‘Youth, Multilingualism and Work Perspectives in Europe’ Project
CLIL LESSONS VOLUME V NATURAL RESOURCES
INDEX Erasmus+ Programme ..................................................................................................................... 1
‘Youth; multilingualism and work perspectives in Europe’ project ........................................... 2
CLIL LESSONS – NATURAL RESOURCES ...................................................................... 3 – 66 Lithuania: Agriculture .............................................................................................. 5 – 11 Title of the unit ...................................................................................................... 6 Students’ level / age ............................................................................................... 6 Group size .............................................................................................................. 6 Timing .................................................................................................................... 6 Place ....................................................................................................................... 6 Objectives .............................................................................................................. 7 Detailed session ............................................................................................... 7 – 9 Sources ................................................................................................................. 11
Poland: The science of heart ................................................................................... 13 – 25 Title of the unit .................................................................................................... 14 Subjects ................................................................................................................ 14 Students’ level / age ............................................................................................. 14 Objectives ............................................................................................................ 14 Activities .............................................................................................................. 15 Detailed sessions .................................................................................................. 15 Assessment .......................................................................................................... 15 Detailed plan ................................................................................................ 15 – 25
Spain: The power of wind ....................................................................................... 27 – 37 Title of the unit .................................................................................................... 28 Subjects ................................................................................................................ 28 Students’ level / age ............................................................................................. 28 Objectives ............................................................................................................ 28 Activities .............................................................................................................. 29 Detailed sessions .......................................................................................... 29 – 36 Key for activities .......................................................................................... 36 – 37 Sources ................................................................................................................. 37
Bulgaria: Forest ....................................................................................................... 39 – 47 Title of the unit .................................................................................................... 40 Students’ level / age ............................................................................................. 40 Objectives ............................................................................................................ 40 Detailed Sessions ......................................................................................... 41 – 47
Romania: Mineral waters ....................................................................................... 49 – 61 Title of the unit .................................................................................................... 50 Subjects ................................................................................................................ 50 Students’ level / age ............................................................................................. 50 Objectives ............................................................................................................ 50 Activities .............................................................................................................. 51 Detailed sessions ........................................................................................... 51 - 61
Greece: Solar power ................................................................................................ 63 – 67 Title of the unit .................................................................................................... 64 Subjects ................................................................................................................ 64 Students’ level / age ............................................................................................. 64 Group size ............................................................................................................ 64 Timing .................................................................................................................. 64 Place ..................................................................................................................... 64 Introduction .......................................................................................................... 65 Learning outcomes ............................................................................................... 65 Subject content ..................................................................................................... 65 Language objectives ............................................................................................ 65 Task ...................................................................................................................... 66 Activities ...................................................................................................... 66 – 67 Detailed session ................................................................................................... 67 Sources ................................................................................................................. 67
Teams members ....................................................................................................................... 69 - 71
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
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 V
NATURAL RESOURCES
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LITHUANIA
AGRICULTURE
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CLIL LESSON GENERAL LAYOUT
1.- TITLE OF THE UNIT
AGRICULTURE
2.- STUDENTS’ LEVEL/AGE
Secondary School (12 - 15) Intermediate, Mixed Ability Class B1 according to CEF (Common European Framework)
3.- GROUP SIZE
25 students in class (3-4 pupils in a group)
4.- TIMING 40 – 45 minutes
5.- PLACE Computers’ Lab
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6.- OBJECTIVES
4.1. Learning outcomes: 1) To introduce the concept of agricultural history and its benefits. 2) To analyze what are the most common types of agriculture in project partners‘ countries. 3) To find out what agriculture types create the biggest amount of jobs in Europe.
4.2. Language objectives: 1) To enrich their vocabulary about agriculture. 2) To practice finding information on internet and using CANVAS and Quiz programmes. 3) To develop written English and the collaborative skills.
7.- DETAILED SESSION
PROCESS
1. Students will watch the video about agriculture. Discussion, work in groups and create a poster. 2. The lesson is divided into four parts: the beginning of a lesson using ‘brainstorming’ to find out what students know about agriculture and watching video and discussing about the agricultural concept. Then, students using the program CANVAS create posters representing the states of their agriculture. Later, with the program QUIZ consolidate acquired knowledge in the test. Finally, groups present their posters.
ACTIVITIES
Session 1. Students are asked to answer the question: ‘What is agriculture?’. Brainstorm the ideas.
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Students are given the task to find the odd words and pictures which are not related to the agriculture and underline them.
Video task1:
The answer to the question ‘What is agriculture’ is given and then students discuss the right answers of the ‘words and pictures’ task.
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https://www.youtube.com/watch?v=twGev010Zwc&list=PLWXYrBnq4Jh2T-pQ5e9mzixDGnp7asuk4 8
Session 2. Students are given the questions hiden with qr code. Then regarding the questions they have to create a poster using the programme Canva2.
Session 3. Students solve the crossword3 searching information in Internet.
Session 4. Students presentations of the posters.
