CLIL: CONTENT AND LANGUAGE INTEGRATED LEARNING Science and Arts Lesson plans for upper primary students using English as vehicular language
Author: M陋 Consuelo Barranquero Ram贸n
© Mª Consuelo Barranquero Ramón ISBN: 978-84-15933-18-2
INDEX 1. - ABOUT THE AUTHOR 2. - WHAT IS CLIL? 2.1. - Definition 2.2. - How does CLIL work? 2.3. - Benefits of CLIL 3. - WHAT CAN YOU FIND IN THIS BOOK? 4. - SCIENCE LESSON PLANS 4.1. - MATERIALS 4.2. - WE ARE NOT RUBBISH 4.3. - HOW CAN WE LOOK AFTER THE PLANET? 4.4. - ENERGY 4.5. - WATER 4.6. - CLIMATE AND WEATHER 4.7. - ANIMALS 4.8. PLANTS 4.9. HEALTHY EATING 5. - ART LESSON PLANS 5.1. - ARCIMBOLDO 5.2. - STOP MOTION 5.3. - VAN GOGH 5.4. - WE WANT TO BE LIKE MIRO 6. - BIBLIOGRAPHY
1. - ABOUT THE AUTHOR Mª Consuelo Barranquero Ramón is an English Primary teacher. She started teaching in 1990 and since then she has been teaching languages: Spanish, Catalan and English. She has worked in three different European Comenius projects with school from: Germany, Norway, Slovakia, Finland, Poland, Turkey, United Kingdom, Italy, Hungary and Denmark incorporating different teaching techniques learned in all these countries. She has done many courses about teaching English as a foreign language and about ICT. From 2006 she has been experimenting about CLIL: Content and language integrated learning methodology in “El Castell”, a little primary state school in Albalat dels Sorells, Valencia, Spain.
2. - WHAT IS CLIL? 2.1. - Definition Content and language integrated learning (CLIL) is a term created in 1994 by David Marsh and Anne Maljers as a methodology. It’s an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. The idea of its proponents was to create an “umbrella term” which encompasses different forms of using language as medium of instruction. 'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994) This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)
2.2. - How does CLIL work? The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners. -
Knowledge of the language becomes the means of learning content.
-
Language is integrated into the broad curriculum.
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Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate
-
CLIL is based on language acquisition rather than enforced learning.
-
Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning.
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CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programe.
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Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes
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Reading is the essential skill.
2.3. - Benefits of CLIL CLIL’S multi-faceted approach can offer a variety of benefits. It: -
Builds intercultural knowledge and understanding Develops intercultural communication skills Improves language competence and oral communication skills Develops multilingual interests and attitudes Provides opportunities to study content through different perspectives Allows learners more contact with the target language Does not require extra teaching hours Complements other subjects rather than competes with them Diversifies methods and forms of classroom practice Increases learners’ motivation and confidence in both the language and the subject being taught
3. - WHAT CAN YOU FIND IN THIS BOOK? These materials have been written to use them with Primary and Lower Secondary aged pupils. This book is divided into Science and Arts units covering these topics: Materials, We are not rubbish, Energy, Water, Weather and climate, Animals, Plants, Food, Healthy eating, We want to be like Miro. Arcimboldo, etc. Each unit contains its lesson plan supported by Teacher’s notes with all the activities and the photocopiable worksheets needed to work with students. There are links to different videos, games, online activities, web quests, treasures hunts and interactive power points for assessments. The lessons plans are not only focused on cross curricular content, but also on English functions, structures and vocabulary areas. Most of the lesson plans include an ICT task as a final task for each unit.
