupiter /ˈdʒuːpɪtə/ The largest planet in our solar system and the fifth from the Sun; a gas giant. Mars /mɑːz/ A small reddish planet that is fourth from the Sun; a terrestrial planet, Mercury /ˈməːkjəri/ The smallest planet in our solar system and the closest to the Sun; a terrestrial planet. Moon /muːn/ Earth's only natural satellite: A "Blue" one would be the 2nd full one we see in a month.
Neptune /ˈnɛptjuːn/ A large blue planet that is eighth from the Sun; a gas giant. Orbit /ˈɔːbɪt/ This means to revolve around another object. Our Moon does this to Earth. Pluto /ˈpluːtəʊ/ A dwarf planet that was discovered in 1930 and that was once considered a planet. Revolution /rɛvəˈluːʃ(ə)n/ A single journey along an orbital path. It takes Earth 365 1/4 days to do this around the sun. Rotation /rə(ʊ)ˈteɪʃ(ə)n/ A single turn of something around an axis or a fixed point; spinning. It takes Earth 24 hours! Saturn /ˈsat(ə)n/ A planet with large rings around it that is sixth from the Sun; a gas giant. Solar system /ˈsəʊlə/ /ˈsɪstəm/ A group of objects in space that orbit a star There are 8 planets in ours! Star /stɑː/ A body in outer space, made of hot gases, which shines in the night sky (Our Sun is one of these!) Terrestrial /təˈrɛstrɪəl/ This word means "like Earth". It describes planets that are rocky and Earthlike in size. Think in Inner Planets Uranus /ˈjʊərənəs/ A large blue-green planet that is seventh from the Sun; a gas giant.
INDEX ASSESSMENT ......................................................................................................................... iii, iv, vi, vii Communication ................................................................................................................................ ii, v Creativity ............................................................................................................................................. 0, v Diameter ................................................................................................................................................... c EARTH ...................................................................................................................................................... c gases .......................................................................................................................................................... a JUPITER .................................................................................................................................................. d KEY COMPETENCES .................................................................................................................................. ii MARS ........................................................................................................................................................ d MERCURY ............................................................................................................................................... b moon ......................................................................................................................................................... b
narrative structure .......................................................................................................................... 0, v NEPTUNE ................................................................................................................................................. f orbits ......................................................................................................................................................... a planet ........................................................................................................................................................ b PLUTO ...................................................................................................................................................... g Rhythm .................................................................................................................................................... iii SATURN ................................................................................................................................................... e solar system ........................................................................................................................................... a URANUS ................................................................................................................................................... f VENUS ...................................................................................................................................................... b
APPENDIXES
SELF-ASSESSMENT Evaluate our own work is a good way to improve us as a teachers. We are forming
citizens of the future a really difficult work, which can sometimes be very difficult
to improve. This assessment as teachers can come from many sites: students,
teachers, other teachers or ourselves.
In order to evaluate the teaching practice that we are going to carry out
throughout the didactic unit we will first invite two parents of students to attend a
session during that unit. Then the students and parents will make a small test
where they can expose the strengths and weaknesses of my work as a teacher.
Later with the results analyzed I will evaluate if I have achieved the objectives and
what are my weakest points to improve them in the next didactic unit. On the other
hand and given my lack of experience I will try to speak with more experienced
teachers to help me resolve doubts.
Another aspect to keep in mind during the assessment is that students spend many
hours in class and this can create low attention for them. It is obligatory for me to
carry out a didactic unit that can motivate them and keep them attentive to the
activities. This can be done through more dynamic activities where students are
participants in their own learning and use as many senses as possible. In other
words, you cannot keep students attentive only by explaining the characteristics of
the planets, they need to go out into the yard and represent distances to scale or
create models of the solar system.
For my future teaching I should aim to incorporate all the new technologies
learned with students, we live in a technological world. This can help create more
dynamic and meaningful learning.
DOUBLE BLIND PEER REVIEW
FIRST REVIEWER
SECOND REVIEWER
Research Best Practices University of Valencia http://www.uv.es/clil Copyleft 2017
