Bookiiidraft by Fernando Maestre

‘Youth, Multilingualism and Work Perspectives in Europe’ Project

CLIL LESSONS VOLUME III SCIENCE Erasmus+ Programme

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INDEX Erasmus+ Programme ................................................................................................................ 1 - 2

‘Youth; multilingualism and work perspectives in Europe’ project ...................................... 3 - 4

CLIL LESSONS – INDUSTRY .............................................................................................. 5 – 54 Lithuania: Renewable energy ................................................................................... 4 – 11 Title of the unit ...................................................................................................... 5 Students’ level / age ............................................................................................... 5 Group size .............................................................................................................. 5 Timing .................................................................................................................... 5 Place ....................................................................................................................... 5 The aim .................................................................................................................. 5 Objectives .............................................................................................................. 6 Activities ................................................................................................................ 6 Detailed session ............................................................................................. 6 – 11 Sources ................................................................................................................. 11

Poland: Scientific method as a field study. How is science created? ................... 13 – 29 Title of the unit .................................................................................................... 14 Subjects ................................................................................................................ 14 Students’ level / age ............................................................................................. 14 Objectives ............................................................................................................ 14 Activities .............................................................................................................. 14 Detailed sessions .................................................................................................. 15 Assessment .......................................................................................................... 15 Materials .............................................................................................................. 15 Detailed plan ................................................................................................ 16 – 29

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Spain: Biomedicine .................................................................................................. 31 – 39 Title of the unit .................................................................................................... 32 Subject ................................................................................................................. 32 Students’ level / age ............................................................................................. 32 Objectives ............................................................................................................ 32 Activities .............................................................................................................. 33 Detailed sessions .......................................................................................... 33 – 38 Assessment .................................................................................................. 38 – 39 Sources ................................................................................................................. 39

Bulgaria: Pharmacy .................................................................................................. 41 – 30 Title of the unit .................................................................................................... 42 Subjects ................................................................................................................ 42 Students’ level / age ............................................................................................. 42 Objectives ............................................................................................................ 42 Activities .............................................................................................................. 43 Detailed Sessions ......................................................................................... 43 – 51 Sources ................................................................................................................. 52

Romania: Agriculture and industrial machines ................................................... 53 – 67 Title of the unit .................................................................................................... 54 Subject ................................................................................................................. 54 Students’ level / age ............................................................................................. 54 Introduction .......................................................................................................... 54 Learning outcomes ............................................................................................... 55 Subject content ..................................................................................................... 55 Language objectives ............................................................................................ 55 Detailed sessions .......................................................................................... 56 – 66 Sources ................................................................................................................. 67

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Greece: Future means of transport ........................................................................ 69 – 77 Title of the unit .................................................................................................... 70 Subject ................................................................................................................. 70 Students’ level / age ............................................................................................. 70 Group size ............................................................................................................ 70 Timing .................................................................................................................. 70 Place ..................................................................................................................... 70 Introduction .......................................................................................................... 71 Learning outcomes ............................................................................................... 71 Subject content ..................................................................................................... 71 Language objectives ............................................................................................ 72 Task ...................................................................................................................... 72 Activities .............................................................................................................. 72 Detailed session ........................................................................................... 73 – 76 Sources ................................................................................................................. 77

Team members ............................................................................................................................... 81

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ERASMUS + PROGRAMME

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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‘YOUTH, MULTILINGUALISM AND PERSPECTIVES IN EUROPE’ PROJECT

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WORK

In a context with a rising unemployment among young people and early school leaving, our schools have an important role to play. Young people need to be flexible to a new labour market with quickly changeable skills. Multilingualism, e-skills and knowledge of the European labour market are essential for youth. ‘Youth, multilingualism and work perspectives in Europe’ project intended to reach this aim by emphasizing the importance of motivational strategies and ‘coaching’, both to promote academic excellence and to achieve a successful job profile, encouraging students in key skills to enter the workplace. Thus, we developed language competences and digital skills by promoting the use of Content and Language Integrated Learning (CLIL) in our schools and ICTs in the job search process. As a result, we enhanced learning and using foreign languages as a necessary means for integration into the European labour market and we analysed the possibilities to work abroad and raised awareness in the students about the importance of education and training in labour world. We also promoted the participation of socially disadvantaged students in the school's activities, giving them access to ICTs. Our partnership worked to modernize our schools and adapt them to new ways of teaching and learning. It was about cultivating the notion of European citizenship through the study of laboral possibilities in Europe. The students were involved with activities that made them acquire knowledge on their labour market and the skills they need to find work in Europe. They developed skills in ICTs, language learning and speaking in public by presenting their tasks in English and they shared their material through eTwinning. Simultaneously, teachers prepared CLIL lessons about many areas: History, Science, Technology, Arts, ... There were jointly produced products: the present e-book with CLIL lessons, a webpage with the study of the labour market in Europe and videos and all the products made by students. Throughout the two years, there were meetings in the different countries involved on the project where students showed their tasks and products. Finally, there was an evaluation plan with questionnaires, group discussions, observation and analysis, which was performed by students and teachers in progress of the project and in the end.

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CLIL LESSONS VOLUME III SCIENCE

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LITHUANIA

RENEWABLE ENERGY

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CLIL LESSON GENERAL LAYOUT

1.- TITLE OF THE UNIT

RENEWABLE ENERGY

2.- STUDENTS’ LEVEL/AGE

Secondary School (12 - 15) Pre-Intermediate, Mixed Ability Class B1 according to CEF (Common European Framework)

3.- GROUP SIZE

25 students in class (3-6 pupils in a group)

4.- TIMING 40 – 45 minutes

5.- PLACE Computers’ Lab

6.- THE AIM To provide and explore the information about renewable energy sector in Europe.

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7.- OBJECTIVES • Providing information about the sources of renewable energy. • Finding out advantages and disadvantages of renewable energy. • Exploring the labour market in other European countries regarding renewable energy sector.

8.- ACTIVITIES

Students take notes watching the presentation about renewable energy. They work in groups.

9.- DETAILED SESSION The lesson is divided into two parts: theoretical - presentation about renewable energy, practical – work in groups, which is divided into three rounds. The first - solar and geothermal energy, the review of video, students will need to answer the questions and solve the test. The second round is about the wind and water power, after video students do the tasks: letters in the table and will have to find out the missing words or numbers in the text. In the third round, the students will perform tasks related to biomass and biofuels.

PROCESS First part – Theoretical. Video1 Then sources for renewable energy2 are presented to students, explaining its pros and cons and the labour market in Europe. Students are divided into 5 groups.

1 2

https://www.youtube.com/watch?v=KEeH4EniM3E https://prezi.com/ejqzltw2ajyp/edit/?auth_key=ri4nk2q&follow=tk5jwcpfh5za#19_169551642 7

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Second part â&#x20AC;&#x201C; Round I Activity 1 - Watch this video3 about solar energy and answer the questions.

1. What alive creatures is solar power important?

2. How is it called?

3. Since when is solar power used?

4. What do people use to extract the fire?

5. What is electricity used for?

https://www.youtube.com/watch?v=bhcIJRdyrQg 8

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Activity2 - Watch the video about geothermal energy and do the test.