Session 5. Count the results of the groups. 2 3
https://www.canva.com/ https://quizizz.com/admin/quiz/58bfeceb37e63813188eae41 9
8.- SOURCES • http://prezi.com/2fk4tm_1wrz0/?utm_campaign=share&utm_medium=copy&rc=ex0share • http://www.investbulgaria.com/BulgarianMaps.php • http://ec.europa.eu/agriculture/sites/agriculture/files/statistics/factsheets/pdf/bg_en.pdf • https://en.wikipedia.org/wiki/Agriculture_in_Bulgaria • http://ec.europa.eu/agriculture/sites/agriculture/files/statistics/factsheets/pdf/ro_en.pdf • http://ec.europa.eu/agriculture/sites/agriculture/files/statistics/factsheets/pdf/ro_en.pdf •https://www.emis.com/php/store/reports/RO/Romania_Agriculture_Report_20162017_en_547322 770.html • http://ec.europa.eu/eurostat/statistics-explained/index.php/Agricultural_census_in_Poland • https://eaap2015.syskonf.pl/agriculture •http://ec.europa.eu/eurostat/statisticsexplained/index.php/File:Figure_7_Irrigated_area_by_type_of_crops_Spain.PNG • https://www.britannica.com/place/Spain/Agriculture-forestry-and-fishing •https://www.google.lt/search?q=agrikult%C5%ABra&source=lnms&tbm=isch&sa=X&sqi=2&ved =0ahUKEwift8GgmOjSAhXDkCwKHWFDFoQ_AUIBigB&biw=1242&bih=602#tbm=isch&q=haumeris&*&imgrc=yuK0NvnsIX6nRM •https://www.google.lt/search?q=agrikult%C5%ABra&source=lnms&tbm=isch&sa=X&sqi=2&ved =0ahUKEwift8GgmOjSAhXDkCwKHWFDFoQ_AUIBigB&biw=1242&bih=602#tbm=isch&q=tulpi%C5%B3+laukai&*&imgrc=1ED2xO yYGUfWWM •https://www.google.lt/search?q=agrikult%C5%ABra&source=lnms&tbm=isch&sa=X&sqi=2&ved =0ahUKEwift8GgmOjSAhXDkCwKHWFDFoQ_AUIBigB&biw=1242&bih=602#tbm=isch&q=vynuogi%C5%B3+laukai&*&imgrc=NxCz R5N7r8e56M •https://www.google.lt/search?q=agrikult%C5%ABra&source=lnms&tbm=isch&sa=X&sqi=2&ved =0ahUKEwift8GgmOjSAhXDkCwKHWFDFoQ_AUIBigB&biw=1242&bih=602#tbm=isch&q=kvie%C4%8Diai&*&imgrc=TSkJki0bm97 zfM •https://www.google.lt/search?q=kukur%C5%ABz%C5%B3+laukai&source=lnms&tbm=isch&sa= X&ved=0ahUKEwjKx9XhnOjSAhWQKiwKHZoFDvwQ_AUIBigB&biw=1242&bih=602#imgrc= HaAHLnC6v8rU_M
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•https://www.google.lt/search?q=kukur%C5%ABz%C5%B3+laukai&source=lnms&tbm=isch&sa= X&ved=0ahUKEwjKx9XhnOjSAhWQKiwKHZoFDvwQ_AUIBigB&biw=1242&bih=602#tbm=is ch&q=kompiuteris&*&imgrc=ZuvnRxsH9YluIM •https://www.google.lt/search?q=kukur%C5%ABz%C5%B3+laukai&source=lnms&tbm=isch&sa= X&ved=0ahUKEwjKx9XhnOjSAhWQKiwKHZoFDvwQ_AUIBigB&biw=1242&bih=602#tbm=is ch&q=%C5%ABkio+tetchnika&*&imgrc=AcdAYBjpMX9pMM •https://www.google.lt/search?q=kukur%C5%ABz%C5%B3+laukai&source=lnms&tbm=isch&sa= X&ved=0ahUKEwjKx9XhnOjSAhWQKiwKHZoFDvwQ_AUIBigB&biw=1242&bih=602#tbm=is ch&q=%C5%ABkio+tetchnika&*&imgrc=FX_hyXfOm3gZAM •https://www.google.lt/search?q=kukur%C5%ABz%C5%B3+laukai&source=lnms&tbm=isch&sa= X&ved=0ahUKEwjKx9XhnOjSAhWQKiwKHZoFDvwQ_AUIBigB&biw=1242&bih=602#tbm=is ch&q=%C5%ABkio+tetchnika&*&imgdii=-xil_R2jplXkEM:&imgrc=FX_hyXfOm3gZAM •https://www.google.lt/search?q=kukur%C5%ABz%C5%B3+laukai&source=lnms&tbm=isch&sa= X&ved=0ahUKEwjKx9XhnOjSAhWQKiwKHZoFDvwQ_AUIBigB&biw=1242&bih=602#tbm=is ch&q=kverneland+pl%C5%ABgai&*&imgdii=TIyAhtcDdvds_M:&imgrc=hikwp8PRhdnxhM •https://www.google.lt/search?q=kukur%C5%ABz%C5%B3+laukai&source=lnms&tbm=isch&sa= X&ved=0ahUKEwjKx9XhnOjSAhWQKiwKHZoFDvwQ_AUIBigB&biw=1242&bih=602#tbm=is ch&q=katinas+su+akiniais&*&imgrc=tWSxZpIJVvvB8M •https://www.google.lt/search?q=kukur%C5%ABz%C5%B3+laukai&source=lnms&tbm=isch&sa= X&ved=0ahUKEwjKx9XhnOjSAhWQKiwKHZoFDvwQ_AUIBigB&biw=1242&bih=602#tbm=is ch&q=karvi%C5%B3+ferma&*&imgrc=FzHKWB_Jk_ZQVM
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POLAND
THE SCIENCE OF HEART
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CLIL LESSON GENERAL LAYOUT
1.- TITLE OF THE UNIT
THE SCIENCE OF HEART
2.- SUBJECTS
Biology
3.- STUDENTS’ LEVEL/AGE
13-16 years olds
4.- OBJECTIVES
4.1. Content objectives: 1) I know how the heart is build and I can point the main parts of the heart. 2) I can make the heart section. 3) I know how the blood circulate in human body? 4) I can prepare the microscopic slides different kinds of muscles (skeletal, cardiac and smooth muscle)? 5) I can differentiate three kinds of muscles and describe their role in the organism and their place in it.
4.2. Language objectives: New vocabulary concerned with heart, blood circulation, circulatory system and muscles.
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5.- ACTIVITIES
Individual work, group work, brainstorm, working on tablets or smartphones, google documents.
6.- DETAILED SESSIONS a) Aims. b) Brain storm. c) Activities 1-4. d) Preparing microscopic slides. e) Revision - Summary of the lesson: What was the aim of the lesson?
7.- ASSESSMENT Kahoot.it or quizlet
8.- TIMING 45-60 minutes
9.- DETAILED PLAN
Welcome the class.
AIM. (PRESENTATION) - Give the objectives for the lessons: a) I know how the heart is built and I can point the main parts of the heart. b) I can make the heart section. c) I know how the blood circulate in human body? d) I can observe (optionally prepare) the microscopic slides different kinds of muscles (skeletal, cardiac and smooth muscle)? e) I can differentiate three kinds of muscles and describe their role in the organism and their place in it.