TOPIC
1
Title: MATERIALS Pupils will be able to recognize the different materials used to make objects and they will know where they came from. Aim: To recognize different materials To know that materials have different properties To recognize that everyday objects can be made from a variety of materials. To sort and classify into chosen criteria To know where the materials come from. To know if the materials are natural or manufactured
LEVEL: 5th and 6th grade TIMING: 8 sessions
Content objectives
Language objectives
Ss will be able to Recognize different materials Recognize that everyday objects can be made from a variety of materials. Know that materials have different properties Sort and classify to chosen criteria Understand that materials are suitable for making a particular object because of their properties Know where the materials come from Discover if the materials are natural or manufactured Ss will be able to Listen and read simple tests Remember the key vocabulary. Key vocabulary: Materials: plastic, metal, wood, textile, leather, glass, clay, aluminium, iron, etc. Adjectives: hard, soft, fluffy, rough, smooth, flexible, rigid, cold, hot, dull, shiny, reflective, bright, heavy, light, sharp, pointed, bumpy, dry, wet, round, opaque, transparent, translucent, absorbent, waterproof, stretched, Structures: Ask/answer questions about different materials and their origin using the verb to be: Is plastic soft? Yes, it is/No, it isn’t Is glass transparent? Use comparatives and superlatives between materials
Learning strategies
Using visual aids Touching materials Using key-words Use clear examples Work in pairs and in groups Reading Speaking
Links to the outside world
CROSS-CURRICULAR APPROACH – ACTIVITIES
Materials
Students will learn how to choose an object made with different materials depending on the use they want to give to the object
Science, ICT, English
Households objects: a key, a wood fork, a plastic ruler, a plastic bag, a table cloth, a glass, a metal spoon Worksheets Selection of common materials: felt, foil, fabric, newspaper, cling wrap A feely bag Different kinds of material: wool, nylon, foam, cotton, etc Digital camera Syringe Scissors Glue
STAGES
Lesson 1: Activity 1 4 hours
Activity 2 1 hour
ACTIVITIES
Notes
What is it made of? What are materials like? Students have to Ask children what a material is, after they give their opinions, the bring objects to teacher recaps that a material is what an object is made of and is not school neccesarly just made of fabric. Give students the adjectives list and remember the words with them. As we or they have brought different objects to the class, we put them on the teacher’s table and in pairs they choose one of them and start to investigate it: what colour is it, what it feels like, what it looks like. Teacher tries to encourage students to think about where it comes from. After they have investigated with their partners, they have to describe their material to the rest of the class, if they don’t know the name in English, they say it in their language and we give them the word in English, and make a table with the descriptions on the blackboard. After this we can play with a feely bag: A child put his/her hand in the bag and touchs one object, the rest of the group ask questions like: Is it hard? Is it rough? Give them Topic 1/Lesson1/Activity 1/worsheet 1 and they try to fill in in pairs or in groups. Students compare materials using comparatives and superlatives: - Plastic is harder than paper Give them some grammar activites for practicing Testing materials. Materials needed for the activity: water, syringe, different types of clothes and different types of sticks. Tell the students that when someone wants to make something, they have to think which material is the best for doing it and how do they know which material is the best? (Students give their opinion) if they don’t guess the answer, the teacher tells them that they need to test
Prepare all the material needed: water, syringe, different types of clothes and different types of sticks.
different materials. Tell the students that we are going to do different tests to guess which materials are the best for: -
making a waterproof coat to hold plants up in a garden.
Separate the students in two groups and each group is going to test the different materials. They can use a digital camera for recording the experiment so they have to decide who is going to record the movie Give students the testing rules Topic 1/Lesson 1/Activity 2/worksheet 1. Read the text with them and be sure they understand everything. Give them the recording worksheets. Topic 1/Lesson 1/Activity 2/worsheet 2 and Topic 1/Lesson 1/Activity 2/worsheet 3 After finishing their investigation they show the results to the other group.
Lesson 2: 3 hours Activity 1
Activity 2
Activity 3
ASSESMENT CRITERIA
Where does it come from? Material needed for the activity: scissors, glue and worksheets Read the text about natural materials and manufactured materials Topic 1/Lesson 2/Activity 1/Worsheet 1 Prepare all the After reading the text, children form groups of 4 and teacher gives them material: the Topic 1/Lesson 2/Activity 2/Worksheet 1 where they have to scissors, glue classify objects as they want, after that they explain to the other groups and worksheets which criteria they have chosen. After that the teacher can explain to them that all the clasifications are good but we were looking to classify them into natural or manufactured. If they are natural they come from an animal or from a vegetable or from a mineral and give them time to classifying the objects following this criteria and they can stick pictures on Topic 1/Lesson 2/Activity 2/Worksheet 2. Then we can give them the same worksheet but this time they classify the objects on Topic 1/Lesson 2/Activity 2/Worksheet 3 where they have to stick in the objects depending on the material they are made of. Online quiz sorting and using materials Online quiz grouping materials and characteristics of materials. They can create questions for make a new quizz using “hot potatoes�
Teacher will take notes and observe the participation of the pupils in the different tasks. Teacher will take in account the results of the quizzes. Teacher review the English language about questions, comparative and Computers superlative sentences.