1. Which components made erupts of geysers? a) Water and volcano. b) Water and rocks. c) Rocks and sun.

2. Why geothermal energy is better than other energies? a) Because geothermal energy is cheap and it’s easy to get her. b) Because geothermal energy dispose into the air a lot of vapour. c) Because geothermal energy makes 50000 times more energy than other energies.

3. Why we should use geothermal energy? a) Because we can use this energy 4,5 billion years. b) Because this is not renewable energy. c) Because this energy is better than others.

4. Which one is the geothermal energy merit? a) Expensive. b) We can find this energy everywhere. c) Consistently reliable. Second part – Round II Activity 3 – Watch the video5 about hydroelectricity energy and find five words related to it.

4 5

https://www.youtube.com/watch?v=D22Z_Ynz4fY https://www.youtube.com/watch?v=kx5rsUnFYmw 9

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Activity 4 - Complete these sentences with the correct answer: 71%, 75%, 60%, generated, bimes, renewable, creating, harmful, helpful, pipes, turbines, electrical power, flowing water, river. Water covers ___________ (1) of earth's surface. It is clear, ___________ (2), reliable source of electricity. Most hydropower is ____________ (3) from dams built on rivers and streams. Water flowing through the ____________ (4) under the dam pushes turbines and creates energy (electricity). Most of the dams built before 1960s disrupt river ecosystem, but new dams are built to be less ____________ (5) to plants, fish and wildlife. Activity 5 - Watch the video6 about wind energy and match the correct facts.

1. Windmills were invented

A. 20 storey buildings.

2. In 1800 years

B. before 2000 BC in China.

3. Wind turbine high as a

C. soccer field.

4. Wind turbine wing shape blades lenght as a

D. 1 revolution every 3 seconds.

5. The blades spend a slow speed

E. in America was created the first wind turbine.

Second part â&#x20AC;&#x201C; Round III Activity 6 â&#x20AC;&#x201C; Create biomass occurrence circle.

Activity 7 - Read the text and say if the sentences below are true, false or if there is no information:

Scientists have long known how to convert various kinds of organic material into liquid fuel. Trees, shrubs, grasses, seeds, fungi, seaweed, algae and animal fats have all been turned into biofuels to power cars, ships and even planes. As well as being available to countries without tar sands, shale fields or gushers, biofuels can help reduce greenhouse-gas emissions by providing an alternative to releasing fossil-fuel carbon into the atmosphere. Frustratingly, however, making biofuels in large quantities has always been more expensive and less convenient than simply drilling a little deeper for oil. 6

https://www.youtube.com/watch?v=Fep4CSRoreE 10

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1. Scientists recently know how to convert various kinds of organic material into liquid fuel.

2. Biofuel is produced from organic material.

3. Biofuel increases greenhouse effect.

4. Inorganic material is used more than organic material.

5. Biofuel is useful for farmers

10.- SOURCES

http://www.zec.lt/energetikos-rusys/vejo-energija http://www.vejojegaines.lt/content/view/101/30/ http://www.lvea.lt/index.php/lt/p/vejo-energetika/vejo-energijos-privalumai http://www.vejojegaines.lt/content/view/27/30/ http://www.bernardinai.lt/straipsnis/2014-03-27-martynas-nagevicius-vejo-energetika-privalumaitrukumai-rizikos-ir-perspektyvos-lietuvoje/115615 http://rtn.elektronika.lt/mi/0504/vejo.html https://lt.wikipedia.org/wiki/GeoterminÄ&#x2014;_energija https://zaliaideja.wordpress.com/2012/04/15/geotermine-energija-ii/ http://www.conserve-energy-future.com/Advantages_GeothermalEnergy.php http://geo-energy.org/Basics.aspx http://www.conserve-energy-future.com/GeothermalEnergy.php

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POLAND

SCIENTIFIC METHOD HOW THE SCIENCE IS CREATED?

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CLIL LESSON GENERAL LAYOUT

1.- TITLE OF THE UNIT

SCIENTIFIC METHOD AS A FILED STUDY. HOW THE SCIENCE IS CREATED?

2.- SUBJECTS

Biology, Science, Technology, ICT

3.- STUDENTSâ&#x20AC;&#x2122; LEVEL/AGE

13-16 years old

4.- OBJECTIVES

4.1. Content objectives: 1) I know the basic knowledge of scientific method. 2) I know how to apply the scientific field study. 3) I know how to estimate the total number of species of the investigated area.

4.2. Language objectives: New vocabulary concerned with science, scientific method, meteorological data and field study, and new ICT applications, (optional) instaling - platform for language learning.

5.- ACTIVITIES

Individual work, group work, brainstorm, working on tablets or smartphones, (optional) google documents (document, spreadsheet), installing - platform for language learning - homework. 14

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6.- DETAILED SESSIONS a) Presented the aims. b) Activities 1-7. c) Revision - Summary of the lesson: What was the aim of the lesson?

7.- ASSESSMENT Questions, red/green cards, e-test.

8.- MATERIALS a) 2. CLIL lesson Science - students worksheet 11. b) 3. CLIL lesson Science - students worksheet 2 tables and figures2. c) 4. CLIL Science lesson - pictures of butterflies3.

https://docs.google.com/document/d/132P-zecuIUaQeL19bpxlRHCgQ1Hf35WgVWixZ6OTeQg/edit?usp=sharing https://docs.google.com/document/d/12gmYffMYfYTE4N7cwAi9Eie92c-KTchH3q3T9lHMfSA/edit?usp=sharing 3 https://docs.google.com/document/d/1jXejBex1cNqMUFWpWjf-Pb2YAybMiAIMiKYHxhPG6VQ/edit?usp=sharing 2

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DETAILED PLAN

Welcome the class – Today we are going to feel like field scientists and we will know some of their everyday researches the provide the answers for a few important ecological problems.

AIM. (PRESENTATION) - Objectives of the lesson: a) I know the basic knowledge of scientific method. b) I know how to apply the scientific field study. c) I know how to estimate the total number of species of the investigated area.

Activity 0 - (optional) Divide the class into 5-6 groups. Dedicated students show the methods of collecting field data in scientific investigations on the cards or in real and describe them for separate groups. Groups exchange. • Entomological net or umbrella • Entomological bucket • Pitfall trap • Malaise trap • Light trap • Food trap • Transect - linner, point You have got 3 minutes.

Activity 1 - Students try to look in the field (presenting the forest) and they try to answer for the question: • How many ladybirds/butterflies species are there? • Is it possible to answer for above question (in statistical error 10-20%) investigating only 20% of the area or 40%, or 50%, or …. how big area must be investigated to answer for this question (maybe 100%)? • What is going to happen with the number of species if the half of the area gets totally destroyed (fire, motorway, manufacture). Will the half of the species disappear? More than a half? Or less than a half? (optional)

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So, students make their predictions putting on the hypothesis (Task 1 ).