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BRAINSTORM - Questions to think about. While listening to the questions make a list of words on the piece of paper connected to this subject and try to prepare the answers for the questions. You have got 1 minute for it. After 1 min every student says the written words, but not more than 1 of them. Polish students write them on the board. a) What are muscles for? b) What is the source of their movement? c) Where does the energy come from? d) Are there different kinds of muscles and do they play the same role in our organism? e) What parts does the heart is build of? f) How does the blood circulate? You have got 3 minutes. Activity 1 - Film + task I would like to divide the class into 5 groups of 3-4 person. Students make the groups by reading the names. So, all groups sit together 1 - 6. Students point where the groups of students should sit. Every group receives a tablet and a helper from the Polish team. Then all students watch the film about blood circulation1. Then they put in the correct order the blood circulation in the set of sentences. Then students in pairs read the correct order.
Attachment 12 You have got 7 minutes. 1 2
https://www.youtube.com/watch?v=BEWjOCVEN7M https://docs.google.com/document/d/1g7cjpXnLyGplMBLvP8Oun8Tz5GCZF0IC5TalVrR9PlU/edit?usp=sharing 16
Activity 2 - Heart section Polish students show the main parts of the hearts on the model. Then students have to make a heart section by cutting them into the parts and show the main parts to each other. Then they clean up the tables.
Attachment 23 You have got 15 minutes.
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https://docs.google.com/document/d/1hzxcy4uvKkUBAVfpanf4MBEBuDrMw1jYIFWuhwHOwDY/edit?usp=sharing 17
Activity 3 - Draw the heart
Attachment 34 You have got 8 minutes. 4
https://docs.google.com/document/d/1fKRoBV7CNPzlA27IbgRhxN5SAVp3dbk0lsfH1X7uSs4/edit?usp=sharing 18
Activity 4 - Microscopic slides Students observe 3 microscopic slides from 3 different kinds of muscles through microscope and take pictures. They also match one of three descriptions to every kind of muscle (attachment 4). They send all pics to one Polish student who makes a gallery and description of the workshop on google+ and then publish to Facebook. Students match the description of the muscle with the proper name. Eventually students can observe slides already done or observe them on-line5. a) Skeletal muscle6:
b) Smooth muscle (small intestine)7:
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http://histology.medicine.umich.edu/resources/muscle https://docs.google.com/drawings/d/1OaZsjXzAg7TxPGlQkM31mZAbpmYnBdsOUDuY9BgyUgw/edit?usp=sharing and http://141.214.65.171/Histology/Basic%20Tissues/Muscle/058thin_HISTO_83X.svs/view.apml 7 https://docs.google.com/drawings/d/1_c6TxTU-XceHt7l4yER9D50H5QB03NBOJRKSDvj3CVE/edit?usp=sharing and http://141.214.65.171/Histology/Basic%20Tissues/Epithelium%20and%20CT/029-1_HISTO_40X.svs/view.apml 6
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c) Cardiac muscle8:
Attachment 49 You have got 15 minutes. 8
https://docs.google.com/drawings/d/1QJHJx_TaU1JJUTqnnZXEh0VadtmcxweZFLI4x5lQffw/edit?usp=sharing and http://141.214.65.171/Histology/Basic%20Tissues/Muscle/057_HISTO_40X.svs/view.apml?x=0.0103161973&y=0.3326723943&zoom=25.0000000000&transform= 9 https://docs.google.com/document/d/1_v2CqXEF8EWXDfkflBhWGX5HoTd2OGHi30vehdV6Rqw/edit?usp=sharing 20
Summary of the lesson - What were the aims of the lesson? Polish students ask the questions or the questions will be asked in the short kahoot test10. Students can use tablets.
You have got 5 minutes. Literature11.
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https://play.kahoot.it/#/k/09b2dcb9-db14-4d33-8844-b74a39234757 https://www.sciencelearn.org.nz/resources/1917-muscle-structure-muscle-under-the-microscope and http://histology.medicine.umich.edu/resources/muscle 11
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Attachment 1 (before use the paper, it is printed and cut) - Blood circulation system:
Blood from upper body returns through superior vena cava, blood from lower body returns through inferior vena cava. As the right atrium is filled with blood, it contracts, the tricuspid valve opens and blood is pumped into the right ventricle of heart. When the right ventricle is full, the tricuspid valve closes to prevent blood from flowing back into the atrium.
The right ventricle contracts, pulmonary valve opens and blood is pumped into the pulmonary artery and to lungs. Pulmonary valve closes to prevent blood from flowing back into the ventricle. Oxygen-rich blood from the lungs returns to the left atrium of the heart. As the left atrium is filled with blood, it contracts, the mitral valve opens and blood is pumped into the left ventricle of heart. This occurs at the same time as the right atrium pumps blood into the right ventricle on the other side of the heart. As the left ventricle is full, the mitral valve closes, the aortic valve opens, the left ventricle contracts and oxygen-rich blood is pumped into the aorta to reach all parts of body. This happens at the same time as the right ventricle pumps blood into the pulmonary artery on the other side of the heart. The aortic valve quickly closes to prevent blood from flowing back to the heart. Meanwhile, the atria have filled with blood and the cycle repeats itself.
Attachment 2 - To dissect and display a heart.