DULL
SHINY
RIGID
FLEXIBLE
ABSORBENT
WATERPROOF
TRANSLUCENT
TRANSPARENT
OPAQUE
LIGHT
HEAVY
SMOOTH
ROUGH
SOFT
HARD
PROPERTIES
MATERIALS
PLASTIC WOOD
Topic1/Lesson 1/Activity 1/worksheet 1:
FOIL
CLAY
RUBBER
MATERIALS’ PROPERTIES
PAPER
METAL
GLASS
FABRIC
Topic 1/Lesson 1/Activity 2/Worksheet 1
TESTING MATERIALS You can test different materials to find out which is the best one for the job. To do a fair test you must only change one thing each time. Activities: A.- For testing if a material is waterproof we must count the number of drops of water that fall onto the plate in one minute through the different materials. To make a FAIR test, you have to do the same thing each time you test a fabric. - Use the same amount of water each time (5ml) - Count the number of drops in one minute for each fabric - Write the results on the recording worksheet.
B. - For testing which stick is the best to hold up plants in a garden, we need to know which is the strongest. How are we going to do it? -
Number the sticks using letter: A, B, C Put the sticks between two tables with a bag hanging in the middle. Start putting weights in the bag Keep adding weights to the bag until one of the sticks breaks. Write the number of weights you have used in the recording sheet Continue adding weights until you have only 1 stick That’s the most suitable stick for holding up the plants.
NOTE: Make sure that the weights do not fall on your feet when the stick is broken.
Topic 1/Lesson 1/Activity 2/worksheet 2
Number of drops
TEST A SPREADSHEET
COTTON
NYLON
WOOL
POLYESTER
Topic 1/Lesson 1/Activity 2/worksheet 3
TEST B SPREADSHEET Stick A B C D
Number of weights to break the stick
SILK
Topic 1/ Lesson 2/Activity 1/Worksheet 1
Where materials come from Some materials are found naturally and we call them NATURAL MATERIALS. People sometimes change natural materials before they are used. - Wood comes from Wood can Table trees be cut into Wooden spoon shapes. It can be pointed or polished.
Some materials are not found naturally. They have to be made using other materials. We call them MANUFACTURED MATERIALS. - Paper is made from wood Paper
Chopped up wood is mixed with other materials
- Stone is dug up from the ground Rock Diamond is a polished stone.
- Wool comes from sheep
Jumper
Woollen glove Yarn
Stone can be cut into shapes. They can be smoothed and polished. Wool is cut off the sheep and made into yarn. Yarn can be made into fabric or knitted to make warm clothes.
The wood is chopped up and mixed with other materials. The mixture is made into thin sheets for writing on or thicker sheets to make cardboard.
- Pottery is made from clay
Clay is found in the ground. It is shaped and heated. The heat makes the clay go hard.
-Metals, glass and plastics are also manufactured materials.
They have to be made using other materials
Glass Metal
Remember:
Test yourself:
Natural materials are found around us, such as wood and wool. They are sometimes made into different shapes before they are used. Other materials have to be manufactured. Manufactured materials include paper, metal and plastics.
1. - Write down three natural materials.
Plastic
2. - a) Which manufactured material is made from trees? b) How is this material made? 3. - Which manufactured material is made from clay? 4. - Write down three other manufactured materials.
Topic 1/ Lesson 2 /Activity 2/ worksheet 1 Cut and classify these objects as you think you can classify them
Topic 1/Lesson 2/Activity 2/Worksheet2 STICK HERE ALL THE NATURAL MATERIALS. Write down if they come from an animal, from a vegetable or from a mineral.
