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Contents Introduction
……………………………………………..………. 3
Chapter 1 - Food CLIL Activity 1 Km0 Card game
……………………………………………..………. 5
Chapter 2 - Water CLIL Activity 1 Saving water in the kitchen bathroom.
……………………………………………………. 18
CLIL Activity 2 Water consumption activity
……………………………………………………. 31
CLIL Activity 3 Playing a domino - repeat and intensify facts and vocabulary about water as a recourse.
……………………………………………………. 36
CLIL Activity 4 Debate – Role playing game
……………………………………………………
46
Chapter 3 - Waste CLIL Activity 1 Act sustainably board game
……………………………………………………. 53
CLIL Activity 2 Recycling card game
……………………………………………………. 57
CLIL Activity 3 How can we reuse recycled waste
……………………………………………………. 72
CLIL Activity 4 Play card games about the topic waste
……………………………………………………. 75
Chapter 4 - Energy CLIL Activity 1 Save energy card game
………………………………………………….
91
………………………………………………….
109
………………………………………………….
111
CLIL Activity 2 What to do during a blackout?
CLIL Activity 3 Play a game of goose
CLIL Activity 4 Save energy board game
………………………………………………….. 124
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Introduction What this e-book is about This e-book provides teachers with a series of activities that will develop pupils’ thinking skills and awareness of the importance of being a sustainable citizen. Through this collection of activities, designed collaboratively with our students, we can analyze our own environmental behaviour and the possibilities for improving it over time in order to reevaluate the effect of our own personal behaviour and how it will affect everyone on a global scale. All materials and activities created by our students focused on four major issues: food, water, waste and energy, and were designed by using CLIL (Content and Language Integrated Learning) methodology. These materials were tested by our students during the two-year Erasmus+ “#Create collaboratively #Teach Locally #Share Globally #Act Sustainably”- “4sUStainable” project. Our pupils experienced the importance of working locally by teaching younger kids from four different countries with different backgrounds and social interests. We strongly believe that the use of teaching through thinking, creating and transferring increased the pupils’ level of knowledge and also improved their communication skills and self-confidence. At the same time, it added a social value during the process.
Basic and Thinking skills Basic and thinking skills are now embedded in our national curriculums and a variety of activities included in this e-book have been identified to enhance students’ abilities. We assure teachers that by using this set of activities, pupils can improve their information processing, reasoning, enquiry, creative thinking and evaluation skills.
How to use this e-book - Photocopiable Resources and Copyright All materials were created using an Open Educational Resources (OER) license from Creative Commons that permits free use for teaching, learning and research. You may photocopy and use the pdf files directly from the e-book for classroom use. All documents may be altered to include your own data if you wish. Feel free to make changes to our activities depending on your circumstances and the ability of the pupils. We only suggest that you include a reference or link to our e-book as the origin of the material used.
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Chapter 1
Food
CLIL Activity 1: Km0 Card games
4
Chapter 1 - Food
CLIL Activity 1: km0 Card Games
CLIL Activity 1: km0 Card Games CLIL LESSON PLAN Topic
Food
Age
>10
Location
Classroom
Related subjects Material needed
Aims
Working procedure
English Level Duration
>A1 50 minutes
Cooking, Biology, Chemistry, Geography The cards, rules. To get students more acquainted with season’s vegetables and fruit and km0. Improve English vocabulary: fruit, vegetables, seasons, numbers etc. Improve English speaking skills by playing different games. Improve social skills by discussing and agreeing upon a suitable game to play.
Download and print and cut the cards (one game per 56 players). Divide your class into teams of 5 or 6 players. Choose one of the games. Teach the appropriate vocabulary. Read and explain the instructions. Play and enjoy the game!
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Chapter 1 - Food
CLIL Activity 1: km0 Card Games
6
Chapter 1 - Food
CLIL Activity 1: km0 Card Games
Spelling game Number of players:
A whole class divided into groups 4 or 5 pupils.
Goal: Collect as much points as possible. Instructions: 1. Each group has a pile of cards and the cards are spread among the players (4 people group- 10 cards per player, 5 people group 8 cards per player) 2. The teacher chooses a card and says “who has….” 3. The players look in their cards for the card asked for by the teacher.
4. In each group one player with the correct card stands up. 5. The teacher asks a question (kCal per 100g, popularity in (country), which season/s can be found in (country)) 6. The players try to find the information asked for and rise a hand when they found it. 7. The first player who rose his/her hand, must spell the name of the fruit/vegetable in English/Greek/Spanish/German or Dutch and do this correctly. 8. The first player to spell and answer the question correctly, gains a point for his group. 9. The group with most points wins.
Extra: If the first player answers incorrectly the second fastest player has a chance to answer, then the third... If none of the players answer correctly, the point is lost.
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Chapter 1 - Food
CLIL Activity 1: km0 Card Games
Nameless Number of players:
A whole class divided into groups 4 or 5 pupils.
Goal: Your goal is to have all 40 cards. Instructions: 1. Shuffle the cards. 2. Give 8 cards to each player (groups of 5) or 10 cards (groups of 4), they cannot look at them. 3. One of the players chooses a criterion (Popularity, Km0, or a season) 4. Every player picks the first card and puts it in the middle of the table, facing up. 5. Each player counts how many points he/she has in the chosen category. He/she must add the criterion’s points of each country. 6. The player with most points wins the round and keeps the cards, stacking them under the ones that his/her cards is eliminated. 7. The player who gathers all the cards wins the game. 8. When you lose all your cards you are eliminated. Extra: 1. If more than one player has the same amount of points in a round, they all continue to draw cards and add up the criterion’s points of the other card to the ones they had. The player with most points takes all the cards from the table. 2. To start, the youngest player goes first and the game continues clockwise. When one of the players is eliminated, he/she is one who chooses the next criterion.
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Chapter 1 - Food
CLIL Activity 1: km0 Card Games
Erasmus Speed game Number of players:
A whole class divided into groups 2-8 pupils.
Goal:
Don’t be the one with all cards left.
Instructions: 1. Every player gets 5 cards; they cannot look at them. 2. Each player shows one card, one by one, clockwise 3. If two players have a card with the same criterion*, they have to grab a glue stick placed in the middle of the table. 4. The first one who grabs it wins the round and the loser has to take all cards from the table. 5. The winner starts the next round. 6. The player who has all cards, loses.
Extra: 1. * Criterion: this is the order that the players must follow in order to play the game. They have to grab the stick if two cards have the same: 1) Country flag. If not: 2) Colour of the line. If not: 3) Odd number (1, 3, 5, 7) If not: 4) Even numbers (2, 4, 6, 8, 0) If not: 5) Colour of the fruit or vegetable. 2. * Criterion: If one player grabs the stick without having the same criteria as another player they must take all the cards from the table and one extra (if there are any) 3. Maximum time for a game is 10 minutes.