Procedure: 1. Position the heart so that the ventral (front) surface is facing you. You will notice the large coronary blood vessel running from right to left across the surface of the heart. 2. Identify the major the blood vessels that enter and leave the heart. Sometimes these blood vessels have been removed by the butcher. 3. Identify the atria (upper chambers) and ventricles (lower chambers). 22
4. Identify the right and left ventricles by squeezing the ventricles. The softer one is the right ventricle of the heart. 5. Using a scalpel make two incisions in the wall of the ventricles, approximately 2 cm apart. 6. Carefully slice away the ventral walls of the atria. Note the thin atrial walls. 7. Now slice away the ventral wall of the left ventricle to expose the bicuspid valve, the chordae tendinae and the cavity of the ventricles. Notice the thickness of the walls. 8. In a similar manner, slice open the right ventricle wall. Notice that the wall of the right ventricle is much thinner than that of the left ventricle. 9. Cut the window in the pulmonary artery and aorta close to the heart to expose the semi-lunar valves. 10. Try to identify all of the structures. 11. Make flag labels of the major parts of the heart and insert them into your dissection for display. Take a photo of it. 12. Write up (optionally) the dissection in your notebook. External and internal structure of the heart
Superior vena cava
Arch of aorta
Right pulmonary artery
Left pulmonary artery
Right pulmonary veins
Aorta
Right atrium
Pulmonary artery
Right coronary artery
Left pulmonary veins
Right ventricle
Left atrium
Inferior vena cava
Descending branch of the coronary artery
Left ventricle
Apex
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Attachment 3 - Draw the main parts of the heart and describe them 1. Draw a line across your page. 2. Add arteries and valves like this. 3. Add the right and left atria. 4. Add the ventricles. 5. Now add the finer details like this. 6. Now add the labels.
Attachment 4
Key: Skeletal muscle: Skeletal muscle looks striped or "striated" – the fibres contain alternating light and dark bands (striations) like horizontal stripes on a rugby shirt. In skeletal muscle, the fibres are packed into regular parallel bundles. Occasional nuclei appear to be not centrally located but on the sides of the cells.
Cardiac muscle: Cardiac muscle tissue, like skeletal muscle tissue, looks striated or striped. The bundles are branched, like a tree, but connected at both ends. Unlike skeletal muscle tissue, the contraction of 24
cardiac muscle tissue is usually not under conscious control, so it is called involuntary. Cardiac muscle cells branch and form a three-dimensional network. The nucleus is centrally located in a fiber.
Smooth muscle: Compared to skeletal muscle, smooth muscle cells are small. They are spindle shaped and have no striations. Instead, they have bundles of thin and thick filaments. Found in digestive system (stomach, small intestine), reproductive system (oviduct, vagina), urinary system (bladder) or circulatory system (veins, arteries).
Working sheet: (must be printed and cut in lines before use):
Smooth muscle Cardiac muscle Skeletal muscle ………………. muscle looks striped or "striated" – the fibres contain alternating light and dark bands (striations) like horizontal stripes on a rugby shirt. In …………………... muscle, the fibres are packed into regular parallel bundles. Occasional nuclei appear to be not centrally located but on the sides of the cells. …………………….. muscle tissue, like skeletal muscle tissue, looks striated or striped. The bundles are branched, like a tree, but connected at both ends. Unlike skeletal muscle tissue, the contraction of ,............. muscle tissue is usually not under conscious control, so it is called involuntary. ………………….. muscle cells branch and form a three-dimensional network. The nucleus is centrally located in a fiber. Compared to skeletal muscle, ……………………... cells are small. They are spindle shaped and have no striations. Instead, they have bundles of thin and thick filaments. Found in digestive system (stomach, small intestine), reproductive system (oviduct, vagina), urinary system (bladder) or circulatory system (veins, arteries).
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SPAIN
THE POWER OF WIND
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CLIL LESSON GENERAL LAYOUT
1.- TITLE OF THE UNIT THE POWER OF WIND
2.- SUBJECTS Natural environment, energy and natural resources
3.- STUDENTS’ LEVEL/AGE 15-year-old students
4.- OBJECTIVES 4.1. Content objectives: 1) Learning about renewable energies. 2) Learning about wind energy and natural resources. 3) Developing personal skills for interpreting natural environment. 4) Getting familiar with how a turbine works. 5) Recognising the need to protect environment and natural resources.
4.2. Language objectives: 1) Acquiring specific vocabulary regarding wind energy. 2) Discovering specific vocabulary regarding turbines. 3) Developing reading and listening comprehension in English. 4) Developing oral and written expression in English.
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5.- ACTIVITIES Vocabulary related to wind energy (filling gaps, matching words with definitions, looking up the meaning, crosswords,...), reading comprehension texts with questions (short answers, ...), listening comprehension (videos), searching for specific information on the internet, written expression (answering questions), speaking about the topic, using new technologies.
6.- DETAILED SESSIONS We have planned two sessions to cover the contents of the unit. They have been distributed regarding the subtopics: • What is wind energy? • Wind energy in the world. • The situation in our country. • How does a turbine work?
The detailed sessions are as follows.
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DETAILED SESSIONS
Session 1 Activity 1.- Pay attention to the next Prezi presentation1 (if you don’t understand anything, please ask questions to the teachers): Activity 2.- Reading comprehension text. First, read the text2:
WIND FARMS What do you think of when you hear the word “farm"? Animals? Vegetables? Tractors? Farmers? Would you believe there are farms without any of those things? It's true! What are we talking about? Wind farms! Wind farms are areas where many large wind turbines have been grouped together to “harvest" the power of the wind. These large turbines look a bit like super-tall, futuristic windmills. A large wind farm can contain hundreds of wind turbines spread out over hundreds of miles. The land in between the turbines may be used for other purposes, such as regular agricultural farming. Some wind farms are also located offshore to take advantage of winds that blow across lakes or oceans. Did you realize that wind energy is actually another form of solar energy? Winds are created by the combination of the rotation of the Earth, the irregular shape of the Earth's surface and the uneven heating of the atmosphere by the Sun's rays. Wind farms are built in areas known to be especially windy on a regular basis. As the winds turn the blades of the turbines, the turbines convert the energy of the wind into mechanical power. Generators then convert the mechanical power into electricity that can be used to power homes just like other forms of energy. If it's easier, you can think of a wind turbine as the opposite of a fan. A fan uses electricity to make wind. Wind turbines do the opposite: they use the wind to make electricity! As the wind turns the blades of a wind turbine, the blades cause a shaft to spin. The spinning shaft connects to a generator that creates electricity. If you're wondering why scientists looked to the wind as an energy source, there are plenty of good reasons. Wind energy is free and renewable and, unlike conventional power plants, wind farms don't emit pollutants or greenhouse gases. 1 2
https://prezi.com/xni-n2sy26pd/the-power-of-wind/ Source: http://wonderopolis.org/wonder/what-is-a-wind-farm 30
On the negative side, wind farms can cost a lot of money to set up. Over time, though, their cost is competitive with other types of generating systems. Unfortunately, you can't make the wind blow whenever you want it to, so wind farms can't always meet electricity needs on demand. Over time, scientists believe new technologies, such as using batteries to store wind power for peak demand times, will make wind power even more popular. Wind power already accounts for about 3% of the United States' electricity. Experts believe wind power will account for 20% of the nation's electricity by 2030.