Topic 1/Lesson 2/Worksheet2/worksheet 3 STICK HERE ALL THE MANUFACURED MATERIALS:
ADJECTIVES HARD / SOFT ROUGH/SMOOTH HEAVY/LIGHT OPAQUE/TRANSPARENT TRANSLUCENT WATERPROOF/ABSORBENT FLEXIBLE/RIGID SHINY/DULL MATERIALS NAMES
METAL GLASS
FABRIC CLAY RUBBER PAPER PLASTIC WOOD FOIL LEATHER CORK
TOPIC
2
Title: WE ARE NOT RUBBISH Pupils will be able to learn what packaging is. They will be able to separate packaging into the correct recycling containers and they will be able to understand the 3 R’s Aims: To know what packaging is To compare old and new packaging To distinguish between organic and inorganic rubbish To understand the concept of the 3 R’s To learn the 3R’s song To recognize the recycling logo To learn about recycling containers and their color code. To create a Decalogue for trying to avoid the recycling mistakes. To make an art activity using recycling materials To use computers to create a story about the creation of a can or of a plastic bottle. LEVEL: 5th and 6th grade TIMING: 20 hours
Content objectives
Language objectives
Learning strategies
Ss will be able to Know what a packaging is Distinguish between organic and inorganic rubbish Understand the 3 R’s Recognize the recycling logo Use the recycling containers and their colour code Avoid the recycling mistakes Ss will be able to Listen and read simple tests Remember the key vocabulary. Key vocabulary: plastic, metal, glass, aluminium, batteries, oil, clothes, container, rubbish, bin, junk, rubbish, organic, inorganic, Adjectives: old, new, good, bad, Adverbs: Before, nowadays, Ask/answer questions using present simple and past simple Use verbs in the past tense Use of CAN Use comparatives and superlatives Use positives and negative orders: Throw papers into the blue container Don’t throw organic rubbish into the blue container Using visual aids Using key-words Use clear examples Work in pairs and in groups Reading Jigsaw reading Speaking Drawing Use computers Singing Brainstorming
Links to the outside world
CROSSCURRICULAR APPROACH –
Materials
Learn different ways to respect the environment Use different recycling containers and help family to recycle
Science, ICT, Music, Art, English and mother tongue.
Different kinds of packaging Flyers from different supermarkets Scissors Cardboard Digital camera Plastic gloves and plastic bags Cd- player Computers Notes
STAGES
Lesson 1: Activity 1 1 hour
Activity 2 1 hour
ACTIVITIES
What is a packaging? Material needed for this activity: flyers, scissors, glue and cardboard. Teacher asks children to form groups of 4 and give each group a flyer from a supermarket. Teacher asks students to cut out products and classify them following the criteria the group chose. After 20 minutes ask each group for the classification they have chosen and why do they have decided to separate products in that way. When they finished, if they haven’t used the classification of organic and inorganic, teacher asks them if they know the difference between organic and inorganic rubbish and if they don’t the teacher shows them pictures of a rotten apple, orange, fish, etc and ask if they think the same thing happens with the inorganic rubbish. After that, the teacher gives each group some cardboard and asks them to stick in the pictures following the classification in organic and inorganic (if they want they can divide inorganic into different categories and they can write the rule for knowing if the rubbish is organic or not: Organic rubbish rots and Inorganic rubbish doesn’t rot. When the teacher starts this activity, he/she takes all the packaging to the front of the class asks the students what each packaging is for and if they know the materials they are made with. After this talk the students are ready for give a definition for what packaging is: “Packaging is anything used to contain, protect, handle, deliver or present raw materials and processed products. The most common packaging materials are: Plastic, metal, brick carton, cardboard and glass. Then students do Topic 2/Lesson 1/activity 2/worksheet 1, and answer the questions. Then we talk about the answers to the different questions.
1 week before teacher asks students to bring to school different kinds of packaging, they have to be empty, clean and dry. Teacher has to look for a place for putting all the packaging. The teacher has to look for flyers from supermarkets.
Lesson 2 Activity 1
Teachers have to talk with an older person (he/she Interview an older person to find out about packaging in the past. This could be a activity must be done using the mother tongue but then we could analyze the results using English and write down all the answers using student, parent, or the verbs in the past tense. Students or teacher can use a digital camera grandfather grandmother) to for recording the interview. come to the school for this Topic 2/Lesson 2/ Activity 1/ Worksheet 1 activity. Remember to bring and charge a digital camera. History of packaging
The 3 R’s Lesson 3: Activity 1 2 hours
After the last class, children have been thinking about packaging and about rubbish. The teacher shows students a picture of a clean beach and of a dirty beach (pictures topic 2, lesson 3) and students explain the differences they can see in the picture using the structure: In picture A there is ……. And in picture B there isn’t ………… When they finish, the teacher asks the students: DO YOU THINK WE CAN HELP TO KEEP OUR ENVIRONMENT CLEAN? WHAT CAN WE DO TO KEEP OUR ENVIRONMENT CLEAN? Students start to express their ideas and the teacher can write them on the blackboard. After 10-15 minutes, the teacher stops the brainstorming and tries to put together the ideas that are related to reducing, the ideas related with reusing and the ideas related to recycling. The teacher tells the student these three words: Reduce, Reuse, Recycle are commonly known as The 3 R’s The teacher asks the students if they can give a definition for the word “reduce”. “Reduce” is to use as little of one thing as we can and no to throw things away. Students make a list of ideas for reducing using the gerund (verbs ending with –ing) or using the chunk “WE CAN ….” How we can reduce the amount of rubbish? -
Consuming as many natural products as we can.