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Chapter 1 - Food
CLIL Activity 1: km0 Card Games
Erasmuno
Number of players: 4-8
Goal: Be the first without cards
Instructions: 1. Each player must have 5 cards. 2. The youngest players draws the first card, then,clockwise the next player draws a card, etc. The cards must be equal or higher in Km0 rate than the previous ones. 3. The first criterion is km0. When a card with maximum Km0 rating (4-4-4-4) is drawn the criterion changes to Popularity. 4. When a card with 3-3-3-3 Popularity is drawn the criterion changes again to Km0. 5. When one player has only one card in his/her hand, he/she has to say “Erasmus!” or he/she has to take all the cards from the table. 6. When one player got rid of all his/her cards, he/she wins the game. Extra: 1. The number of 4 (3 in case of popularity) determines the highness of the card, for example a 4-4-1-1 Km0 card is higher than a 4-3-3-3 Km0 card.
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Chapter 1 - Food
CLIL Activity 1: km0 Card Games
Cards
11
Chapter 1 - Food
CLIL Activity 1: km0 Card Games
12
Chapter 1 - Food
CLIL Activity 1: km0 Card Games
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Chapter 1 - Food
CLIL Activity 1: km0 Card Games
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Chapter 1 - Food
CLIL Activity 1: km0 Card Games
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Chapter 1 - Food
CLIL Activity 1: km0 Card Games
16
Chapter 2 Water
CLIL Activity 1: Saving water in the kitchen - bathroom. CLIL Activity 2: Water consumption activity CLIL Activity 3: Playing a domino - repeat and intensify facts and vocabulary about water as a resource. CLIL Activity 4: Debate – Role playing game
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
CLIL Activity 1: Saving water in the kitchen and in the bathroom CLIL LESSON PLAN Created by Belgian team
Topic
Water
Age
>10
Location
Classroom
Related subjects
English Level: Duration:
>=A1 50 minutes
Cooking, Biology, Chemistry, Geography
Material needed
The cards, rules.
Aims
To foster students’ awareness of saving water in the kitchen and in the bathroom. To help students understand important information from a video about proper water use. To help students understand that learning can be achieved in a foreign language. Teacher, peer- and self-assessment methods will be used to assess how well learners identify and summarize essential information. Acquire and use topic-related vocabulary. Produce short pieces of writing. Learning outcomes (What learners will be able to do by the end of the lesson). Get aware of proper use of water in the kitchen and in the bathroom. Understand spoken information about the topic and writing commandments. Memorize and use vocabulary/idioms covered in the lesson. Work together in pairs to write and talk about the topic. Give feedback to the other pupils about their own waterrelated habits in the kitchen and in the bathroom.
Working procedure
Teach the appropriate vocabulary. Read and explain the instructions below.
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
LESSON
Watch the following video and do the exercises. link : https://youtu.be/JrCg36cuMkM 1. Are you in the mood for a crosswords puzzle? Here we go!
ACROSS
4. Lasting for a long period of time Swims in the sea In a good way
DOWN Difficulty A hot meal, most of the time in the evening To waste In an unpleasant way You find it in the kitchen and in the bathroom
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Chapter 2 – Water
2.
CLIL Activity 1: Saving water in the kitchen-bathroom
There are a lot of idioms with ‘ water’ .
Idioms:
-
You’re in deep water. You’re in hot water. I feel like a fish out of water.
Choose the appropriate idiom, what idiom could you use in the following 3 situations? Situation 1: Marie doesn’t feel comfortable when she takes a shower without running water. She always takes a shower with running water.
Marie ………………………………………………………………………………………………………………. Situation 2: Sofie enters the kitchen and sees that her mother is using too much water when she is cooking dinner.
What does she say to her mother?: ……………………………………………………………… ………………………………………………………………………………………………………………………… Situation 3: My boyfriend has forgotten my birthday. I will be very angry with him.
He ……………………………………………………………………………………………………………………
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
3. Time to ask questions about this topic to your neighbour! Ask 6 questions to your neighbour, and use the present simple (habits) . You can write them down first. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………
4. Have you watched the clip well? Are the 10 following sentences true or false? If they are false, correct them!
You need to close the tap while washing your hands.
True
False + Correction
The people in the video aren’t spilling too much water. I feel comfortable about using too much water. Some people don’t know how to do things correctly, sustainably, … Someone is cooking with too much water. All the pupils act sustainably. We need to be economical. We should throw the water away when we finish dinner. We should brush our teeth while the water is running. The water wasn’t hot while we were brushing our teeth.
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
5. Tapescript of the text of the clip with gaps. Use the words from the box. tap – spilling – uncomfortable – jug – way – waste – correctly – difficult – sustainable
STOP!!!! What’s wrong? Close the ……………………….. while washing your hands you ’re ……………………….. too much water! Oh, sorry, I just feel like a fish out of water… What do you say? I feel ……………………….. about it… I’ll show you the correct ……………………….. to wash your hands!! Warning!! You’re ……………………….. too much water! Really? Oh… I don’t know how to do it ……………………….. How should I do it then? What are you doing?!!!! You’re really in deep water now! What? You’re in a ……………………….. situation! What’s wrong? You have to be ………………………..! Look, this is how you should cook. Orphee, we really have to be economical! NOOOO!!! Look! We put the ……………………….. in the fridge and then we can save the water for another dinner. That’s a good idea! Noooo, Annelies! You’re in hot water! What? The water isn’t hot! No, I mean ‘you’re in trouble’! Don’t do it that ………………………... Do it my ……………………….. This was a video with a few examples of how some people …………… water.
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
6. How to save water in the kitchen/bathroom. Write 5 commandments
Don’t/water/hands./run/while/let/washing/your/the …………………………………………………………………………………………………. …………………………………………………………………………………………………
When/don’t/you/your/let/water/body,/wash/the/run.
…………………………………………………………………………………………………. …………………………………………………………………………………………………
you/teeth,/close/your/tap/so/when/brush/the/won’t/ waste/you/water. …………………………………………………………………………………………………. …………………………………………………………………………………………………
use/instead of/a bottle of water. /from/drinking/tap, /the …………………………………………………………………………………………………. …………………………………………………………………………………………………
too/use/water/pool./fill/to/much/Don’t/your
…………………………………………………………………………………………………. …………………………………………………………………………………………………
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
7. Which is the odd one? (Which does not belong in the list below?)
Sea – river – lake – bath - ocean Basin – fork – bucket – cup - glass Stone – grass – flower – tree - plant Shower – bath – tap – washbasin - towel Whale – shark – dolphin – bird - goldfish Toothbrush – shampoo – toothpaste – cup - tap Boiling – steaming – sleeping – cooking - heating Wind - rain – snow – hail – drizzle Swim – drink – cook – sleep – wash Coca Cola – cake – Fanta – beer
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
LESSON – KEY
Watch the following film and do the exercises. link : https://youtu.be/JrCg36cuMkM
1. Are you in the mood for a crosswords puzzle? Here we go!
ACROSS 4. Lasting for a long period of time - sustainable 7. Swims in the sea - fish 8. In a good way - correctly
DOWN 1. Difficulty - trouble 2. A hot meal, most of the time in the
evening - dinner 3. To waste - spill 5. In an unpleasant way - uncomfortable 6. You find it in the kitchen and in the bathroom - tap
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
2. There are a lot of idioms with ‘ water’ .
Idioms:
-
You’re in deep water. You’re in hot water. I feel like a fish out of water.