Activity 2 - Students using apps (on tablets - Weather & Clock Widget) collect the meteorological data (Task 24). Students have got 3 minutes.

https://docs.google.com/document/d/132P-zecuIUaQeL19bpxlRHCgQ1Hf35WgVWixZ6OTeQg/edit?usp=sharing 17

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Activity 3 - Students collect field data fill in the proper table 1-6 (Task 35). Students have got 15 minutes. Then such documents should be created and shared between students Explanation: every species is represented by a different capâ&#x20AC;&#x2122;s colour and shape. They are numbered. The investigation will be repeated few times.

https://docs.google.com/document/d/132P-zecuIUaQeL19bpxlRHCgQ1Hf35WgVWixZ6OTeQg/edit?usp=sharing 18

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Activity 4 - Students draw a figure 1 The increasing number of new species in the investigated parcels, using the data from the proper table from 1 to 6 (last column) (Task 46). Students possess the printed copy or electronical forms of the document called: 2. CLIL lesson Science - students worksheet 16.

https://docs.google.com/document/d/132P-zecuIUaQeL19bpxlRHCgQ1Hf35WgVWixZ6OTeQg/edit?usp=sharing 19

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Tables and figures. Group 1. Table 1 - 20% of the area - 7 randomly chosen parcels Square No.

Investigated square (choosen randomly)

Number of species in a square

Number of specimen

Number of new species (as total). They cannot be repeated.

1 2 3 4 5 6 7

Figure 1. The increasing number of new species in the investigated parcels

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Group 2. Table 2 - 30% of the area - 11 randomly chosen parcels Square No.

Investigated square (choosen randomly)

Number of species in a square

Number of specimen

Number of new species (as total). They cannot be repeated.

1 2 3 4 5 6 7 8 9 10 11

Figure 1. The increasing number of new species in the investigated parcels.

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Group 3. Table 3 - 40% of the area - 14 randomly chosen parcels Square No.

Investigated square (choosen randomly)

Number of species in a square

Number of specimen

Number of new species (as total). They cannot be repeated.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 Figure 1. The increasing number of new species in the investigated parcels.

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Group 4. Table 4 - 50% of the area - 18 randomly chosen parcels Square No.

Investigated square (choosen randomly)

Number of species in a square

Number of specimen

Number of new species (as total). They cannot be repeated.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Figure 1. The increasing number of new species in the investigated parcels.

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Group 5. Table 5 - 60% of the area - 22 randomly chosen parcels Square No.

Investigated square (choosen randomly)

Number of species in a square

Number of specimen

Number of new species (as total). They cannot be repeated.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Figure 1. The increasing number of new species in the investigated parcels

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Group 6. Table 6 - 70% of the area - 26 randomly chosen parcels. Square No.

Investigated square (choosen randomly)

Number of species in a square

Number of specimen

Number of new species (as total). They cannot be repeated.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Figure 1. The increasing number of new species in the investigated parcels.

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Table 7 - The number of specimen - the domination structure.

Lp.

Species (scientific - Latin name)

Colour (shade) and the The following number of number of the bottleâ&#x20AC;&#x2122;s cap specimen in every parcel

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Figure 2. The dominance structure of butterflies/ladybirds

Total number of specimen

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Activity 5 - Students fill in the table 7 (online- optional) and figure 2 Dominance of species (Task 57). Students have got 5 minutes.

https://docs.google.com/document/d/132P-zecuIUaQeL19bpxlRHCgQ1Hf35WgVWixZ6OTeQg/edit?usp=sharing 27

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Activity 6 - Students make the calculations and then give the results in the oral presentation. Every student (4 of them) make calculations using a different species estimators (Jackknife 1, Jackknife 2 and Chao 1, Chao 2). (online- optional) (Task 68). Students have got 5 minutes.

https://docs.google.com/document/d/132P-zecuIUaQeL19bpxlRHCgQ1Hf35WgVWixZ6OTeQg/edit?usp=sharing 28

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Activity 7. Summary of the lesson - evaluation - What was the aim of the lesson? Show the aims presentation. All students give and share their results by accepting or refusing the hypothesis. In the group we answer for the put questions. (Task 79) Students have got 5 minutes.

Activity 8 - Homework (optional) • www.instaling.pl - platform for language learning - do 5 sessions during the following week.

• Additional material: butterflies10. 9

https://docs.google.com/document/d/132P-zecuIUaQeL19bpxlRHCgQ1Hf35WgVWixZ6OTeQg/edit https://www.google.com/url?q=https://docs.google.com/document/d/1jXejBex1cNqMUFWpWjfPb2YAybMiAIMiKYHxhPG6VQ/edit?usp%3Dsharing&sa=D&ust=1467130872251000&usg=AFQjCNFAgBbcoCvqygq0_AnGtH 9K46c_tw 10

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SPAIN

BIOMEDICINE

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CLIL LESSON GENERAL LAYOUT

1.- TITLE OF THE UNIT BIOMEDICINE

2.- SUBJECT Biology

3.- STUDENTSâ&#x20AC;&#x2122; LEVEL/AGE 16-year-old students

4.- OBJECTIVES 4.1. Content objectives: 1) Knowing that a stem cell is a cell that can both self-renew and differentiate. 2) Knowing that there are different types of stem cells and be aware of where they are found. 3) Knowing why stem cells are important in the body. 4) Knowing how stem cells are used as therapy of some diseases.

4.2. Language objectives: 1) Acquiring specific vocabulary regarding stem cells. 2) Developing reading and listening comprehension in English. 3) Developing oral and written expression in English.

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5.- ACTIVITIES Vocabulary related with the topic of each session (match words with their meaning), reading comprehension (texts, games), listening comprehension (videos), oral expression (individual and group speaking activities, expositions).

6.- DETAILED SESSIONS We designed 2 sessions, the first one is about how stem cells work, and the second one is about how stem cells are used in medicine: Session 1.- Stem cells Activity 1.- Watch the following video1 and write the words and sentences that this video suggests.

https://www.youtube.com/watch?v=_td8Op8oHsA 33

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Activity 2. Vocabulary - Match the words with their meaning.

WORDS

MEANINGS

1 Cell

A The developing, immature form that could form a young adult.

2 Stem cells

B The biological building blocks of all organisms.

3 Embryo

C When a sperm joins with a female egg to form an embryo.

4 Umbilical cord

D It is the flexible tissue in the interior of bones.

5 Bone marrow

E A ball of cells formed shortly after fertilization.

6 Specialised cells

F Cells that can change into any type of specialist cell.

7 Fertilization

G It is a conduit between the developing embryo or fetus and the placenta.

8 Blastocyst

H Cells in multicellular organisms are modified to carry out a particular function.

Activity 3.- Letâ&#x20AC;&#x2122;s watch the following video3 about stem cells.

2 3

http://prezi.com/6oneskqv5pf1/?utm_campaign=share&utm_medium=copy&rc=ex0share http://www.re-gen-x.com/about-stem-cells.html 34

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Activity 4. Fill in the gaps of the text by using the words in italics: Embryonic stem cells, Stem cells, Adult stem cells

1 ………………………………… are cells found in the embryo when it’s just a few days old. They are pluripotent cells, meaning they are capable of differentiating into all the different types of specialised cells in the body. 2 ………………………………………..are special cells which have two unique properties, called self-renewal and differentiation.

Self-renewal describes the process by which a stem cell produces an identical copy of itself.