-
Using shopping bags made with jute
-
Using a cloth bag for buying bread
-
Avoid buying products with a very short life
The teacher asks the students to give a definition for the word “reuse”. “Reuse” is to use every object many times until it breaks or cannot be used anymore. How can we reuse things? -
Using products with a returnable packaging
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Using paper both sides
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Giving other people things we are not using than other people can use: clothes, toys, etc
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Using our imagination and our creativity for making new objects using old things or inorganic products, for example: key rings, pictures, pictures, ornaments, etc.
-
Organizing a second-hand market to sell things we don’t need that are useful for other people.
Ask students for a definition of the word “recycle”. Recycle is to use old things to make new ones What can we do to recycle things? Recycling is quite difficult and many times things are recycled in factories so we have to learn a lot about this process. Activity 2
This activity is performed in the music class. Students learn the 3 R’s song by Jack Johnson During the week, this song will be the music play during the breaks.
Lesson 4
Recycling
Activity 1 1 hour
Read the text about recycling Topic 2/Lesson4/Activity 1/worksheet 1 Show students the pictures of the different recycling containers and talk about the colour code they use. (Pictures Topic 2. Lesson 4) Students look for a pair and the topic2/Lesson4/Activity 1/worksheet 2
teacher
gives
them:
When they finish, the activity is corrected with the whole class to avoid mistakes and to explain them. Activity 2 2 hours
Material: Plastic gloves and plastic bags. For this activity we need plastic gloves because we are going to put our Cardboard, hands in the rubbish to take out the packaging or the objects that are not pictures of thrown away in the correct container. different objects
Ask students if they think that we are recycling in the correct way After their answers the teacher proposes a field survey. In this activity we are going to have a look at the waste we have in the classroom and we could go to the recycling bins in the school. When we have finished this investigation, we come back to the class with the plastic bags and have a look again and talk about what kind of mistakes we have observed and if we think it’s possible to solve them. Students think about what we can do to remind students and teachers what is correct so the best thing is to create posters with some important key information. So we divide the class into 4 groups and each group is going to make a poster about 1 recycling container and give information about what people must put in Activity 3 1 hour
Show students different pictures (pictures lesson 4, activity 3): a fridge, a washing machine, a computer, a battery, a toy, a CD, a glass, a nappy, a tissue, etc and ask them where they should put them away. Students give their opinion and if nobody talks about the “Ecoparque” or recycling points that exist in some towns and is the place where people can go to throw away all this objects safety. Students make a power point presentation about containers and packaging using imperatives in affirmative and in the negative: Throw the paper into the blue container Don’t throw plastic into the green container
Activity 4 1 hour
Look for the video the teacher wants to use. I’ve - Organic waste goes to a landfill used a video about recycling - Plastic, paper and glass go to a sorting plant or to a recycling glass plant. downloaded from youtube Students watch a video about the recycling process of paper or a video this address: about how plastic is recycled into polyester o about recycling glass http://www.yout ube.com/watch? After that students form groups of four and the teacher gives them Topic2/Lesson4/activity4/worksheet1. Students watch the video again v=6R8YObQbE 88 and they try to put in order the recycling process in Topic 2/Lesson4/activity 4/worksheet 2 What happens with packaging after we throw it into the container?
Teacher can find the correct text in Topic 2/Lesson 4/ Activity 4/ worksheet 3 Activity 5 1 hour
Students create puzzles about materials and recycling, and then the teacher creates a book of puzzles. The teacher photocopies it and the students do the puzzles. We can upload them to the school website
Activity 6 2 hours
Example of an arts and crafts lesson Make your own Christmas card and envelope! MATERIAL: DINA-4 CARDBOARD (different colours) Photocopy of the patterns for the cards (Pattern 1, pattern 2 and pattern 3) using paper that is used only one side. Glue, Glitter (gold and silver), Stars and circles of shaped labels (gold and silver), Markers, Scissors, Wrapping paper children have at home, White labels to write the addresses Teacher gives children a table for then to write their name and address. Instructions: For the Christmas card: - Take a piece of cardboard and fold it in a half. - Take the title you like the best, colour it and stick it on the front page of the cardboard. - Take the pattern you’d like for your card and follow the instructions for cutting and folding it. - Stick the pattern on the folded cardboard following your teacher’s instructions. - Decorate the Christmas card as you like it: using glitter, shaped labels, markers, etc. - Make sure that when you fold your card, the pop-up closes in the correct position. For the envelope: - Take the wrapping paper and cut it in a big rectangle (using the pattern 4) - Fold the wrapping paper as in the pattern. - Glue the edges of the bottom flap and fold it up. - Use a white label for writing your friend’s address - Decorate the envelope as you like. When students finish the cards, teacher will have prepared a bag with all the names and addresses cut and fold. Each child must take one of these papers and write the address of the child he/she has taken on the white label on the front part of the envelope. Teacher buys stamps and posts the cards.
