CLIL

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TITLE OF THE TASK: The elements of the Solar System AIM OF THE TASK:  To know the connexions between certain elements of our Solar System. DESCRIPTION OF THE TASK: (What are they going to do? How are you going to organize them? Steps to follow and final product) In small groups (4 students) they are going to fill a table with their previous knowledge about the topic (stars, the Sun, planets..) Then they are going to make a kind of puzzle, with flashcards in order to see the connexions between different elements of our Solar System. The third step is to reach some informations in the NASA’s website, in order to see some graphics and videos about the elements of our Solar System. The main activity is to create a mind map using:  www.goconqr.com Then the students (groups of four) they have to present their mind map, and with the help of the teacher we are going to connect the different minds maps and make a collaborative one (using the digital whiteboard).

Your personal thought: What did you learn? How did you learn? Do you have any problem? Would you like to investigate a bit more about any subject? Which question do you propose to someone who read this post to help you with CLIL? In this module I learnt a lot about evaluation and assessment. I know that if you want to change your methodologies in class you have to change the way you evaluate. This is the base to teach in a new way more kind for students or probably more interesting for them. Traditionally the teacher was the only one how participated in the students evaluation, and it has no sense because the students are the ones who need to know their progress and what did they learnt in each unit. It's very helpful and motivating to use peer assessment and sometimes self assessment in each unit. It's interesting to think the need to finish all the units with a final exam, if the students can participate in their own evaluation it's not so import

TEACHER ASSESSMENT ·          This assessment is for an activity included in the Unit of the Solar System. Obviously this is just the assessment of one activity. We must take into account that we assess at the beginning of each unit, during all the learning process and at the end of each activity; it is important to know that we are constantly assessing in order to adjust the learning process to our student’s needs. ·          In this activity the students have to design a poster with the planets of the Solar System and their main satellites; the size, the colour, the distance from the Sun and the orbits have to be realistic. At the same time the poster must include a reference at the rotation (day/night) and translation (seasons/years) movements. Making A Poster : Exploring The Solar System Teacher Name:  Neus Feliu Group Name:     ________________________________________ Student Name:    _________________________

TITLE OF THE THINKING ROUTINE: 1-2-3 Bridge EXPLANATION: This routine asks students to uncover their initial thoughts, ideas, questions and understandings about in particular about the eclipses topic. After watching a video they are going to connect their previous knowledge to new thinking about the topic after they have received some instruction. The students are going to prove if their previous thoughts about the topic where right or wrong, and there are going to connect their previous thinking and “build a bridge” with their new ideas. RESOURCES: Online resources Solar eclipse: https://www.youtube.com/watch?v=E6OtLfszaVI Lunar eclipse: https://www.youtube.com/watch?v=LH-aSizsx1o Classroom resources -           We are going to use the 1-2-3 chart -           Something to write their ideas, questions and the analogy. -           Lots of ideas and questions! HOW ARE YOU GOING TO USE IT? The