Differentiation describes the ability of stem cells to generate the specialised cell types found in the body, for example, blood cells or neurons. 3 ………………………………..are multipotent stem cells found in many tissues in the body. They are also found in the foetus during development, as well as in the umbilical cord and placenta.

Their role is to allow the constant renewal of cells throughout life. For example, it is estimated that 50-70 billion cells die every day in the adult human; adults shed 30-40,000 skin cells shed per hour, and need 100,000 new blood cells every day. 4 …………………………….. have a more limited differentiation potential than pluripotent 5 …………………………………, meaning they can become fewer cell types (hence the term multipotent).

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Activity 5.- Letâ&#x20AC;&#x2122;s go to a virtual lab that works on stem cells. You have to find out how adult and embryonic stem cells work. 1) You have to use adult stem cells in order to create red blood cells from bone marrow. 2) You have to use embryonic stem cells in order to create heart muscle cells.

Activity 6.- Letâ&#x20AC;&#x2122;s play5.

4 5

http://virtualstemlab.com/stemcell.html https://create.kahoot.it/#user/0f7da19f-1fd7-4b7f-9f15-5398b9eb133d/kahoots/created 36

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Suggested development of the session: We would distribute the pupils of the class in six teams of 4 members each one. After watching the introductory video, pupils may tell us words or sentences that this video suggests them. This part would take 2 minutes.

Later, we would show pupils key words and their associated picture. Pupils would do a vocabulary activity to check if they understood the meaning of every word. All this part is completely developed in the Prezi presentation. This part would take 5 minutes.

Moreover, pupils would watch a video about stem cells.This part would take 5 minutes.

After this, pupils would read a text, and they would do an activity about filling in gaps. This part would take 5 minutes.

Then, pupils would create specialized cells by using adult stem cells or embryonic stem cells in a virtual lab.

Finally, pupils would play a kahoot game in order to check if they understood the main content objectives of the unit: Session 2.- Stems cells therapy in different diseases. Activity 7.- Letâ&#x20AC;&#x2122;s cure diseases. We can see different diseases and how stem cells therapy could cure them in the following presentation6:

In this presentation7 we can see the pictures of different diseases: 6 7

http://prezi.com/fjllu0gxxji5/?utm_campaign=share&utm_medium=copy&rc=ex0share http://prezi.com/_kanh8tbdu3q/?utm_campaign=share&utm_medium=copy&rc=ex0share 37

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Suggested development of the session: In this session pupils would learn the use of stem cells as a cell therapy for curing some diseases.

Firstly, I would give them pictures with their related texts, some pupils would explain them the causes of the illness and how to cure them by using stem cells.

Finally, the rest of the pupils would do an oral exposition of this by using only the pictures.

This part would take 1 hour.

KEY SOLUTIONS

Session 1.- Working on the highway. Activity 2.1 B

2 F

3 A

4 G

5 D

6 H

7 C

8 E

Activity 4.1 and 5: Embryonic stem cells

2: Stem cells

3 and 4: Adult stem cells

7.- ASSESSMENT We would assess the activities by using the following checklist:

TEAM 1

TEAM 2

TEAM 3

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 38

TEAM 4

TEAM 5

TEAM 6

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Every activity has a different punctuation depending on its difficulty.

ACTIVITIES

POINTS Words=5 points

Activity 1 Sentences=10 points Activity 2

2 points per correct answer

Activity 4

4 points per correct answer Both tasks =20 points

Activity 5

One task = 10 points Zero tasks = 0 points 1st team=100 points 2nd team=80 points 3rd team= 60 points

Activity 6 4th team= 40 points 5th team= 20 points 6th team= 0 points Very good =20 points Activity 7

Good = 10 points Bad = 0 points

8.- SOURCES https://www.newscientist.com/article/dn23568-stem-cell-treatment-restores-sight-to-blind-man/ http://www.mayoclinic.org/diseases-conditions/dry-macular-degeneration/symptoms-causes/dxc20164888 http://www.nature.com/news/2006/060403/full/news060403-3.html http://www.elperiodico.com/es/noticias/ciencia/japon-aprueba-primer-ensayo-clinico-humanos-concelulas-madre-adultas-2441450 http://ccaa.elpais.com/ccaa/2013/08/20/andalucia/1376997328_358539.html http://www.itrt.es/estudios/artrosis-msv 39

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BULGARIA

PHARMACY

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CLIL LESSON GENERAL LAYOUT

1.- TITLE OF THE UNIT

PHARMACY

2.- SUBJECTS Social Science – Geography

3.- STUDENTS’ LEVEL/AGE

Level: B1.2. / Age: 12-15

4.- OBJECTIVES

CONTENT AIMS

LANGUAGE AIMS

-Learn about Pharmacy production in EU.

-Review and enrich vocabulary on pharmacy.

- Learn about the history of pharmacy.

-Review Simple Past Tense and imperative,

- Learn about the most important discoveries in recommendations. pharmacy.

-Boost Students awareness of the benefit of

- Reflect on the importance of pharmacy.

taking part in discussions.

- Learn and discuss the alternative medicine and homeopathy.

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First five minutes: Review: refresh the vocabulary on Pharmacy production. Advance organizer: present the tasks for the lesson to get the students ready and familiar with the topic. Goal: learn about pharmacy and its impact on the world economic. Resources: students’ presentations, video youtube, powerpoint presentation.

5.- ACTIVITIES

Reading texts and answering questions; true or false activities, filling in gaps with grammatical tasks, filling in gaps with lexical tasks, watching a video and comprehensive tasks. Anticipated problems/solutions: Internet access- not available or other technical problems.

6.- DETAILED SESSIONS

Session 1. Activity.- A scene, performed by the students, introducing the topic and refreshing the vocabulary. Boris: Hi, everybody! I am Dr Boris Lulin. How are you? OK? Perfect! How are you, dear? And you? Wow, you are all OK!!! Wonderful! All - happy and smiling! But this boy here looks a bit upset. What’s the matter, dear? You’ve got stomach ache? Come with me and I will give you a pill. You will be fine, don’t worry. Here you are: a little white pill-take it with some water. (There is a knock on the door) A: Hi, Lyubomira! Come on in and have a seat. Now what seems to be the problem? B: I have a rash on my arm. A: Let me see. Oh, yes! How long have you had the rash? B: It’s been about a week. 43

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A: Are you taking anything for it? B: I put some cream on it but it doesn’t seem to be helping. A: I see. Are you allergic to any medications? B: Not that I know of. A: I’m going to give you a prescription for this ointment. I want you to apply it three times a day. You should also avoid scratching your skin. And it’s important to use as little soap as possible. Come again next week if it doesn’t get better over the next few days. (Again a knock on the door.) A: OK, Lyubomira, you can go back to your lesson and after classes buy the ointment. Bye! B: Thank you , doctor! Bye! (A teacher and a student come in) A: Mrs Avramova, Atanaska, what’s the matter? C: I suppose Atanaska has got a sore throat, doctor. She has got a fever and I am very worried because she is coughing and sneezing all the time. I hope it isn’t a flu. (Atanaska coughs and sneeses) A: Let me see, dear. Don’t worry, just open your mouth, please. Yes, you have a sore throat. I am afraid, she’s got a flue, Mrs Avramova. C: I guess! Can I help you, doctor? Because I have to go back to my class. I’ll call Atanaska’s father to come and take her home. OK, Atanaska, you stay here and listen carefully to the doctor’s advice, please! D: I will, Mrs Avramova. Will I do the test on Friday? C: Of course not, dear! Stay calm and take care. You can do the test next week. Good bye! A: Good bye, Mrs Avramova! D: Good bye, Mrs! A: Well, dear, you have to stay in bed the next three days, take the pills with some water or tea and relax. D: May I watch TV, doctor? 44