Choose the appropriate idiom, what idiom could you use in the following 3 situations? Situation 1: Marie doesn’t feel comfortable when she takes a shower without running water. She always takes a shower with running water.
Marie feels like a fish out of water. Situation 2: Sofie enters the kitchen and sees that her mother is using too much water when she is cooking dinner.
What does she say to her mother?: You’re in deep water Situation 3: My boyfriend has forgotten my birthday. I will be very angry with him.
He is in hot water.
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
3. Time to ask questions about this topic to your neighbour! Ask 6 questions to
your neighbour, and use the present simple (habits) . You can write them down first. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… 4. Have you watched the clip well? Are the 10 following sentences true or false?
If they are false, correct them!
You need to close the tap while washing your hands.
True
False + Correction
*
They are spilling to much water.
The people in the video aren’t spilling too much water.
I feel uncomfortable about it.
I feel comfortable about using too much water. Some people don’t know how to do things correctly, sustainably, … Someone is cooking with too much water.
* *
Some people are unsustainable
All the pupils act sustainably. We need to be economical.
*
We should throw the water away when we finish dinner.
We should put the jug in the fridge and save the water for another dinner. We should stop the water while we brush our teeth.
We should brush our teeth while the water keeps running. The water wasn’t hot while we were brushing our teeth.
*
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
5. Tapescript of the text of the clip with gaps. Use the words from the box.
tap – spilling – uncomfortable – jug – way – waste – correctly – difficult – sustainable
STOP!!!! What’s wrong? Close the tap while washing your hands you’re spilling too much water! Oh, sorry, I just feel like a fish out of water… What do you say? I feel uncomfortable about it… I’ll show you the correct way to wash your hands!! Warning!! You’re spilling too much water! Really? Oh… I don’t know how to do it correctly. How should I do it then? What are you doing?!!!! You’re really in deep water now! What? You’re in a difficult situation! What’s wrong? You have to be sustainable! Look, this is how you should cook. Orphee, we really have to be economical! NOOOO!!! Look! We put the jug in the fridge and then we can save the water for another dinner. That’s a good idea! Noooo, Annelies! You’re in hot water! What? The water isn’t hot! No, I mean ‘you’re in trouble’! Don’t do it that way. Do it my way. This was a video with a few examples of how some people waste water.
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
6. How to save water in the kitchen/bathroom. Write 5 commandments
Don’t/water/hands./run/while/let/washing/your/the Don’t let the water run while washing your hands.
When/don’t/you/your/let/water/body,/wash/the/run. When you wash your body, don’t let the water run.
you/teeth,/close/your/tap/so/when/brush/the/won’t/ waste/you/water. Close the tap when you brush your teeth, so you won’t waste water.
use/instead of/a bottle of water. /from/drinking/tap, /the Instead of drinking from the tap, use a bottle of water.
too/use/water/pool./fill/to/much/Don’t/your Don’t use too much water to fill your pool.
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Chapter 2 – Water
CLIL Activity 1: Saving water in the kitchen-bathroom
7. Which is the odd one? (Which does not belong in the list below?)
Sea – river – lake – bath - ocean Basin – fork – bucket – cup - glass Stone – grass – flower – tree - plant Shower – bath – tap – washbasin - towel Whale – shark – dolphin – bird - goldfish Toothbrush – shampoo – toothpaste – cup - tap Boiling – steaming – sleeping – cooking - heating Wind - rain – snow – hail – drizzle Swim – drink – cook – sleep – wash Coca Cola – cake – Fanta – bee
30
Chapter 2 – Water
CLIL Activity 2: Water consumption activity
CLIL Activity 2: Water consumption activity LESSON PLAN Topic:
Saving water: How much water do we use to wash our hands?
Age:
14-18 years
Location:
Science Lab
English Level: Duration:
A2-B1 1h minimum
Related subjects:
Science, Math, English
Material needed:
Lab coats; pH scale prints; hand soap; 3-5 liters empty bottles; red cabbage juice (pH indicator); 5 sets of test tubes; 5 petri dishes; 5 dropper bottles; paper and pencils
Aims:
We will calculate the amount of water that the participants in the experiment use to wash their hands. 1. Read carefully the activity. 2. Create teams in order to organize who is in charge of the two different experiments (fake and real). 3. Dress yourselves in lab coats. Look professional!
Working procedure:
4. Follow the procedure to calculate the pH of the participants. 5. Invite the participants to leave the science lab with their results. 6. Collect the amount of water used to wash their hands. Write down the number along other data as gender, age, grade, etc. 7. Analyze the results using charts and graphics.
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Chapter 2 – Water
CLIL Activity 2: Water consumption activity
WATER CONSUMPTION ACTIVITY Action LAB! - How much water do we use to ….. ? Water is LIFE. Your body is 67% water. Oceans cover 70% of the Earth’s surface and 97% of all water found on Earth is salty. That leaves less than 3% of fresh water available for our use. So, how much of this water do we consume for our personal and home use?
Above, you have some facts on how average families use water and, it seems that we use a lot of water indirectly. So, can we calculate h o w m u c h w a t e r E r a s m u s + students use to wash their hands? Let’s ACTION LAB! In order to do our experiment we are going to mislead the participants, so we created a “fake” experiment about calculating the value of pH in our skin. We will ask all the participants to clean their hands before we start the process but what they really don’t know is that we will secretly collect the water used from the sink after they clean their hands. Isn’t it a great idea? In that w h a t we will avoid the effect of them knowing what is going on!!
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Chapter 2 – Water
CLIL Activity 2: Water consumption activity
The “Fake” Experiment - What is the pH of your skin?