2. a. Match the words and their definition: Words
Definition
1. GENERATOR
a. the envelope of gases surrounding the earth or other planets.
2. ATMOSPHERE
b. situated at sea some distance from the shore.
3. AGRICULTURAL
c. using (or as if using) mechanisms or tools or devices.
4. OFFSHORE
d. related to or used in or promoting agriculture and farming.
5. MECHANICAL
e. an apparatus that produces a vapor or gas.
2. b. Answer the following questions about the text you have read: a. Wind energy is actually another form of what type of energy? b. What are the benefits of wind energy? c. What are the negative aspects of it? Activity 3.- Are you brave enough to do this crossword about renewable energies? Try it3!
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http://kidsahead.com/external/activity/45 31
Activity 4.- Do this wind energy quiz4 (if you need help, please ask your teachers):
Suggested development of the session: The purpose of the first activity is to make sure students learn a bit about wind energy. We consider that the Prezi presentation –with later questions and comments- can be done in 15 minutes. The second activity should be developed thoroughly, otherwise pupils wouldn’t understand a topic which is probably new for them. They should read the text carefully and ask questions to the teacher if it is necessary. Then, they could answer the questions quickly. The whole activity could be done in 15 minutes approximately. After that, the third and fourth activities are a way to show if pupils have interiorised the contents and it serves also to know if they are able to look for the answers they didn’t know. They would need between 15 and 20 minutes to solve both exercises.
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http://science.howstuffworks.com/environmental/energy/wind-energy-quiz.htm 32
Session 2 Activity 5.- Watch these videos5 and learn about how a turbine works:
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https://www.youtube.com/watch?v=DILJJwsFl3w and https://www.saveonenergy.com/how-wind-turbines-work/ 33
Activity 6.- Now you’re going to make your own pinwheel6. Follow the instructions carefully:
Activity 7.- DISCUSSION: Discuss in small groups about one of the following topics:
A. Would wind power be a good source of renewable energy where you live? It depends, right? Upon what? How much wind you get, of course! So how windy is it where you live?
B. What sources of power will you see become popular in your lifetime? Solar power and wind power are already advancing year by year. But you could invent an entirely new technology that could someday power the world! Use your imagination and take a fresh look at the world around you. What natural forces do you see at work? What forms of natural energy might you be able to harness and turn into a new, renewable source of energy? What about gravity? Or the falling rain? Ocean waves? How about tides? Activity 8.- What about playing a bit? Play this wind farm game7:
6 7
http://www.leslietryon.com/3dcolorcutout/makepinw/makepinwheel.html http://kidsahead.com/external/activity/1 34
Activity 9.- Do the self-assessment check-list.
VOCABULARY
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
I can name the different parts of a wind turbine I am familiar with the vocabulary related to wind energy I can use words related to renewable energy KNOWLEDGE OF THE TOPIC I can identify the different parts of a wind turbine I am familiar with the different steps to produce wind energy I can identify the advantages and disadvantages of wind energy READING AND WRITING I can read and understand a text about wind farms I can answer in written form to questions about a text I can read charts, statistics and extract conclusions I can follow written instructions to produce something (pinwheel) LISTENING AND SPEAKING I can watch a video about wind turbines and understand how they work I can listen to and understand an oral presentation about the topic ‘Wind energy’ I can talk about the topic studied in small groups NEW TECHNOLOGIES I can use the internet to find activities and do them I can use the internet to find specific information I am familiar with different online platforms such as Prezi
Suggested development of the session: The second session is dedicated to go deep into how a turbine works. For that purpose, students should watch a short video and an animated guide in activity five. That would take them about five minutes. After that, by doing activity six they would have the opportunity of being creative by making their own turbine. They will have 6-7 minutes to complete the task.
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Now it is time for speaking: in activity seven, students should share their knowledge about the topic and their own views with the rest of the group (they will be asked to get into mixednationality groups). They will have between 15 and 20 minutes to do it. After that, students will be allowed to play an online game related to the topic. They will have fifteen minutes to play. Finally, in the ninth activity, students will have the chance to check what they have learnt in this lesson. Five minutes would be enough to do it.
7.- KEY FOR ACTIVITIES
Activity 1.- Students watch the presentation.
Activity 2. a. 1e 2a 3d 4b 5c
Activity 2. b. a. Solar power. b. It is free, renewable and non-polluting. c. It is expensive to set up and the wind does not always blow when it is needed.
Activity 3.- Across: 2: Herschel; 4: array; 5: flow; 6: horizontal; 7: biomass. Down: 1: ethanol; 3: cell; 5: farm.
Activity 4.- Students correct their answers on the online exercise.
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Activity 5.- Students watch the videos.
Activity 6.- Students do the pinwheel.
Activity 7.- Student’s oral expositions.
Activity 8.- Students play the game.
Activity 9.- Students do the self-assessment check-list.