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A: I’m afraid, you may not. No TV, no internet, no books the first two days. You must relax, drink hot tea, take the pills and I hope in two days you’ll feel better. Now, while waiting for Atanaska’s father to come I’d like to ask you a few questions: What must and what mustn’t we do be healthy? What do you think? Yes, we must eat healthy food like fruits and vegetables. But you also need the proteins in meat, fish and milk. Yes, we must make fitness a priority. And you must get enough sleep, which means no surfing late at night.(the most difficult task, I suppose. You mustn’t smoke and I believe it’s the easiest task, isn’t it? Get vitamins. OK, who said vitamins? Yes, vitamins will help a lot. Let me see, here they are, different and useful vitamins. I will treat you now. Take one pill everybody, please. Here you are, the most important vitamins like: .................................................... ................................................................................................................................................................ F: Hello, everybody, my name is Yordanka Furnadjieva, but you can call me Danny. A: And I am Dimka Avramova, no, I am not a teacher, but I would like to be one day, may be…. F: We are here to learn together with you about Pharmacy.

The roles were performed by: Doctor: Borislav Lulin Student 1: Yumer Ilanski Student 2: Lyubomira Borisova Student 3: Atanaska Topurkova Teacher: Dimitriyka Avramova

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Session 2. Activity 1.- A PowerPoint presentation on Pharmacy and its goals.

Activity 2.- A comprehensive exercise, matching words and definitions on the topic. Match the words and definitions: 1.

Spices

is the scientific study of methods of preparing medicines and drugs used for treating medical conditions.

Prescription

is a formal promise to do something.

Pharmacy

is wet earth that is soft and sticky.

Bark

a piece of paper that a doctor gives you and says what type of medicine you need.

Mud

are used in cooking and they have a strong taste and smell.

Oath

is the outer covering of a tree.

Fill the table with your answers: 1.

Key solution:

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Session 3. Activity.- History of pharmacy. Answer with TRUE or FALSE: 1. Leaves, mud and dry clay were used by early man to heal wounds. 2. The Greeks started to treat diseases in a logical way instead of believing in spiritual explanation. 3. â&#x20AC;&#x2DC;The Father of Medicineâ&#x20AC;&#x2122;- Hippocrates was philosopher, physician and pharmacist. 4. The first Pharmacy shop in the world was in Baghdad about 792 B. C. 5. University education was first required during the Renaissance. 6. Physicians did not take pharmacists seriously and they were in the same guilds with spicers. 7. Roots, bark and herbs were used but controlled by the government during the Empiric era. 8. During the Renaissance new chemical medicines were made and drugs were exported to the Orient. 9. The first hospital was started in England. 10. Phenobarbital and morphine were discovered in 20th century. 11. Industrial manufacturing was done to meet the needs of pharmaceutical products to treat wounds after the two world wars. 12. The New Horizon Era in Pharmacy is based on the DNA technology.

Fill in the table with your answers: 1.

10.

11.

12.

Key solution: 1.

10.

11.

12.

1.F (not clay); 4.F (792 A.D.); 8.F (imported from the Orient); 9.F (in USA); 10. F (19th century). 47

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Session 4. Activity 1.- A PowerPoint presentation on the discoveries in Pharmacy.

Activity 2.- A lexical and grammar exercise on penicillin discovery. Read the text about penicillin and answered the questions: 1. Who discovered penicillin? 2. Why was penicillin an important discovery?

The following sentences (1-5) are missing from the text. Where do they go? Label them with the correct position (A-E). 1. For example, simply cutting your hand could be fatal! 2. He named this substance penicillin. 3. Fleming was a bacteriologist working at St. Maryâ&#x20AC;&#x2122;s Hospital in London. 4. An antibiotic can attack, kill and prevent these bacteria from multiplying. 5. During the Second World War, the medical industries in the USA and Great Britain worked together to produce large quantities of penicillin.

Fill the table with your answers: 1.

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LIVE SAVER Penicillin was the first antibiotic used to treat bacterial infections successfully. A bacterial infection is caused when bacteria multiplying the body. (A) ............................................................................... Before the discovery of penicillin, many people suffered and died from bacterial infections that are not considered dangerous today. (B) ..................................................................................................... Alexander Fleming discovered penicillin in 1928. (C) ......................................................................... He noticed that a blue-green mould was growing on a plate culture of the bacteria, Staphylococcus. The mould was dissolving bacteria around the plate. He decided to grow the mould and found that it produced a substance which could kill bacteria. (D) ............................................................................ In 1939, a group of scientists at Oxford University developed Flemingâ&#x20AC;&#x2122;s research and realized the importance of penicillin as a life-saving drug. (E) ................................................................................ Penicillin made a big difference in the number of deaths and amputations caused by infection. In 1945 Alexander Fleming was awarded the Nobel Prize for his discovery.

Session 5. Activity.- A video1 on Pharmacy production.

https://www.youtube.com/watch?v=5e55VoLLpqw 49

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Session 6. Activity.- A quiz on the topic of Pharmacy. 1. Robert Kernstock is A) a pharmacist B) a scientist C) a doctor

2. R. Kernstock thinks A) it is cool to be a doctor at school B) it is boring to work in a hospital C) it is cool to be a scientist where medicines are made

3. Scientists are A) restricted to certain jobs B) everywhere nowadays C) only in laboratories

4. Robertâ&#x20AC;&#x2122;s job at Astellas Pharma is to A) measure the drugs B) prescribe the ingredients for medicines C) search for new chemicals for drug making

5. Medicines are discovered and made A) from things found in nature B) in laboratories by scientists C) both

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6. A pharmaceutical company A) produces medicines B) develops medicines C) produces, develops and sells medicines

7. The first step in making a medicine is A) to discover the potential one B) to check if it is safe C) to test it

8. Before testing the drugs on volunteers : A) they are tested on animal cells B) human cells C) both

9. The final stage - the approval process is fulfilled A) only after the animals are cured B) once the drug has shown to be safe C) if there is necessity

10. The whole process can take a total of A) 10 years B) 5 years C) from 10 to 15 years

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7.- SOURCES All these links are used materials for the lesson: https://elt.oup.com/elt/students/networkitaly/clil/Network_1_CLIL_Lessons.pdf?cc=us&selLangua ge=en https://www.youtube.com/watch?v=ZdYRtKCxC68 https://www.youtube.com/watch?v=iRJj11pVYTo https://www.youtube.com/watch?v=-Ei9-B-uRwk https://www.youtube.com/watch?v=5e55VoLLpqw https://www.youtube.com/watch?v=c7I_vyMp0ac

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ROMANIA

AGRICULTURE AND INDUSTRIAL MACHINES

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CLIL LESSON GENERAL LAYOUT

1.- TITLE OF THE UNIT

AGRICULTURE AND INDUSTRIAL MACHINES

2.- SUBJECT

Science

3.- STUDENTS’ LEVEL/AGE

13-15 years old

4.- GROUP SIZE

25 students

5.- INTRODUCTION

The main aim of this lesson is to emphasize the most important issues related to agriculture and industrial machines. During the lesson, students will acquire the specific terms of the topic and they’ll use them to make connections which emphasize the features and the importance of the agriculture worldwide, as well as in Romania.