Liquids all around us have either acidic or basic properties. For example, acids taste sour; while, bases taste bitter and feel slippery. However, both strong acids and bases can be very dangerous and burn your skin, so it’s important to be very careful when using such chemicals. In order to measure how acidic or basic a liquid is, one must use the pH scale as illustrated below:
Have you ever read, ""pH balanced"" on a product and wondered what it meant? Our skin is naturally designed to fight infections and environmental stresses and its ability to do so is affected by its pH level. The pH level of the skin refers to how acidic or alkaline it is. Our skin has a thin, protective layer on its surface, referred to as the acid mantle, excreted from the skin's sebaceous glands, which mixes with lactic and amino acids from sweat to create the skin's pH, which ideally should be slightly acidic - at about 5.5/6. Many factors can interfere with the delicate balance of the skin's acid mantle, both externally and internally. Everything that comes in contact with our skin (products, air, water, sun, pollution) can contribute to break down the acid mantle, disrupting the skin's ability to protect itself and recently it’s been found that diet can also play an important role in determining our internal and external pH levels.
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Chapter 2 – Water
CLIL Activity 2: Water consumption activity
So, put on your lab coats and let’s ACTION LAB to calculate the skin pH level in our participants hands !!! We will invite the participants to calculate their pH level in their skin’s hand and, before starting the experiment we will ask them to clean their hands … BUT .. 1. How will we collect the water from the sink? This is EASY, we will collect the water that the participants used by connecting a 5 liters bottle of empty water to the pipe system under the sink. Once the water is collected we will use a measuring cylinder to calculate the amount of water used by each participant and we will write it down on the specific table chart. REMEMBER: we will ask each participant for this age, sex, and country of origin …. We want to evaluate if our experiment shows any differences in water consumption between these three variables analyzed.
2. How will we procedure with the pH experiment? In this experiment we will use the juice from red cabbage as a pH indicator (colour of the juice varies from dark red to yellow as you can see in the plastic card provided). REMEMBER: In order to maximize our time, the red cabbage juice pH indicator must be prepared in advance. As a fake experiment, we will pretend to test our participants skin but actually we will test just common household liquids and see how colour change is produced. Through this colour change, we will be able to identify “falsely” the pH of their skin. Once our participants finish to clean their hands, we will invite them to the lab-bench to analyze their pH. We will already set a minimum of three test tubes or cups with 3 different household liquids: distilled water (neutral pH); white vinegar (acidic pH) and bleach+distilled water (basic pH).
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Chapter 2 – Water
CLIL Activity 2: Water consumption activity
We will ask the participants to touch a previously prepared petri dish with some salt or sugar. We will collect a sample of it and pour it into the test tubes/cups.
With the help of a dropper bottle we will add the juice from the red cabbage into the three randomly placed tubes/cups and we will see a change in colour. We will write down the colour change on the table chart and compare the colour obtained from a random selected tube with the plastic card provided. We will inform them of their pH value according to the colour obtained.
ACTION LAB! Researchers JOB WELL DONE!
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Chapter 2 – Water
CLIL Activity 3: Playing a domino
CLIL Activity 3: Playing a domino - repeat and intensify facts and vocabulary about water as a resource LESSON PLAN
Created by German team Topic
Water
Age
>10
English Level:
Location
Classroom
Duration:
>=A1 50’
Related subjects
Biology, Geography
Material needed
Paper
Aims
Learn and repeat vocabulary with the help of pictures. Intensify knowledge about water. Develop and intensify skills like explaining and describing pictures in a foreign language.
Working procedure
Follow the instructions below.
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Chapter 2 – Water
CLIL Activity 3: Playing a domino
Instructions: Conditions: In the previous lessons the pupils dealt with water related topics. They learnt that there can be either too much water (flooding) or water shortage (droughts), that people can use water to produce energy, and that life on earth is dependent on water supply (to irrigate fields, drinking water, washing etc.). The pupils know technical terms like hydroelectric power, virtual water, evaporation, precipitation. Starting: Put the dominoes face down on the table and mix them up. Each player takes 4 dominoes; for a game with more than 3 players, each player should draw 3 dominoes. The remaining dominoes are left on the table (these are the "sleeping" dominoes). Don't let the other players see your dominoes. The youngest player goes first (or you can go in alphabetical or reverse alphabetical order). In traditional dominoes, the person with the highest double starts.
Playing: The first player places one of his/her dominoes (right-side up) on the table. The second player tries to put a domino on the table that matches one side of what's already there. In this game about water the picture should match the text. Describe and explain the terms and the pictures to repeat knowledge from the previous lessons. If a player cannot go, the player picks a domino from the pile and skips that turn. The chain of the played dominoes develops randomly, and can look a lot like a snake. Continue taking turns putting dominoes on the board (or picking one from the pile if you cannot go) until someone wins. In regular dominoes, the best strategy is to get rid of doubles first.
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Chapter 2 – Water
CLIL Activity 3: Playing a domino
Winning: The winner is the first person to get rid of all of his/her dominoes. But if no one can go out, then the person with the fewest dominoes left is the winner. (http://www.enchantedlearning.com/dominoes/rules.shtml)
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Chapter 2 – Water
CLIL Activity 3: Playing a domino
Pictures
Only 0, 3% of the global supplies of water is available as drinking water.
One of the worst floods ever was in Pakistan in 2010, where more than 1000 people died.
1 oxygen atom + 2 hydrogen atoms
88€
H2O
In Europe the average water price is 88€.
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Chapter 2 – Water
CLIL Activity 3: Playing a domino
catastrophes like floods, hurricanes, droughts
1.386 billion km3 of water exist on earth.
hydroelectricity
“potable water” or “drinking water”
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Chapter 2 – Water
CLIL Activity 3: Playing a domino
water from wells in poor countries
ocean currents affect the climate
virtual water water that is used for the production of goods
9.000.000 tons of garbage get into our oceans, rivers and lakes every year
41
Chapter 2 – Water
CLIL Activity 3: Playing a domino
dam
505.00 km3 of water evaporate every year
photosynthesis
garbage patch in the North Pacific as big as Western Europe
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Chapter 2 – Water
CLIL Activity 3: Playing a domino
evaporation, condensation and precipitation
water consumption per head per year:
Greece: 850 m3 Spain: 730 m3
Belgium: 570 m3 Germany: 400 m3
wastewater “greywater” and “black water”
access to clean, drinkable water is a human right since 2010
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Chapter 2 – Water
CLIL Activity 3: Playing a domino
70% of all water is used for agriculture
3 different state forms: solid, liquid and gas
900 million people in the developing countries have no access to clean drinking water
A raindrop has a size of one to two millimeters
44
Chapter 2 – Water
CLIL Activity 3: Playing a domino
6000 liters of water are needed for the production of a fast-food menu
each year, 1.5 million children die from pathogens in the water
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Chapter 2 – Water
CLIL Activity 4: Debate-Role playing game
CLIL Activity 4: Debate – Role playing game CLIL LESSON PLAN
Created by Greek team Topic
Water
Age
>10
English Level:
>=A2
Location
Classroom
Duration:
50 min.