Activity 7 1 hour
Students create a recycling rap. Teacher shows an example and then children working in groups create their own rap. Teacher takes notes about the participation of students.
ASSESMENT CRITERIA
Students do a self assessment about the unit Topic 2/selfassesment form
Teachers must look for the base for rap music. Some examples: Base 1: Base 2
Milk
Juice
Soft drink
Cereal
Vegetables
Fruit
Ice cream
6. - What are the environmental costs of packaging?
5. - Could you use another better packaging for your mid-morning snack? Which one?
Very good
good
OK
bad
very bad
4. - Think about the packaging you use for bringing your mid-morning snack. How do you rate it? (Circle your answer)
3. - If you decide to avoid using one kind of packaging. What could have been used instead?
Eggs
Biscuits and muffins
Washing
Look at the packaging of the product and place a tick (Yes) or a cross (No) in the columns.
2. - Do you think we could avoid buying some of them? Which types of packaging could you avoid buying? Give some examples
1. - Why is packaging necessary?
Answer these questions:
Plastic Glass Cardboard Paper Tin Aluminiu m Polystyren e Plastic film Foil lined
PACKAGING
Meat/fish
Topic 2/Lesson1/Activity2/worksheet 1. Spray
Topic 2/Lesson 2/ Activity 1/ Worksheet 1 HISTORY OF PACKAGING: Guiding questions for you to ask: -
How did you shop in the past? Where did you shop? How often did you have to shop for groceries? Why? Did you enjoy shopping or was it a chore? What did you buy? Which products were packaged? Did you grow any of your own food? If so, what and why? How did you store foods such as milk, bread, meat and ice-cream? What did you use to carry all your groceries? How has food packaging changed over your life time? What do you think about the amount of packaging used today? Did you and others recycle any of your rubbish? What kind of things did you recycle? What changes are there in shopping compared to the past? How has shopping become better or worse than it was in the past?
When you are interviewing someone, be sure to make a time to sit down with your subject. Repeat answers back to her/him to make sure you are getting the right messages. Write here the answers:
Topic 2/Lesson4/Activity 1/worksheet 1
People use a lot of products in their everyday lives. Most of these products are stored in different kind of packaging. If people throw in the bin all these things, all the dumps will be full up and all the incinerators will be working the whole day to burn all the waste materials and they will pollute the air with the ashes. As you know, we can start to help by recycling rubbish from home. First separating the organic rubbish from the inorganic one and then separate the inorganic one into paper, bottles, cans and plastics. It’s very important you have different containers at home to help this process. Recycling works in a loop, but it only works if all parts of the loop work well. Separating rubbish at home is the first part of the loop. When you have all the packaging separated at home you have to take them to the correct recycling container, these containers usually are on the streets and all together to make things easier. The next part is when the recycled things get collected by big lorries that take all the packaging to the sorting or a recycling centre where they are cleaned, and sold to factories that can use them. Then the recyclables are made into new products like newspapers, carpets, and plastic tubs. Then, people like you, buy them again! That’s the recycling loop. When you buy a recycled product you are helping the recycling loop. By recycling paper, you could save one tree. If everyone in our country recycled their newspaper just one day a week, we could save millions of trees a year. If you want to recycle something bigger, like a washing machine, a fridge, or a computer, you must phone your town hall and they will inform you where you can take it. When you or your family go to the supermarket to buy things, remember to look for this logo:
It’s called “green point” but it doesn’t mean that it must be green, it depends on the manufacturer; but when you see this signal it’s because the factory that makes that packaging pays for participating in the recycling system because they are worried about the final destination of the packaging. The international symbol for recycling is called Möbius:
It means that the packaging can be recycled
This symbol is called “Tidyman” and it tells you that you must be responsible and throw the packaging away in the correct place.