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6.- LEARNING OUTCOMES • Being aware of the agriculture role on humanity; • Defining cereals and vegetables; • Specifying types of cereals and vegetables; • Being aware of the advantages of cultivating vegetables; • Discovering the role of industrial machines in agriculture; • Acknowledging the benefits of cereals; • Identifying the countries cultivating half of the land assigned for the vine, worldwide; • Discovering the 10 countries which provide the global wine production, also, the main cultivated vine varieties; • Finding out the place is Romania ranked in global and European wine and vegetables production; • Identifying the most cultivated areas with vegetables and vine in Romania; • Acknowledging the impact of new technologies in agriculture development.

7.- SUBJECT CONTENT • Cultivation of cereals: defining cereals, types of cereals, agricultural machines, cereals benefits; • Cultivation of vegetables: • Cultivation of vine: cultivating countries, vine varieties, new technologies in vineyard and vinification.

8.- LANGUAGE OBJECTIVES • Acquiring specific vocabulary regarding agriculture; • Developing reading, listening and speaking skills; • Improving oral and written expressing in English.

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9.- DETAILED SESSIONS

Students are divided into five groups.

Session 1: Cultivation of cereals Each group will get a worksheet1 to fill in (along the activity), using the information which will be used in the assessment. Worksheet Agriculture and industrial machines Cultivating cereals 1. -

The types of grains are :

2. Uses of cereals: 3. Modern technology used in agriculture refers to: 4. The benefits of cereals are: 1

https://docs.google.com/document/d/1k_EIKlnd-HkIgRW-JDPv9Be98AmkxdHmJ6iKjN_da30/edit 56

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Activity 1.- Motivating video .

Activity 2.- Brainstorming. Starting question: What is the importance of cereals in everyday life? Activity 3.- The vocabulary3 of the topic. Vocabulary Agriculture and industrial machines - Cultivating cereals 1. Maize - a tall cereal plant, Zea mays, cultivated in many varieties, having a jointed, solid stem and bearing the grain, seeds, or kernels on large ears. 2. Rice - the starchy seeds or grain of an annual marsh grass, Oryza sativa,cultivated in warm climates and used for food. 3. Wheat - the grain of any cereal grass of the genus Triticum, used in the form of flour to make bread, cakes, etc., and for other culinary and nutritional purposes. 4. Barley - the grain of this plant, used as food and to make beer, ale, and whiskey. 5. Sorghum - a cereal grass, Sorghum bicolor, having broad, cornlikeleaves and a tall, pithy stem bearing the grain in a dense terminalcluster. 6. Millet - a type of grass that is grown for its seeds which are used as food. 7. Fertilizer - a substance (such as manure or a special chemical) that is added to soil to help the growth of plants. 8. Irrigation - is the artificial application of water to the land or soil; It is used to assist in the growing of agricultural crops, maintenance of landscapes, and revegetation of disturbed soils in dry areas and during periods of inadequate rainfall. 9. Genetic engineering - is the direct manipulation of an organism's genome using biotechnology. It is a set of technologies used to change the genetic makeup of cells, including the transfer of genes within and across species boundaries to produce improved or novel organisms. 10. Crop - Cultivated plants or agricultural produce, such as grain, vegetables, or fruit, considered as a group. 2 3

https://www.youtube.com/watch?v=Xt1gm3PtKFM https://docs.google.com/document/d/1QSVphXS9cBFxSbcqUqSj7ROM2CeKK0zHn80yC4yXXjw/edit 57

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Task: Acquiring and using specific terms of the topic – ‘Cultivation of cereals’. Activity 4.- Presenting a material4 about the cultivation of cereals and industrial machines. Activity 5.- Playing a multiple choice game – Kahoot: Agriculture5.

Activity 6.- Identifying the types of grains, using samples.

Assessment: • Identifying keywords after watching a video and writing them on the worksheet; • Using keywords in teaching game; • Matching the cereals (grains) to their names. At the end, students watch a video: ‘The farms of the future’6

https://docs.google.com/presentation/d/16lHzeiD5coZ3AWrOD5JSnkVxwVd-gjRXRPhOZHDEeKE/edit#slide=id.p https://play.kahoot.it/#/k/8557a12b-64f4-41fd-86e5-ef7d0f8334ed 6 https://www.youtube.com/watch?v=Xg27iMXwdV0 5

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Session 2: Cultivation of vegetables

Activity 1.- Brainstorming. Starting question: What vegetables do you know? Using the information offered by students, there will be drown a bunch on the topic â&#x20AC;&#x153;The most important vegetablesâ&#x20AC;?, made on flipchart paper. Activity 2.- The vocabulary7 of the topic. Vocabulary Agriculture and industrial machines - Cultivating vegetables

1. Vegetables - are plants or parts of plants used as food, such as cabbages, potatoes, turnips, or beans.

2. Tomato - is a glossy red, or occasionally yellow, pulpy edible fruit which is eaten as a vegetable or in salad.

3. Onion - is a swollen edible bulb used as a vegetable, having a pungent taste and smell; it is composed of several concentric layers.

4. Carrot - is a tapering orange-coloured root eaten as a vegetable.

5. Greenhouse - is a glass building where plants that need protection from cold weather are grown.

6. Vegetable cultivation - is the science which deals with studying vegetable plants, in terms of biological peculiarities, bio and ecosystem relationships that determine the most appropriate culture technologies in order to achieve higher yields, in terms of quality and quantity, in conditions of high economic efficiency.

https://docs.google.com/document/d/1n_0DNgjSBv0dHsitnRXmkXDRc3Yy9kZaWghbKxKTFTA/edit?ts=5717e47f 59

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Task: Acquiring and using the specific terms on the topic - ‘Cultivation of vegetables’ Activity 3.- Presenting a material8 about the cultivation of vegetables legumelor and industrial machines.

Activity 4.- Filling in a text: Handout Fill in the texts with the suitable vegetable:

Vegetables deliver ample amounts of vitamins, including folate, vitamin A, vitamin K and B6, as well as carotenoids like beta carotene from .............................. ............................ are high in vitamin C, a good source of fiber and add abundant flavor to a wide variety of food. Hint: it makes you cry! .............................. belong to the same botanical family as melons and squashes, they are produced for fresh consumption or for eventual processing into pickles. The ........................... is a starchy, tuberous crop – an essential crop in Europe and the fourth largest food crop in the world. The ........................... is the edible, often redberry-type fruit of Solanum lycopersicum, being consumed in diverse ways, as an ingredient in many dishes, sauces, salads and drinks.