Related subjects
Geography, Biology, English language, Science
Material needed
A3 paper, 7 bottle caps (4 colours), paper cup. Students are sensitized and commit themselves to ambivalent environmental issues. Students improve their communications skills. Students improve oral and written English
Aims
language production. Freedom of expression, critical thought and cooperation is promoted. Production of persuasive arguments of both sides. Final decision based on thoroughly supported opinions.
Working procedure
Follow the instructions bellow.
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Chapter 2 – Water
CLIL Activity 4: Debate-Role playing game
Instructions General topic: “Water Privatization” Number of students: 8 Number of teams: 2 (Affirmative & Negative) (each team consists of 4 students) Timekeeper. A student whose duty is to keep the time. Coordinator: A student who will present the rules and will ensure that these rules will be respected. Audience. All students. Duration: 2 hours. 1 hour for the preparation and 1 hour for the debate.
Objectives
Students are sensitized and commit themselves to ambivalent environmental issues.
Students improve their communications skills.
Students improve oral and written English language production.
Freedom of expression, critical thought and cooperation is promoted.
Outcomes
Production of persuasive arguments of both sides.
Final decision based on thoroughly supported opinions.
Final production of the debate video.
Specific scenario Hrisopigi (Golden-Springs) is a picturesque town of 20000 inhabitants. It is beautifully located between a mountain and a valley. Springs of fresh water are found in the mountain which supplies the town and end in the valley. A water bottling company suggests to the mayor of the town that they should market their spring water and make a profit out of it.
More specifically, they suggested
creating a factory in their area which will bottle and market Hrisopigi water. This way the town would have an annual income.
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Chapter 2 – Water
CLIL Activity 4: Debate-Role playing game
The mayor, in his attempt to make a final decision, called a debate of the local authorities. So, a panel of two teams was created.
The first team will support
building the factory and the second will be against it. Each team will consist of 4 members.
More specifically: “For” Team The mayor The factory owner The factory head scientist Representative of the commercial association
“Against” Team Leader of the opposition party Environmental teams representative A scientist Farmers’ Representative.
The debate will be attended by local authorities and natives. At the end there will be public voting.
Activity description Each team consists of 4 students, each taking a role. Before the debate, the teams will have 1 hour time so as to distribute the roles, and coordinate their presentation.
The rest of the students The rest of the students will be the locals who will finally decide if the plant will be build or not. Before starting the debate the audience (students and teachers) will sit in two sides (affirmative side and negative side) randomly, as shown in the diagram. After each pair of speakers end their argument, the audience will be moved (or stay) to the side which has persuaded them more. At the end, the team which has the most followers is the winner. At the end of the debate they will have time to work in teams so as to justify their decision and set the requirements.
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CLIL Activity 4: Debate-Role playing game
Rules A debate consists of two teams: An Affirmative and a Negative, the timekeeper, the coordinator and the audience (which will be the judges). Each team (side) consists of four speakers (one from each country). The First Affirmative speaker begins the debate, and is then followed by the First Negative speaker. This pattern is maintained for the second, third and fourth speakers of each team. The debate is going to start with the major. Each speaker speaks for a set time of 5 min. The timekeeper shows the time left by displaying three cards, the first when there are 2 minutes left, the second when there is 1 minute left and the third for the last 30 sec. Then, the other team can ask a question to the speaker. In order that the audience would be involved in the game, they can also ask one or two questions. The speaker should answer each question within 30 sec. Each speaker has certain ‘duties’ to attend to as they speak (see ‘Duties of Speakers’). All debaters must begin with “Ladies and Gentlemen”.
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CLIL Activity 4: Debate-Role playing game
Room layout The debate is set up as shown in the diagram below.
SPEAKING AREA
AUDIENCE
AUDIENCE
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Chapter 2 – Water
CLIL Activity 4: Debate-Role playing game
DUTIES OF SPEAKERS NEGATIVE (For the factory building)
AFFIRMATIVE (Against the factory building)
1st Speaker (Major) Introduction Arguments, reasons and evidence Summary of own case Conclusion (also called Ending)
1st Speaker (Leader of the opposition party) Introduction Rebuttal Arguments, reasons and evidence Summary of own case Conclusion (also called Ending)
2nd Speaker (Factory owner) Introduction Rebuttal Summary of own first speaker (optional) Arguments, reasons and evidence Summary of team case Conclusion (also called Ending)
2nd Speaker (Environmental teams representative) Introduction Rebuttal Summary of own first speaker (optional) Arguments, reasons and evidence Summary of team case Conclusion (also called Ending)
3rd Speaker (Factory scientist) Introduction Rebuttal Summary of team case (optional) Conclusion (also called Ending)
3rd Speaker (A scientist) Introduction Rebuttal Summary of team case (optional) Conclusion (also called Ending)
4th Speaker (Representative of commercial association) Introduction Rebuttal Summary of team case Conclusion (also called Ending)
4th Speaker (Farmers’ Representative. Introduction Rebuttal Summary of team case Conclusion (also called Ending)
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Chapter 3
Waste
CLIL CLIL CLIL CLIL
Activity Activity Activity Activity
1: 2: 3: 4:
Act sustainably board game Card games - Waste How can we reuse waste Recycling card game
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Chapter 3 – Waste
CLIL Activity 1: Act sustainably board game
CLIL Activity 1: Act Sustainably board game CLIL LESSON PLAN Created by Greek team Topic
Waste
Age
>10
English Level
>=A2
Location
Classroom
Duration
50 min.
Related subjects
Geography, Biology, English language, Science
Material needed
A3 paper, 7 bottle caps (4 colours), paper cup.
Aims
Working procedure
To foster students’ awareness of environmental topics. To encourage children to recycle. To teach students how long it takes to decompose various types of garbage. To help students understand that learning can be achieved in a foreign language. Develop and intensify skills like explaining and describing pictures in a foreign language. To help students cooperate, accept loss and compromise. Download the attached “Act sustainably” board game. Print it in A3 paper. One game per team (4 players) Divide your class into teams of 4 players. Teach the appropriate vocabulary. Read and explain the attached instructions. Play and enjoy the game!
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Chapter 3 – Waste
CLIL Activity 1: Act sustainably board game
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Chapter 3 – Waste
CLIL Activity 1: Act sustainably board game
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Chapter 3 – Waste
CLIL Activity 1: Act sustainably board game
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Chapter 3 – Waste
CLIL Activity 2: Recycling card game
CLIL Activity 2: Recycling card game LESSON PLAN
created by Spanish team Topic
Waste
Age
>10 years
Location
Classroom
English Level: Duration:
>=A1 50 minutes
Related subjects
Biology, English language, Science
Material needed
Four cardboard boxes. Country cards and waste cards
Aims
Getting aware of the importance of recycling. To identify the appropriate colour for each waste, acknowledging that each country uses a different colour code. Practise speaking skills in a foreign language, using vocabulary about waste and recycling. Pupils are distributed in groups of 4 to 6 people. Each group of pupils will have the support of an “Erasmus partner” There are two decks of cards (Country cards and waste cards), and four boxes, each box for a
Working procedure
different type of waste. Each side of the box in a different colour. Playing Each group takes 6 cards from each deck. Players have to randomly join each country card with a waste card.