Topic 2/Lesson 4/Activity 1/ Worksheet2 WHERE CAN WE THROW THE PACKAGING FOR RECYCLING? There are special recycling containers for throwing away different objects Look at the containers and read the different objects, paint the name of each object using the colour of the container where you will throw it away. BOOKS A BOTTLE OF WINE CARDBOARD Blue
ORGANIC WASTE FOIL A CORRUGATED CARDBOARD BOX CANS/TINS NEWSPAPER
Yellow
PLASTIC BAGS A MILK CARTON A PLATE A PLASTIC BOTTLE OF WATER A SHEET OF PAPER
Green
A JUICE CARTON FRUIT PEEL AN EMPTY TIN OF FOOD TOYS A PERFUME BOTTLE
Is green but the colour for organic rubbish is brown
A POT OF JAM
A CORK FROM A GLASS BOTTLE
A PAPER BAG
THE TOP OF A GLASS POT A LIGHT BULB YOGHURT CARTON
SPRAYS A POLYSTYRENE TRAY A ROTTEN APPLE
Topic 2/Lesson 4/ Activity 4/worksheet 3 1. - GLASS IS A VERY USEFUL MATERIAL BECAUSE IT CAN BE RECYCLED ENDLESSLY
2. - GLASS CONTAINERS ARE COLLECTED FROM RECYCLING BANKS
3. - GLASS IS TAKEN TO A RECYCLING DEPOT IN YOUR AREA
4. - ALL THE GLASS IS THEN DELIVERED TO A REPROCESSING COMPANY
5. - IN THE REPROCESSING COMPANY THE GLASS IS SCREENED, SO CONTAMINATES CA BE REMOVED
6. - THEN THE GLASS IS CRUSHED AND SENT TO A COMPANY TO BE MANUFACTUREDINTO NEW BOTTLES OR JARS.
7. - THE CRUSHED GLASS IS KNOWN AS “CULLET”
8. - THEY SEPARATE THE CULLET DEPENDING ON ITS COLOUR.
9. - IT CAN BE CLEAR, GREEN OR BROWN
10. - ONCE THE CULLET ARRIVES AT THE GLASS FACTORY, IT IS MIXED WITH RAW MATERIALS TO BEGIN THE TRANSFORMATION INTO GLASS
11. - THE RAW MATERIALS INCLUDE SAND, SODIUM CARBONATE AND CALCIUM CABONATE
12. - THE CULLET AND THE RAW MATERIALS ARE MELTED DOWN IN AN OVEN WITH A TEMPERATURE EXCEEDING 500º C 13. - THE GLASS PRODUCED IS MOULDED, OR MECHANICALLY BLOWN, INTO NEW SHAPES.
14. - THE NEW BOTTLES OR JARS ARE SOLD TO VARIOUS COMPANIES TO BE PACKAGED AND PUT ON THE MARKET AS PRODUCTS WE ARE ABLE TO BUY
15. - THEN THE CYCLE STARTS AGAIN
Topic 2/lesson 4/activity 4/worksheet 2
Topic 3/Lesson 1/ Activity 1/ Worksheet 1
THE ATMOSPHERE We are surrounded by air, a gas layer kept close to the Earth by gravity. The earth’s gravity holds the air in an envelope around the planet that’s about 11 km thick. This is called our atmosphere. The atmosphere is very important in protecting us from things in space. The atmosphere also protects us from ultraviolet light from the sun. It absorbs much of this light and lets just enough through to warm and nourish us. The atmosphere keeps us from getting too hot when our side of the planet faces the sun on a summers day or too cold when we are facing away from the sun on winters day. The earth’s atmosphere is divided into five layers. The layers closest to the earth are thickest and then get thinner and fade into space. A rocket leaving our atmosphere would have to go through each layer to get to space. When a rocket launches from Earth it starts in the first layer, the troposphere. It is in this level of the atmosphere where all our weather occurs. This is where clouds form, as well as lightning, high winds, hurricanes, tornadoes, snow, hail and freezing rain. Next a rocket would pass through the stratosphere where the air is calmer. This is where airplanes travel because the air is much less bouncy at this altitude. It is also where ultraviolet radiation from the sun reacts with oxygen to form ozone gas and the ozone layer. The ozone layer protects us from getting too much harmful radiation from the sun. Next the rocket would fly through the mesosphere, the layer of the atmosphere that stops most meteors as they fly toward Earth. Then the rocket would reach the thermosphere. This is where the space shuttle orbits the earth. Then it would go through the exosphere, which is the outermost boundary of our atmosphere. This is where satellites orbit. From here a rocket would leave Earth’s atmosphere and begin its journey into space.