8.- SOURCES • https://prezi.com/xni-n2sy26pd/the-power-of-wind/ • http://wonderopolis.org/wonder/what-is-a-wind-farm • http://kidsahead.com/external/activity/45 • http://science.howstuffworks.com/environmental/energy/wind-energy-quiz.htm • https://www.youtube.com/watch?v=DILJJwsFl3w • https://www.saveonenergy.com/how-wind-turbines-work/ • http://www.leslietryon.com/3dcolorcutout/makepinw/makepinwheel.html • http://kidsahead.com/external/activity/1
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38
BULGARIA
FOREST
39
CLIL LESSON GENERAL LAYOUT
1.- TITLE OF THE UNIT
FOREST
2.- STUDENTS’ LEVEL/AGE
Level: B1.2. / Age: 12-16
3.- OBJECTIVES 4.1. Content objectives: 1) Learning about forests as an important factor among the other natural resources. 2) Learning about the European forests fact file: types of forests in Europe, importance of the European forests, forest species at risk, threats to biodiversity in European forests. 3) Discussing the career jobs connected with sustainable management of the forests
4.2. Language objectives: 1) Reviewing and enriching vocabulary on biodiversity and forests, 2) Reviewing passive constructions and expressions and grammar tenses for future activities. 3) Boosting students participation in discussions
First five minutes: Provoke students interest and review the vocabulary about forest
Advance organizer: present the tasks for the lesson to get them ready and familiar with the topic
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Goal: - Learn about forests as an important factor among the other natural resources - Discuss the career jobs connected with sustainable management of the forests
Activities: reading texts and answering questions activities with the worksheets provided: true or false activities, filling in gaps with grammatical tasks, filling in gaps with lexical tasks, watching a video and editing a text
Anticipated problems/solutions: Internet access- not available or other technical problems
4.- DETAILED SESSIONS
INTRODUCTION
A beautiful Bulgarian song, performed by a student with a background of forests in our country to provoke students’ interests ,
Session 1.
Building up the teams named after the most beautiful mountains and National reserves in Europe:
Ceahlau National Park -Romania Aukštaitija National Park Lithania Białowieża National Park Poland The National Park of Mount Olympus Greece Aigüestortes i Estany de Sant Maurici National Park
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Session 2.
Presenting the new words (matching exercise)
Word
Definition
1
Beech
A
A large area covered chiefly with trees and undergrowth
2
Conifer
B
A large tree with smooth grey bark, glossy leaves, and hard, pale fine-grained timber 3 forest C a tall tree that has thin sharp leaves that do
3
Forest
C
A tall tree that has thin sharp leaves that do not fall in winter and produces hard brown fruits called cones
4
Harvest
D
Make (something bad) less severe, serious, or painful
5
Mitigate
E
A plant that sheds its leaves at the end of the growing season
6
Oak
F
Forest occurring in the foothills or lower slopes of a mountainous region
7
Spruce
G
The sub-Arctic forest of the high northern latitudes that surrounds the North Pole and is mainly composed of coniferous trees
8
Sustainable methods
H
The process or period of gathering in crops
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Deciduous
I
A tree which bears cones and needle-like or scale-like leaves that are typically evergreen
10
Taiga
J
Methods that do not harm the environment
11
Submontane forest
K
A large tree that can live for a very long time and produces small hard fruits called acorns
Key: 1
2
3
4
5
6
7
8
9
10
11
B
I
A
H
D
K
C
J
E
G
F
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Session 3. Presenting top facts about European forest1.
Top facts about European forest • In Europe, forests cover around 35% of the land area making Europe one of the most forestrich regions in the world. • Forests are an economic resource. Forests generate income for more than 16 million private forest owners, and forest activities have a turnover of almost E 500 billion, employing approximately 3.5 million people. • Forests provide unseen services: Alongside wood and other products, forests are also valuable for their ecosystem services. For example, more than 20 % of European forests are managed to protect water and soils, mainly in mountain ous areas. Other services include preventing floods and filtering air. • Forests help mitigate climate change impacts. European forests absorb approximately 10% of Europe's annual greenhouse gas emissions, according to the latest State of Europe's forests report. • Forest structures in the EU are becoming more uniform, as the variety of tree species is reduced. This means forest biodiversity is lost, making these ecosystems less resilient to pests, disease and a changing climate. 1
http://www.arkive.org/habitats/forests/european-forests/ 43
Session 4.- European forests fact file
Distribution of the task among the five teams: preparing a poster on the five National parks.
Match the pictures with the type of forest
PICTURE
NAME
DEFINITION
Boreal
The boreal forests in Europe are dominated by the
forest
Norway spruce and the Scots pine
Deciduous forest
Mediterranean Forest
Temperate deciduous forests or temperate broad-leaf forest are dominated by trees that lose their leaves each year
An eco region, of forests, woodlands, and shrubs, in the coastal plains, hills, and mountains bordering the Mediterranean Sea and Atlantic Ocean
Alpine
Coniferous forests covering the high mountains in
forest
Europe
Birch forest
This forest has is thin-leaved trees with white bark
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Session 5.
Read the text and answer the questions.
Forests are essential for conserving biodiversity and their complicated structure provides an ideal habitat for a wide range of species. However, certain forests have higher levels of biodiversity than others, with old growth and semi-natural forests being the most valuable forest types for biodiversity. Old growth or virgin forests are complex systems untouched by humans that are generally made up of young, old and even dead trees and contain many specialized species. The old growth forests of Romania are home to up to 13,000 species. In forest ecosystems, dead wood is just as important as living trees, with many species depending on it for shelter or as a food source. In the Białowieşa Primeval Forest, half of the 12,000 species found there are dependent on decaying logs. Many factors affect the amount of dead wood in natural and semi-natural forests, including tree species, soil type, climate and the way in which the forest is managed.
As well as providing a habitat for a wide range of species, forests are also important socially, economically and environmentally. Forests provide protection against soil erosion, regulate climate and purify freshwater. In Europe, forests play an important role in the fight against climate change as they are the main carbon sink. Each year between 2005 and 2010, around 870 million tonnes of atmospheric carbon dioxide was removed due to the process of photosynthesis and tree biomass growth within Europe. However, European forests are beginning to show signs of reaching a saturation point as carbon sinks, where the trees will be unable to absorb any more atmospheric carbon. 45
As around four million people in Europe are currently employed in forest-related jobs, these ecosystems have an extremely important economic function. Forests also provide people with a connection with nature, improve air quality and have a positive impact on quality of life.
1. Virgin forests are the ideal habitat for a wide range of species because a) many species depend on them for shelter or as a food source b) decaying logs are more important than living trees c) the soil and climate depend on them
2. Forests in Europe are important because they a) play an important role in the fight against climate change b) provide a habitat for a lot of species c) both a) and b)
3. The ecosystems in the forests have extremely important a) social, economic and environmental function b) impact on traveling c) neither a) nor b)
Session 6.
Distribution of the task, preparing and presenting the posters with the respective comment and the research results.