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CLIL Activity 2: Recycling card game
Pupils have to identify the type of waste and to find out the name of the city and country. After consulting the countries containers colors, players have to find out the colour of the box. One pupil of the group has to stand up and put the cards into the right box. Play continues until all the groups have their cards into the correct waste box. Winner The group with most points is the winner.
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Chapter 3 – Waste
CLIL Activity 2: Recycling card game
Why is recycling so important? We create a huge amount of waste that is constantly increasing. In order to reduce the negative impact on the natural environment, It is very important to recycle all the different materials or waste that we generate. REDUCE the amount of waste you create. REUSE the object for a same or different purpose RECYCLE the waste to preserve our natural environment. The 3 R’s Types of waste
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Chapter 3 – Waste
CLIL Activity 2: Recycling card game
Containers colours The recycling colour code determines in which container we have to put our waste. But there’s not a global standardization, in fact country uses a different colour code for different types of waste.
Card game instructions Starting - Pupils are distributed in groups of 4 to 6 people. Each group of pupils will have the support of an “Erasmus partner” - There are two decks of cards (Country cards and waste cards), and four boxes, each box for a different type of waste, and with each side of the box in a different colour. Playing - Each group takes 6 cards from each deck. - Players have to randomly join each country card with a waste card.
-Pupils have to identify the type of waste and to find out the name of the city and country. - Bottle : Plastic waste - Barcelona : Spain 60
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CLIL Activity 2: Recycling card game
- After consulting the countries containers colours, players have to find out the
colour of the box.
(If a player has plastic waste and a Spanish card, the colour of the box should be yellow) - One pupil of the group has to stand up and put the cards into the right box, and
say the following sentences: -My city is
……Barcelona… ,
…Spain…… .
-My product is a/an …bottle…….., and it is a/an
…plastic….
waste.
-.…Plastic …… waste goes into …brown……. containers.
-Play continues like this until all the groups put all their cards into the right waste box. Winning - Each group gets a point for each category if answered correctly according to the following table. The group with most points is the winner! Country Group 1
Product
Waste
Colour
Total Score
Group 2 Group 3 Group 4 Group 5 Group 6 61
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CLIL Activity 2: Recycling card game
B_R_E_O_A
S_V_LL_
V_L_N_I_
M_D_I_
S_L_M_N_A
M_L_G_
A_H_N_
M_K_N_S
T_B_S
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CLIL Activity 2: Recycling card game
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Chapter 3 – Waste
CLIL Activity 2: Recycling card game
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Chapter 3 – Waste
CLIL Activity 2: Recycling card game
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Chapter 3 – Waste
D_L_O_
CLIL Activity 2: Recycling card game
C_R_N_H_S
S_N_O_I_I
B_U_S_L_
B_U_E_
O_T_N_
G_E_T
M_C_E_E_
H_SS_L_
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CLIL Activity 2: Recycling card game
GLASS
GLASS
GLASS
GLASS
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PLASTIC
PLASTIC
PLASTIC
PLASTIC
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PAPER
PAPER
PAPER
PAPER
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ORGANIC
ORGANIC
ORGANIC
ORGANIC
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Chapter 3 – Waste
CLIL Activity 3: How we reuse recycled waste
CLIL Activity 3: How can we reuse recycled waste? LESSON PLAN
Created by German team Topic
Waste
Age
10-12
Location
Classroom
Related subjects Material needed
Aims
Working procedure
English Level Duration
A1 1 lesson
Art (Design), English Paper, pens Get ideas how plastic waste is already reused (e.g. jerseys, shoes) Develop more ideas how recycled waste can be reused. Present the ideas in English in front of the class. The teacher shows photos with different forms of waste to introduce “waste words” like plastic/organic/paper waste. The students describe the photos and talk about what happens with this kind of waste. Afterwards the teacher gives some examples e.g. Adidas shoes made of plastic waste, ONeil Bikinis made of waste from the oceans, or the project “Recycled Park” in Rotterdam. The class is divided into groups of 4-5 students. The students must come up with their own ideas how we can use waste and make new things out of it. They should draw their ideas on a piece of paper.
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CLIL Activity 3: How we reuse recycled waste
http://www.oneill.com/de/de/shop/inspiration/kollektionen/oneill-blue/oneill-bluecollection
http://www.woman.at/_storage/asset/5749284/storage/womanat:contentlarge/file/82657145/46308253.jpg
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CLIL Activity 3: How we reuse recycled waste
http://recycledpark.com/introduction.html
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Chapter 3 – Waste
CLIL Activity 4: Playing card games about the topic waste
CLIL Activity 4: Playing card games about the topic ‘waste’ CLIL LESSON PLAN Created by Belgian team
Topic
Waste
Age
>10 years
Location
Classroom
English Level Duration
>=A1 50 minutes
Related subjects
Biology, Geography, Science
Material needed
The different card games
Aims
Develop skills like explaining and describing pictures in a foreign language. Learn and repeat vocabulary about waste with the help of pictures. Think about waste production at school, at home and in the world.
Working procedure
Divide the children in small groups (4 to 6 pupils). Explain briefly the different card games (lotto game, memory game and quartet game). How do you play Lotto? Each player takes one large Lotto card. Put all small cards in the middle of the table, with the 75
Chapter 3 – Waste
CLIL Activity 4: Playing card games about the topic waste
words facing down, and shuffle them. The pupil whose birthday comes first begins: turn over one of the cards. If the word matches an item that is on your Lotto card, you can keep the word card. Put the card in one of the holes of your Lotto card. Now you can try again. If you turn over a card that has a word on that is not on your Lotto card, you have to turn back the card and leave it as it was. Now it’s the next players turn. Who wins? The one who finds his or her 6 smaller picture cards first wins! How do you play "Memory" Mix up the cards. Lay them in rows, face down. The first player turns over any two cards. If the two cards match, he or she can keep them. The player is awarded another turn for making a match and goes again. If the cards are not a match they are turned back over and it is now the next players turn. A players turn is not over until he/she is unable to make a matching pair. The game continues in this fashion until all the cards are played. Who wins? Once all the cards have been played the player with the most matching pairs is the winner. How do you play “Quartet” The cards are shuffled and dealt evenly between all the players and the cards are hold face up in a players hand. The player to the dealer's left starts by asking another player if they have a certain card (example, card ‘good idea for your lunch’ – 76
Chapter 3 – Waste
CLIL Activity 4: Playing card games about the topic waste
drinking bottle) which would help the player create a quartet. If the player has the card, then he/she hand it over. If the player doesn't, then it is his turn to ask. As long as you ask successfully you can carry on asking. The object is to collect sets of cards, usually sets of four cards of the same rank. When a quartet is created, then the cards creating the quartet are placed in front of the player (example: you have 4 cards of ‘good idea for lunch: lunchbox – drinking bottle – biscuit box – a piece of fruit’). Who wins? The game ends when all the quartets have been created. The winner is the person with the most quartets.