Topic 3/Lesson 2/Activity 2/Worksheet 1
This experiment is going to help us understanding how water vapour and CO2 (carbon dioxide) work in regard to the Greenhouse effect on the earth’s atmosphere. We are going to try to reproduce the conditions that plants have in a greenhouse that are very similar to the ones that the atmosphere gives to our planet causing the greenhouse effect. Material we need: -
A plastic tray An external and an internal thermometer A piece of film Adhesive tape Soil taken from a garden with some small plants in there Water
Instructions: -
-
Put the ground and the small plants in the plastic tray trying to cover the entire tray’s surface. Moisten the soil using as much water as you need Put the thermometer in contact with the soil Wrap the tray with transparent film (don’t wrap it too tightly because you may have to open it if the plastic becomes covered with condensation and you would not be able to read the temperature on the thermometer)
Put the tray outside in a sunny spot and put the other thermometer next to the tray. Check the temperature of both thermometers each hour and take notes. You can use a chart to take notes and then you make a double table using red for the thermometer in the tray and blue for the other thermometer and in this way you can see the difference between both thermometers. The greenhouse effect acts in the same way on the Earth. It increases the temperature on the Earth, and this effect is causing many problems because the weather is changing all over
Topic 3/Lesson 2/ Activity 2/Worksheet 3 OUTSIDE TEMPERATURE CHART
TIME 9:30
10:30
11:30
12:30
13:30
14:30
15:30
16:30
13:30
14:30
15:30
16:30
ยบC
Topic 3/Lesson 2/ Activity 2/Worksheet 2 INSIDE TEMPERATURE CHART
TIME 9:30
10:30
11:30
12:30
ยบC
Temperature ยบC
Topic 3/Lesson 2/activity 2/Worksheet 4 30 29 28 27 26 25 24 23 22 21 20 19 18 17 15 13 11 9 7 5 9:30
10:30
11:30
12:30
13:30
14:30
Time of the day
13:30
14:30
15:30
16:30
Topic 3/Lesson 2/Activity 3/worksheet 1 HOW DOES THE GREENHOUSE EFFECT AFFECT THE EARTH? The greenhouse effect produces what the scientists call “The climate change� or global warming. The Earth is warmer than it should be so the seas and oceans take up more space because warmer water expands. The warming is also making icy places like the Arctic and the Antarctic, melt away. The melted ice drains into the oceans, making sea levels rise even more. Warming means that the level of the sea goes up everywhere causing lots of floods. Warming also means more unpleasant weather with more and bigger hurricanes, typhoons, tornadoes and cyclones. That means lots of people will get killed - or go hungry because their land is flooded. Other places will get hot and dry as people cut down more and more forests. Write under each picture the name of the problem shown you: flood, deforestation, ice melted, increasing of the sea level, a tornado, a tsunami
stem
Label the parts of a flower:
Petal
Topic8/Leson7/Activity2/worksheet2
Anther
Filament
Sepal
Pistil
Topic8/Lesson7/activity2/worksheet3
Complete this crossword about parts of a flower:
DOWN 1. The pollen lands on it. 3. It contains the female reproductive cell. 4. It protects the flowers when it´s growing. 5. It’s the female organ. 6. The male organ of a flower. ACROSS 2. It supports the anther. 3. It contains the ovules. 5. It is a fine powder that comes from the anther. 7. It is a part of the stamen containing the pollen. 8. The colourful part of the outside of the flower. 9. It connects the stigma and the ovary.
Topic8/Lesson7/Activity3/Worksheet1 Listen, read and complete: butterflies
Dull
seeds
wind
Pollination is very important. It leads to the creation of new..................... that grow into new plants. Animals such as bees, ....................., moths, flies, and hummingbirds pollinate plants. When they move to another flower to feed, some of the pollen falls off onto the new plant’s stigma. Another way plants are pollinated is by the..................... The wind picks up pollen from one plant and blows it onto another. Plants that are pollinated by the wind often have long stamens and pistils. Since they do not need to attract animal pollinators, they can have .....................colours, be unscented, and have smaller or no petals, since no insect needs to land on them. So we have two different kinds of pollination: Cross-pollination and self pollination. Look at the pictures below and write down the kind of pollination that each represents.