Activity 5.- Matching the words to the pictures: Worksheet9 Match the words to the pictures.

CUCUMBER, GREEN HOUSE, POTATOES, TOMATOES, INDUSTRIAL MACHINES, CARROTS, ONION

8 9

https://docs.google.com/presentation/d/1BgcwuJKNZ4DIW57LBn_ZhbBwQ9x-6rNHIm0PtYQLpl8/edit?ts=5717e4fc#slide=id.p https://docs.google.com/document/d/1zikewHmOdQP0jdVf1a8BOAbIkfjtMShmTFp4yKWHcHc/edit 60

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Activity 6.- Matching orally other two related words, starting from a keyword.

Assessment: • Using keywords in completing a lacunar text; • Matching the words to the pictures (each group gets a worksheet); • Acquiring the specific vocabulary. The activity will be ended by watching a video10.

Session 3: Cultivation of vine / Viticulture

Activity 1.- Brainstorming. How much do you think the technology helped winemakers? You’ll discover the answer to this question here11. Activity 2.- The vocabulary12 of the topic. Vocabulary Agriculture and industrial machines - Cultivating vine / Viticulture

1. Vineyard - a vineyard is a plantation of vines, grown mainly for winemaking, but also raisins, table grapes and non-alcoholic grape juice. 2. Winemaking or vinification - is the production of wine, starting with the selection of grapes or other produce and ending with bottling the finished wine. 3. Harvest - is time of year when crops are ripe and ready to be gathered. 4. Cellar - Cellar is a room, or set of rooms, for the storage of food, fuel, etc., wholly or partly underground and usually beneath a building. A winecellar - a cellar for the storage of wine. 5. Oak barrels - Oak is used in winemaking to vary the color, flavor, tannin profile and texture of wine. It can be introduced in the form of a barrel during the fermentation or aging periods, or as free-floating chips or staves added to wine fermented in a vessel like stainless steel. Oak barrels can impart other qualities to wine through evaporation and low level exposure to oxygen. 10

https://www.youtube.com/watch?v=er34VcOUwLk https://www.youtube.com/watch?v=7Oq76Ls3lEY 12 https://docs.google.com/document/d/1EK21kW7TYcrjoIsiPRpwlOwjVAKyKQnoKu-akUz-1pw/edit?ts=5715f299 11

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Task: Acquiring and using the specific terms on the topic - ‘Viticulture’ Activity 3.- Using a map of Europe13, mark the top countries in vineyards and wine production: Vineyard in Europe

Activity 4.- Matching the pictures to the keywords. Worksheet14 Match the pictures with the keywords:

Winemaking

Oak barrels

Vineyard

Harvest

Cellar

13 14

https://docs.google.com/document/d/1G0RbQWscSlDh3nlLRsO9hPg2URIitm8xXZ_mdIUPT0Y/edit https://docs.google.com/document/d/1j9Chc0h9k2qlTLZGIzYSr5hYUI0uZS2mViRpXEl2CrA/edit?ts=57127c93 62

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Activity 5.- Build up sentences using the keywords of activity 4.

Assessment: • Each group gets a worksheet with a map of Europe. The task is to mark the main wine producing countries and also the main vine cultivator countries. • Each group gets a worksheet with the same task, of matching words to pictures, • Using keywords in building up sentences.

General activity (for all three sessions):

Activity.- Making posters.

Assessment: • Each group will perform a poster on a specific topic of Agriculture: 1. The first group will receive an envelope which consists of plant images, seeds and uses (students must match the three groups of elements):

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2. The second group must match agricultural machines and technologies represented by images to their name:

TRACTOR

PLANTER

COMPUTER MONITORING SYSTEMS

HERBICIDE

FERTILIZER

HARVESTER

3. The third group must write the benefits of cereals.

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4. The fourth group will fill in a crossword about agriculture: Complete the crossword puzzle, discovering the defined terms

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Vertically (A-B), you will discover the branch of the material production which has as an object the culture of plants and animal breeding.

1. A tall annual cereal, cultivated for its yellow edible grains, which develop on a spike. 2. The artificial application of water to the land or soil. 3. It is a glass building where plants that need protection from cold weather are grown. 4. An alcoholic drink made of fermented grape juice. 5. The starchy seeds or grain of an annual marsh plant, Oryza sativa, cultivated in warm climates and used for food. 6. Long, green vegetables with watery consistency, usually eaten raw in salads or pickled. 7. The grains used for food, as: wheat, maize, or rye. 8. Plants or parts of plants used as food, such as cabbage, potatoes, carrots, or beans. 9. Cultivated land with a certain kind of plant. 10. A plantation of vines 11. Organ of the plant from which it can develop a new plant - grains orâ&#x20AC;Ś

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10. V

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11. S

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5. The fifth group must draw a bunch with the three branches of agriculture presented in the material (cultivation of cereals, cultivation of vegetables, viticulture) and match appropriate images to each agricultural branch:

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10.- SOURCES Google Presentation: Presentation cultivating cereals15 Informative material16 Winemaking industry17

Google Docs: Worksheet18 Keywords-cereals19 Vocabulary - Vegetables culture20 Viticulture keywords21 Map of Europe22 Words and pictures23 Vegetables24

Motivating videos: Video 125 Video 226 Concluding Video27 Greenhouse vegetables28

Kahoot

https://docs.google.com/presentation/d/16lHzeiD5coZ3AWrOD5JSnkVxwVd-gjRXRPhOZHDEeKE/edit#slide=id.p https://docs.google.com/presentation/d/1BgcwuJKNZ4DIW57LBn_ZhbBwQ9x-6rNHIm0PtYQLpl8/edit#slide=id.p 17 https://docs.google.com/presentation/d/18WHGwTJEl9i2Pr97tvdcmhNIPWlI5v3OUWCHv29IKNk/edit?ts=57127c63#slide=id.p 18 https://docs.google.com/document/d/1k_EIKlnd-HkIgRW-JDPv9Be98AmkxdHmJ6iKjN_da30/edit 19 https://docs.google.com/document/d/1QSVphXS9cBFxSbcqUqSj7ROM2CeKK0zHn80yC4yXXjw/edit 20 https://docs.google.com/document/d/1n_0DNgjSBv0dHsitnRXmkXDRc3Yy9kZaWghbKxKTFTA/edit 21 https://docs.google.com/document/d/1EK21kW7TYcrjoIsiPRpwlOwjVAKyKQnoKu-akUz-1pw/edit?ts=5715f299 22 https://docs.google.com/document/d/1G0RbQWscSlDh3nlLRsO9hPg2URIitm8xXZ_mdIUPT0Y/edit 23 https://docs.google.com/document/d/1j9Chc0h9k2qlTLZGIzYSr5hYUI0uZS2mViRpXEl2CrA/edit?ts=57127c93 24 https://docs.google.com/document/d/1zikewHmOdQP0jdVf1a8BOAbIkfjtMShmTFp4yKWHcHc/edit 25 https://www.youtube.com/watch?v=Xt1gm3PtKFM 26 https://www.youtube.com/watch?v=5YQ2EFta0sM 27 https://www.youtube.com/watch?v=Xg27iMXwdV0 28 https://www.youtube.com/watch?v=er34VcOUwLk 16

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GREECE

FUTURE MEANS OF TRANSPORT

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CLIL LESSON GENERAL LAYOUT

1.- TITLE OF THE UNIT

FUTURE MEANS OF TRANSPORT

2.- SUBJECT

ICT, technology, theoretical principles of environmental education

3.- STUDENTS’ LEVEL/AGE Secondary School (12 - 15) Intermediated, Mixed Ability Class B1 according to CEF (Common European Framework)

4.- GROUP SIZE 25 students in class (7-8 pupils in a group)

5.- TIMING 40 – 45 minutes

6.- PLACE Computers’ Lab

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7.- INTRODUCTION This Didactic Unit aims at studying the future means of individual mobility or public transport in the context of environmental approach (new mobility ecosystem) and technological progress achievements through the practice of research process, data collection and presentation. Students are asked to carry out presentations about the future means of transport. They acquire knowledge that will help them understand how the science research and technological achievements influence human fields of activity, such as the transport.