Organize the classroom in different corners so that the children can play in small groups. Let the games begin. Rotate after 15 or 20 minutes.
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CLIL Activity 4: Playing card games about the topic waste
Three simple games are developed for children between the age of 10-11 years old.
A quartet game
A lotto game
A memory game
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Game 1 : lotto game:
Cards:
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Chapter 3 – Waste
Lotto pictures:
CLIL Activity 4: Playing card games about the topic waste
Lotto words:
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Chapter 3 – Waste
CLIL Activity 4: Playing card games about the topic waste
Game 2: memory game
A plastic bottle
A battery A tin
A glass bottle
A garbage truck
A bin
A garbage bin
A carton
A carton of orange juice
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CLIL Activity 4: Playing card games about the topic waste
A bottle of laundry detergent
A bag of crisps
A garbage dump
Toxic waste
A garbage bag
To recycle
A can of fizzy drink
Compost
To re-use
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CLIL Activity 4: Playing card games about the topic waste
The environment
Tinfoil
Sea pollution
A biscuit box
A sandwich box
A drinking bottle
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CLIL Activity 4: Playing card games about the topic waste
Game 3: quartet game Organic waste
o o o o
Banana peel Appel core Orange peel Teabag
Organic waste
o o o o
Banana peel Appel core Orange peel Teabag
Organic waste
o o o o
Banana peel Appel core Orange peel Teabag
Paper and carton to be recylced
o o o o
Newspaper Postcard A cardboard box carton
Organic waste
o o o o
Banana peel Appel core Orange peel Teabag
Paper and carton to be recylced
o o o o
newspaper postcard cardboard box carton
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Paper and carton to be recylced
o o o o
newspaper postcard cardboard box carton
Glass to be reused or recycled
o o o o
glass jar bottle lamp broken cup
CLIL Activity 4: Playing card games about the topic waste
Paper and carton to be recylced
o o o o
newspaper postcard cardboard box carton
Glass to be reused or recycled
o o o o
glass jar bottle lamp broken cup
Glass to be re-used or recycled
o o o o o
glass jar bottle lamp broken cup
Glass to be re-used or recycled
o o o o
glass jar bottle lamp broken cup
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Bedding material
o o o o
cigarette butt can of coke packing material dangerous for birds
Bedding material
o o o o
cigarette butt can of coke packing material dangerous for birds
Bedding material
o o o o
cigarette butt can of coke packing material dangerous for birds
This is no waste
o give your old teddy bear or old clothes to someone who needs it o make new things out of cans/buckets/cups/… o make new things out of old clothes o out of some plastic they can make new materials
Bedding material
o o o o
cigarette butt can of coke packing material dangerous for birds
This is no waste
o give someone your old teddy bear or old clothes o make new things out of cans/buckets/cups/… o make new things out of old clothes o out of some plastic they can make new materials
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CLIL Activity 4: Playing card games about the topic waste
This is no waste
This is no waste
o give someone your old teddy bear or old clothes o make new things out of cans/buckets/cups/… o make new things out of old clothes o out of some plastic they can make new materials
o give someone your old teddy bear or old clothes o make new things out of cans/buckets/cups/… o make new things out of old clothes o out of some plastic they can make new materials o
Bad for the environment
Bad for the environment
o tinfoil o plastic bag o diaper o bag of chips
o o o o
tinfoil plastic bag diaper bag of chips
Bad for the environment
o o o o
tinfoil plastic bag diaper bag of chips
Bad for the environment
o o o o
tinfoil plastic bag diaper bag of chips
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Good idea for your lunch
o o o o
lunchbox drinking bottle biscuit box a piece of fruit
CLIL Activity 4: Playing card games about the topic waste
Good idea for your lunch
o o o o
lunchbox drinking bottle biscuit box a piece of fruit
Good idea for your lunch
o o o o
lunchbox drinking bottle biscuit box a piece of fruit
Good idea for your lunch
o o o o
lunchbox drinking bottle biscuit box a piece of fruit
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CLIL Activity 4: Playing card games about the topic waste
Sources (information and pictures): https://nl.dreamstime.com/redactionele-foto-afval-die-en-gesoleerde-symbolensorteren-recycleren-image61710771 https://nl.dreamstime.com/free-photos https://www.pinterest.com/irislibaers/project-afval-recycleren/ http://nl.123rf.com/stock-foto/vuilnis.html http://nl.123rf.com/search.php?word=vuilnis&start=100&searchopts=&itemsperpage= 100&sti=ls981uvr6vb7t4p58s| http://static.oefen.be/tmp/files/162184/afval_15.htm https://www.klascement.net/docs/33482/ https://plus.google.com/105776799192878039876 https://www.pinterest.com/irislibaers/project-afval-recycleren/ https://www.klascement.net/docs/33482/
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Chapter 4 Energy
CLIL CLIL CLIL CLIL
Activity Activity Activity Activity
1: Save energy card game 2: Play a game of goose 3: What to do during a blackout? 4: Save energy board game 90
Chapter 4 – Energy
CLIL Activity 1: Save energy card game
CLIL Activity 1: Save energy card game CLIL LESSON PLAN created by Greek team
Topic
Energy
Age
>10
Location
Classroom
English Level: Duration:
A2 50 min.
Related subjects
English language, Science, Environmental education
Material needed
12 A4 paper, a dice
Aims
Working procedure
To get the students informed on energy topics. To encourage children, save energy. To teach students how to respect the environment. To help students realise that individuals and communities have a serious impact on the environment. To help students understand that learning can be achieved in a foreign language. To help students work as a team, play together, accept defeat and congratulate the winner.
Download the attached “save energy” cards. Print on one side the category and on the other side the cards related to it. Cut them. Make a deck of 48 cards (4 x 12 cards). Divide your class into teams of 4 players. Read and explain the attached instructions. Play and enjoy the game!