1. Prepare a poster about your national park by searching for information about: • its location and foundation • its importance • endangered species either in plant and animal world
2. Find information about the suggested photo-graphs and label each photo.
3. Create the best title of your poster.
4. Present your poster in the most convincing way. (Time of the presenting should be 2 minutes) 46
Session 7. Watching a film2 summarizing the whole impact of the lesson.
We hope you enjoyed the lesson and we are sure you will protect Nature more attentively and most of all love it
2
https://www.youtube.com/watch?v=9UXrdWVQSL0 47
48
ROMANIA
MINERAL WATERS
49
CLIL LESSON GENERAL LAYOUT
1.- TITLE OF THE UNIT
MINERAL WATERS
2.- SUBJECTS
Geography, Chemistry, Biology, Natural Environment, ICT
3.- STUDENTS’ LEVEL/AGE
14-16 years old
4.- OBJECTIVES 4.1. Content objectives: 1) Identifying and classifying natural mineral water resources; 2) Identifying the main composition of mineral waters; 3) Awareness of the importance of mineral water for healthy body; 4) Developing personal skills to use maps, graphics and tables; 5) Selecting jobs required on the labor market in mineral water; 6) Getting familiar with websites for jobs in the field of mineral waters.
4.2. Language objectives: 1) Acquiring specific vocabulary, 2) Developing personal vocabulary, 3) Developing reading and listening comprehension in English, 4) Improving oral and written expression in English.
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5.- ACTIVITIES Activities are divided in 3 sessions, covering: • Vocabulary related to mineral waters as natural resources and their use in industry, medicine and spa, labor market in mineral water industry, • Written and oral expression, • Using ICT.
6.- DETAILED SESSIONS The main contents are based on the economic importance of the rational use of mineral water in food industry, medicine, spa.
The second session contains pieces of information about labour market in the mineral water industry and competencies that an employee must have in various trades.
The 3rd session approaches the topic concerning the use of mineral water in medicine and spa. The sessions also contribute to developing students’ language competence through the use of English in a language integrated learning context.
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DETAILED SESSIONS
Session 1 - Mineral waters - natural resources
Time: 45-50 minutes
Activity 1.- Brainstorming. What is mineral water? What is the composition of mineral waters? You can find the answer watching this video1:
Activity 2.- What is the composition of mineral waters2?
1
https://www.youtube.com/watch?v=eJ2f4uRC5fg https://docs.google.com/presentation/d/1GpoGJCQO4gjM9wihNHQBl5RYTouP53hs2kMh8YF40w8/edit#slide=id.g20a403d291_0 _49 2
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Read carefully the following text: The chemical composition of mineral water resulted from the specific content of dissolved salts, represents one of its main characteristics that confers health benefits. In the composition of water, mineral salts exist in the form of positive charge (cations) and negative charge ions (anions). The most present cations in the chemical composition of mineral water are: calcium (Ca2+), magnesium (Mg2+), sodium (Na+); the anions are:
bicarbonate
(HCO3–), chlorine (Cl–).
Vocabulary: Minerals: solid, crystallized natural substances which go into the composition of rocks, ores; Ions: atoms or group of atoms with nonzero electric charge (positive or negative); Cations: positive ions; Anions: negative ions; Calcium: Ca2+, positive ion, derived from the disposal of 2 electrons, from the calcium atom; Magnesium: Mg2+, positive ion, derived from the disposal of 2 electrons, from the magnesium atom; Sodium: Na+, positive ion, derived from the disposal of 1 electron, from the sodium atom; Hydrogen carbonate: HCO3, negative ion, obtained from carbonic acid (anion). Activity 3.- Class management: Pair work3. Task 1. Match the following words to the appropriate definition: Minerals Ions
2 electrons
negative ions
Cations
solid, crystallized natural substances which go into the composition of rocks, ores
Anions
negative ion, obtained from the carbonic acid
Calcium, Ca2+
Hydrogen carbonate, HCO3-
3
positive ion derived from the disposal of from the calcium atom
positive ions atoms or group of atoms with nonzero electric charge (positive or negative)
https://docs.google.com/document/d/1Mrm_ux0mUgVRiftfoGym7sgRUg5OU93jvM2XCXr2z-I/edit 53
Task 2. You have 3 samples of mineral waters. Fill in the following chart with the quantities of present anions and cations per liter of mineral water, using the different labels: Sample 1
Sample 2 mg/l
Calcium, Ca2+ Magnesium, Mg2+ Sodium, Na+ Hydrogen carbonate, HCO3Activity 4.- Discover the words through anagram, using this link4:
1) lenimars 2) sinotac 3) krilsapng 4) nasoni 5) ratew
4
http://www.wordplays.com/anagrammer 54
Sample 3
Session 2 - Mineral water market for consumption. Jobs on the mineral water market. Environmental protection Time 45-50 minutes Class management: Group work (students are divided into 6 groups)
Activity 1.- Brainstorming. Watching the following video5 you will discover the new contents about mineral water consumption, the bottling process and the importance of recycling and environment protection.
Keywords - Let’s improve our vocabulary with the following expressions: In order to find out the expressions of the vocabulary of the lessons, this link6 will be available for the groups and some cards which must be filled in with the missing words: SPONTI-POINTS, NLOTIGTB-BOTTLING,
ESORCU-SOURCE,
TEWRA-WATER,
ELOCALGIGO-
GEOLOGICAL, ASESL-SALES
EXTRACTION ……...
………. PLANT
UNDERGROUN D ……………..
…………. CATCHMENT
…………….. ENGINEER
MANAGER ……..
EXTRACTION POINTS
BOTTLING PLANT
UNDERGROUN D SOURCE
WATER CATCHMENT
GEOLOGICAL ENGINEER
MANAGER SALES
Discovered expressions will be attached on the flipchart paper. 5 6
https://www.youtube.com/watch?v=DsKONprvKVc http://www.wordplays.com/anagrammer 55
Activity 2.- Presentation of contents7.