8.- LEARNING OUTCOMES • Being able to discuss the concept of future means of transport by considering the issue in its sectional dimension. • Identifying the factors that influence the development of new mobility ecosystem. • Recognizing the differences between the established ways of public transport and the future means of transport. • Developing effective internet search skills and selection of appropriate information. • Practicing in producing speech and processing material (photos, video) with the help of the means offered by technology.

9.- SUBJECT CONTENT • The genre of presentation (title, aim of presentation, sources of information abstraction, references etc). • Different types of transport (individual, public) related to different human needs and cooperation of different disciplines (robotics engineering, physics, GPS).

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10.- LANGUAGE OBJECTIVES • Clarifying the terminology about future means of transport, diffusion actions to set up a presentation. • Enriching their vocabulary. • Acquiring new information about computer technology - google documents. • Exercising the collaborative production of spoken and written language.

11.- TASK A final presentation on the concept of new means of transport and the technological breakthroughs that are based.

12.- ACTIVITIES • Watching a video about the philosophy of designing and construction of new means of transport. • Presentation of new means of transport in Google Slides. • Activities involved in the use of the tool of Google Slides: Answer short questions about the video; defining vocabulary; labelling pictures about new means of transport; writing a short comparative text about the characteristics and disciplines that constitute the new ecosystem mobility. • Gathering information to make a presentation (group work, brainstorm).

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13.- DETAILED SESSION

Create groups of pupils, one pupil of every country in each group. Every group is going to sit down around of a computer connected to internet in order to work. Teacher will log in with his public Google account to Google drive in every team`s computer and open the presentation of every team Activity 1.- Watching Watch the motivating video1:

Activity 2.- Watching Watch the presentation about what they have to do:

https://www.youtube.com/watch?v=P1tfOeChenQ 73

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• First, each team has to go to the Google Slides, choose the already created presentation of their team and choose the fourth slide. Team A2

Team B3

Team C4

Team D5

Team E6

• Afterwards, Follow the YouTube link and watch the video about their topic: Team A7

Team B8

Team C9

Team D10

Team E11

• After that, each team has to follow the link in a webpage that has information about their topic: Team A12

Team B13

Team C14

Team D15

Team E16

https://docs.google.com/presentation/d/1utYQnzTlr2qWg5CH_t2NgG7oGxEMXY4EfMjjspZE5XA/edit?usp=sharing https://docs.google.com/presentation/d/13SzWBrvnLGH1OR12CqHBultf_K6oOCGABVffLUqC4Ug/edit?usp=sharing 4 https://docs.google.com/presentation/d/1aSySt69YbTv3M0sL-7juXPdukaZwk2lOmF0Fc_nhMv4/edit?usp=sharing 5 https://docs.google.com/presentation/d/1mR_aCKTI4hsXQyVmvbT9ndiAYstfMaSfhG3H5NsM6ZY/edit?usp=sharing 6 https://docs.google.com/presentation/d/1N-mbi4dKFbgt-pMbRDHkmTLhXTuin6ifZjF1ggH0A-A/edit?usp=sharing 7 https://www.youtube.com/watch?v=bpko3CPHonQ 8 https://www.youtube.com/watch?v=-QxJV44wUQs 9 https://www.youtube.com/watch?v=E6405i2JXY8 10 https://www.youtube.com/watch?v=9y_XMwAOfJ0&nohtml5=False 11 https://www.youtube.com/watch?v=z13Ae9ygiCU&nohtml5=False 12 http://www.hover-bike.com/MA/ 13 http://londonist.com/2014/09/a-ride-on-heathrows-self-driving-pods 14 http://gizmodo.com/5-cities-with-driverless-public-buses-on-the-streets-ri-1736146699 15 http://et3.nl/images/upload/file/ET3GA1p2s013augUS.pdf 16 http://www.express.co.uk/life-style/science-technology/618471/Plane-Crash-Safety-System-Escape-Pod 3

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â&#x20AC;˘ Then, each team has 10 minutes to remake their already created presentation on Google Slides: There are 4 slides. On the first slide, every team has to write the title of their topic (future means of transport) and the names of their team members.

On the second slide, every team has to put their YouTube video.

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On the third slide, every team has to write some information and put some images about their future means of transport.

On the forth slide, every team has to write the links of their sources.

â&#x20AC;˘ Each team has 5 minutes to present the Google Slides to the class: First, they present the mean of transport that their presentation is all about. After that, they present all the slides to the class. 76

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14.- SOURCES • Motivation Videos: https://www.youtube.com/watch?v=P1tfOeChenQ https://www.youtube.com/watch?v=bpko3CPHonQ https://www.youtube.com/watch?v=-QxJV44wUQs https://www.youtube.com/watch?v=E6405i2JXY8 https://www.youtube.com/watch?v=9y_XMwAOfJ0&nohtml5=False https://www.youtube.com/watch?v=z13Ae9ygiCU&nohtml5=False • Information Sites http://www.hover-bike.com/MA/ http://londonist.com/2014/09/a-ride-on-heathrows-self-driving-pods http://gizmodo.com/5-cities-with-driverless-public-buses-on-the-streets-ri-1736146699 http://et3.nl/images/upload/file/ET3GA1p2s013augUS.pdf http://www.express.co.uk/life-style/science-technology/618471/Plane-Crash-Safety-SystemEscape-Pod • Google • Google Slide

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TEAMS MEMBERS

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Bulgaria

Greece

Ivanka Pukneva

Aikaterini Agorastou

Liudmyla Ryzhuk

Evangelos Kapetis

Toshko Landzhov

Filaretos Papavramidis

Boryana Choreva Mariya Ivancheva

Lithuania

Poland

Laima Baltutiene

Artur Baranowski

Laima Šalkauskienė Reda Bartkuviene

Romania

Spain

Gabriela Tătuc

María Bernabéu Ribera

Cecilia Oana Crăciun

Alicia Giménez Gómez

Mihaela-Carmen Rotaru

Emili Hernández Lladosa

Ana-Maria Hodorogea

María Teresa Huesca Calatayud Fernando Maestre Orts Ignacio Manuel Martínez Pérez María Amparo Miró Llinares Alberto Senabre Pérez Remedios María Vázquez Azorín

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