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Chapter 4 – Energy
CLIL Activity 2: What to do during a blackout
CLIL Activity 2: What to do during a blackout? LESSON PLAN
Created by German team Topic
Energy
Age
10-12
Location
Room with curtains or blinds
Related subjects Material needed
Aims
Working procedure
English Level: Duration:
A1 45 minutes
Sciences or English Torches or headlamp Copies of texts and pictures Understand which things need electricity to work and you cannot use during a blackout Understand which activities you cannot do during a blackout Know how to prepare for a blackout (What do I need?) Know how to behave during a blackout. Be able to construct sentences with “can” and “can’t” or “could” and “could not”(e.g. I can read a book. I cannot watch TV.) Start by closing the blinds or curtains to create a “blackout atmosphere”. Tell the students about the possibility of a blackout and explain what this actually means. You can give examples from your own or other country/ies. If the room is really dark, you can hand out torches or light candles (if allowed at your school). Afterwards you can tell the students that you wanted to show a video today or that you had prepared a presentation on your laptop but you are not able to show it because the computer and/or projector needs electricity. Write down the sentence “I cannot use the computer.” On 109
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CLIL Activity 2: What to do during a blackout
the blackboard. Ask the students what you could use instead (books, blackboard etc.) and write down a sentence like “I can use the blackboard”. Now the students should think about items they can or cannot use during a power cut. You can prepare cards with pictures and vocabulary on them or just collect ideas (washing machine, bus, oven, toilet etc.). All students should decide whether they can use these things or not. Afterwards you compare their results and tell them what is right and wrong. Now the students should write some sentences about their daily routine in case of a blackout. Collect some examples. Write down some sentences for the last part of the lesson in which you will talk about how to prepare for such an event: What do we need? Depending on the sentences you wrote down before you can write down words like: a torch, candles, water, food, etc.
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CLIL Activity 3: Play a game of goose
CLIL Activity 3: Play a game of goose LESSON PLAN
Created by Belgian team Topic
Energy
Age
<12
Location
classroom
Related subjects
Material needed
Aims
Working procedure
English Level Duration
>=A1 1 hour
Sciences Gooseboard, dice and pieces, material for 6 different games to be played: connecting game, jigsaw puzzle, bingo, domino, word search and windmill Main objective: play a game with different tasks which have to do with energy Students improve their English vocabulary: energy Students improve their English speaking skills: giving and receiving instructions Students improve their social skills: working together, winning and loosing etc Form groups of 4 or 5 pupils. Each group receives a gooseboard, a dice and can choose one piece. One pupil of each group throws the dice and moves the piece according to the eyes of the dice thrown. At certain stages on the gooseboard the pupils have to do a task. If they fullfil the task well, they can gain extra moves forward. The group that reaches the final point first, is the winner. There are also stages where they have to go back. Task 1: Connecting words with pictures. The pupils of a group have to connect words with pictures, which all have to do with our project 4sUStainable. Task 2: Jigsaw puzzle 111
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CLIL Activity 3: Play a game of goose
Each group receives a package with pieces from 5 different jigsaw puzzles. The pupils have to do all jigsaw puzzles. Task 3: Bingo All pupils of a group receive a card with 8 different pictures. In the middle of the group there is a pile with small cards with the same pictures. Each pupil taking turns has to draw a card from the pile, has to say in English what he/she sees and when he/she has the picture asked for on his/her card, he/she puts a marking sign on it. The aim is to have a “full” card as quickly as possible. However there are also laughing and sad looking smileys. When a pupil draws a laughing smiley, he/she can put a marking sign on one picture he/she chooses him/herself. If a pupil draws a sad looking smiley, he/she has to remove a marking sign he/she chooses him/herself. Task 4: Domino The domino cards are divided among the pupils. On each domino card there is a picture on one end, and an English word on the other. In the beginning one domino card is put on the table. The pupils, taking turns, have to link the picture on this card with the correct English word or the English word on the card with the correct picture. As such they try to link all cards. The pupil that can lay all his/her cards first is the winner. Task 5: Word search The pupils from one group receive a word search. Underneath the word search English words which have to do with energy are printed. The pupils have to find all words as quickly as possible. Task 6: Windmill. All pupils from a group receive an instruction card with instructions how to make a windmill yourself.
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FLOWER EARTH WASTE ENERGY FOOD WATER FOREST WINDMILL SOLAR PANELS LIGHT BULB ELECTRIC CAR BATTERY 123
Chapter 4 â&#x20AC;&#x201C; Energy
CLIL Activity 4: Save energy board game
Activity 4: Saving energy board game LESSON PLAN
Created by Spanish team Topic
Energy
Age
+ 10
Location
Classroom
English Level: Duration:
A1 1 hour
Related subjects
Science , Technology.
Material needed
Card board , 20 lucky cards, 20 question cards, 60 power coins, chips and dice.
Aims
To encourage children to save energy by playing a fun board game. Getting aware of the importance of saving energy at home. To improve students speaking skills. To improve their English vocabulary related to energy and electrical appliances. To understand that learning can be achieved in a foreign language. Set up
Working procedure
Shuffle the two decks of cards separately and place them in two piles next to the board. Select your playing colour. Each player throws the dice to see who goes first. Every player picks up 10 coins Playing the game Players start on square number 0. Every player throws 124
Chapter 4 – Energy
CLIL Activity 4: Save energy board game
the dice, and the player with the highest score starts the game. First player throws the dice and moves that many spaces. Every time a player throws the dice, he/she has to pay one coin to the jackpot. (except if player falls on a “lucky square” or “roll again” square). Next player's turn continues clockwise.
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CLIL Activity 4: Save energy board game
Energy Game Rules Players 2 to 6 players Ages 9 and up.
Content: Cardboard 20 Lucky cards and 10 question cards 60 power-coins Chips and dice
Set up Shuffle the two decks of cards separately and place them in two piles next to the board. Select your playing colour. Each player throws the dice to choose who goes first. Every player picks up 10 coins
Playing the game Players start on square number 0. Every player throws the dice, and the player with the highest score starts the game. First player throws the dice and moves that many spaces. Every time a player throws the dice, he/she has to pay one coin to the jackpot. (except if player falls on a “lucky square” or “roll again” square). Next player's turn continues clockwise. Special squares:
Lucky square: Draw a lucky card and follow the instructions.
Question square : Answer a question correctly. ( player on the left draws the card and asks the question) Depending on the answer, follow the card instructions.
Arrows square: Player goes to the nearest arrows square.
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Throws again square: Throw the dice again for free!!
Jackpot square: Youâ&#x20AC;&#x2122;ve been lucky!! Pick up all the coins placed on the jackpot!!
Cross square: Bad luck!! :( You lose your next turn and have to pay one coin.
Winning If a player loses all his/her power coins, he gets eliminated. First player to reach square number 31 wins.
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CLIL Activity 4: Save energy board game
CLIL Resource Pack for Teachers
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ERASMUS STRATEGIC PARTNERSHIP FOR SCHOOLS 2015 – 2017 #Create collaboratively #Teach Locally #Share Globally #Act Sustainably
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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