Activity 3.The activities will be assigned to the groups, using a cube. Each group will get an envelope with different tasks:
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https://docs.google.com/presentation/d/1CAFdHkOI-S-2tTr0dZlcQVrrtliuzU8Ep2pZqQJL3bQ/edit#slide=id.g1ba0357893_0_67 56
TASKS:
Group 1: Compare the production of bottled mineral water with the consumption per capita and achieve a table of values, following this model8:
COUNTRY
Spain
Greece
Poland
Lithuania
Bulgaria
PRODUCTION OF NATURAL MINERAL WATER PRODUCTION OF SPRING WATER
CONSUMPTION PER CAPITA
Group 2: Match the producing country to the images of bottled mineral waters.
8
http://www.efbw.org/index.php?id=90 57
Romania
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Group 3: Fill in the text using the following words/expressions: bottling plant, geological engineer, spring waters, underground sources, water catchment, safeguard, sector’s, development. 1. One of the responsibilities of a
………………….
………………
is achievement of
geophysical measurements. 2. Natural mineral waters and …………... are a gift of nature and lie at the heart of the ………… activity. 3. Sustainable …………… is a fundamental objective to ………….. the future of the industry. 4. More checks are carried out at the …………….. ……………… where strict quality and safety measures are applied. 5. The drop of water that reached the ………………… …………….. is collected in the bottle of water you buy in the local shops. 6. The producers actively monitor and protect the …………..
…………... areas.
Group 4: Identify 3-5 benefits of the consumption of natural mineral waters, using the Internet.
Group 5: Imagine you are the marketing team of mineral water manufacturing company. Make an advertising spot or an advertisement convincing potential clients to buy the mineral water you commercialize.
Group 6: Provide an employment interview for the job of sales agent and then act out the role play.
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Session 3 - Mineral water in medicine and spa Activity 1.- Brainstorming9
Time: 50 minutes
Keywords: spa, treatment of diseases, therapies, health benefits, mineral baths
Activity 2.- Questions with short answers related to the presentation - a bowl with little notes. Each group assignes a leader to get a note with a question out of the bowl. The question is adressed only to that group. If the group does not provide the correct answer or does not answer at all, the chance will be offered to another group - the concerned group will decide which group may answer. 1. What component of the mineral water has the most important therapeutic role? 2. What is the effect of carbon dioxide on the body, with mineral water therapy? 3. How much time is it recommended to take a bath with mineral water? 4. What benefits have mineral baths on the body? 5. What kind of diseases can be treated with carbonated mineral water baths? 6. What therapeutic effects does mineral water have? 7. List a few cities where there are spa's, regardless the origin of the country. 8. What is the chemical formula of carbon dioxide? The extraction is repeated until the questions are exhausted. 9
https://docs.google.com/presentation/d/1plUd7ZYlMf8qhQ16k2JDahRDD1U1HXbos8dHghK8ZR8/edit#slide=id.p 60
Activity 3.- Build up a ‘dumb’ (mute) poster on the theme of the session. Peer!
Activity 4.- Circle the odd one out in the following series: a) medicine, spa, robots, health, diseases, mineral bath, benefits, carbon dioxide, therapeutic, water; b) mineral deficiency, lowering cardiovascular risk, alzheimer, digestive diseases, inflammation, urogenital, diuretic effect, masks and compresses with mineral water; c)
Activity 5: Fill in the bunch, properly, using these terms: mineral water, massage, compresses, digestive diseases, cardiovascular risk, diuretic effect, H2O, CO2, relaxation, 5-20 minutes, 40ºC.
diseases
composition
MINERAL WATER
SPA
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.
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GREECE
SOLAR POWER
63
CLIL LESSON GENERAL LAYOUT
1.- TITLE OF THE UNIT
SOLAR POWER
2.- SUBJECTS
ICT, English language, geography, science
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 (3-4 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 solar power and its advantages and disadvantages through the practice of research process, data collection and presentation. The students acquire knowledge that will help them understand how the solar power is affecting energy production. They are asked to carry out a debate discussing the advantages and disadvantages of solar energy.
8.- LEARNING OUTCOMES • Being able to discuss the concept of Solar energy its effect on people’s lives. • Identifying that the sector of solar energy is an inter-disciplinary one, as it includes many aspects of human action, communication and expression (arts, architecture, history etc.). • Developing effective internet search skills and selection of appropriate information. • Practicing in producing speech with the help of the means offered by technology.
9.- SUBJECT CONTENT • The genre of presentation-solar energy pros and cons. • Different types of energies (energy produced by wind, by the sun, by fossil fuels) related to human needs.
10.- LANGUAGE OBJECTIVES • Clarifying the terminology solar energy. • Enriching their vocabulary. • Acquiring new information using internet - computer technology. • Exercising the collaborative production of spoken and written language.
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11.- TASK A debate about the pros and cons of solar energy.
12.- ACTIVITIES • Watching a video about solar energy1. (7 minutes)
• Watching a video2 about an introduction to debates: (3 minutes)
• The students will gather information from the internet to make their cases in the subject ‘Solar energy is much more convenient than energy produced by fossil fuel’. (Group work, brainstorm). 1 2
https://www.youtube.com/watch?v=J23odHiEC-k&t=73s https://www.youtube.com/watch?v=WB3vEzu6gUo 66
• Debate on the subject ‘Solar energy is much more convenient than energy produced by fossil fuel’. • Activities involved in the use of searching the internet about the pros and cons of solar energy talking in teams about it and debating.
13.- DETAILED SESSION
Timing: 20 minutes • Create two groups of pupils, two or three students from every country in each group. • Every group is going to use two or three computer connected to internet. • Each group undertakes to carry out research in order to find information about the pros and cons of solar energy and make their cases. • At the same time each team will appoint three students that will take part in the debate. • The teacher will be the moderator of the debate • Specifically, each team will deal with gathering information about either the pros or the cons of Solar energy. Team A will be the proposition and Team B will be the opposition. • Both of the teams could use the pros and the cons of using solar energy in order to be able to rebuke the opposite side.. • Then, the teams will have 10 minutes to debate
14.- SOURCES • Motivation Videos: https://www.youtube.com/watch?v=J23odHiEC-k&t=73s • Introduction to debate video: https://www.youtube.com/watch?v=WB3vEzu6gUo • Google search engine.
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TEAMS
MEMBERS
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70
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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