Repository Bio-Data

Mission Statement

This repository will enhance learning taking place during Math and Physical Science face-to-face sessions. The learning activities will favour the CLIL approach to strengthen learners’ language proficiency as well as learners’ math and science content development, the principles underlying new-learning environments, and the learners’ needs.

Towards Understanding CLIL

“Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for learning and teaching of both content and language”. (Coyle, D. et al, 2010). As these authors mention within the CLIL framework different language-supportive methodologies are incorporated by the CLIL teacher so that content and language are joint aims of the lesson. In addition, CLIL analyzes effective teaching methodologies such as the ones derived from the constructivism approach to implement student-centered learning environments.

As Mehisto et al (2008) state repacking information, using charts and diagrams, and hands-on activities, and eliciting key vocabulary are among effective CLIL strategies.

How do you plan a lesson?
The 4Cs framework developed by Coyle, D. (2010) offers the CLIL teacher a framework of reference to start building a lesson. Click here to access a mind map template provided by these authors (p.56).

Main Benefits

• Students improve their language competence
• The language is used in a meaningful and contextualized learning experience
• Students develop low and high order thinking skills
• Communication skills are developed
• The learning process is scaffolded so that learners with low linguist abilities might reach high cognitive demands
• Increases students’ motivation

References
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL Content and Language Integrated Learning. United Kingdom: Cambridge University Press.

Mehisto, P., Marsh, D., & Frigols, M. (2008). Uncovering CLIL. China: Macmillan Publishers Limited.

Feedback

This repository of learning activities aims at creating a community of practice whose main goal is gaining understanding in relation to new learning environments, CLIL approach, and successful learning experiences in places that use a second language as language of instruction. Therefore, your comments, suggestions, and feedback are welcome and will be very useful to reach the aim above mentioned.

Please write your comment below, after click on the “send” button or write an email to clilrochi@yahoo.ca

Talking about Solids

Hi, kids. This e-tivity is about understanding a science text and finding out the main idea and supporting details. By the end, you'll be able to:

• explain what a solid is,
• identify the main characteristics solids have, and
• find out the main idea of a given text.

Average online time: 25 min
Average offline time time: 10 min
STEP 1 - Activating my knowledge device
a) What do I know about solids?
b) What would I like to know?

STEP 2 - Reviewing the Vocabulary
Please click here and do the activity there proposed. It will help you revise the key vocabulary of the text.

STEP 3 - Time to read
Below you'll find our Physics 5º newspaper, as you read a) take notes, and b) use this online dictionary if you do not know the meaning of a word.

What a beautiful snowflake :)


STEP 4 - Working with the text

Understanding a text implies "interacting" with it. Please, solve these activities:

a) Reading for specific information: True or False?
b) Checking Undertanding
c) Assesing language objective (I am able to find out the main idea of a text)  STEP 5 - Writing about Solids (Assessing content and cognition objectives)
Well kids, hope you have enjoyed all the above tasks. Now, it is time to post your comment.
Write minimum 40 words explaining what a solid is and some of its characteristics. Before posting your comment go through the following checklist to make sure to meet the requirements.


Resources:
The activities here proposed were done using the following programs:
a) Hotpotatoes versión 6
b) http://classtools.net/
c) http://www.gifup.com/

Talking about Global Warming

Hi, kids. This listening and speaking e-tivity is about finding out what global warming is and what we can do to save energy. By the end, you will be able to:

• analyze what global warming is and how it affects our planet
• discuss about the importance of taking care of the environment
• create an audio-campaign inviting members of our community to save energy
• develop your listening skills by finding out specific information of a given video

Average online time: 50 min
Average offline time time: 10 min

1 - PRE-LISTENING
This video will help you activate your previous knowledge. Turn on your speakers, or put your headphones on.

Create your own video slideshow at animoto.com.

Ready to continue? Don't forget to write all the words and ideas that come to your mind.

2 - LISTENING

a) Select one question under column A and one question under column B. As you listen write down on your notebook the answers to those questions.

Strategies you might use:

• Listen once in order to get the main idea, then listen two or three times (or the ones you need) to get specific details
• As you listen take notes using symbols, drawings, or complete sentences
• Use visual clues to help you figure out meaning
• Visit this link that contains some language expressions you might not know and that will help you understand better the video

Checking Understanding

Please click here to find the answers to the listening section.

3 - REFLECTING
Think about the following questions

• What would happen if the temperature continues to rise up?
• How is Global Warming affecting my city?
• Is it an issue concerning just the government members?

Record your comment on this wallwisher wall. To add a note double click anywhere in the screen.


4 - PROPOSING
Well, now it is time to propose a solution to help planet Earth. What ideas do you have?....
These links might help you out. Let's check them out!

http://www.tvakids.com/electricity/conservation.htm

http://www.youtube.com/watch?v=6Li32BD4dII

http://www.youtube.com/watch?v=Z76wYY0P_00

Language point
Click here to get to know some expressions you might use to express ideas in a convincing way.

How will I be assessed? 
Refer to this speaking rubric to know the criteria under which you will be assessed.

Students' Production
Create a short campaign inviting members of our community to take action. Tell them about one idea (or more) you have to save energy, be convicing!
http://voicethread.com/#u864063.b1052815

5 - SELF-CHECK LIST
By the end, you have had to:
1) Post a comment including:

• answers to the pre-listening section
• answers to the listening section

2) Record a message on the tool voicethread

See you around!

References:

NCLRC, (2003). Teaching listening. Retrieved on April 8th, 2010 from http://www.nclrc.org/essentials/listening/stratlisten.htm

National Geographic, (2007, May 18). Video File. Retrieved on April 6th, 2010 from

http://www.youtube.com/watch?v=oJAbATJCugs

Magic Squares

Hi, kids. I have had so much fun creating this e-tivity. I'm sure you'll find it enjoyable as well. This e-tivity is about magic squares, by the end you will be able to

• analyze a situation that involves number sense,
• devise a strategy to fill in a magic square
• explain your strategy to your peers
• recognize that different cultures have brought  ideas, inventions, games to the math field

Average online time: 25 min
Average offline time: 20 min


1- Getting Started
Have you heard about the term brain teaser?
Let's watch this video together. Please, turn on your speakers.

2- Discovering Magic Squares

Analyze carefully the following square.

Do you see any special pattern? (if you need a hint, click here)

Do you have an answer? Compare it with this one.

As you noticed above, a magic square is a rectangular array of numbers so that each column, row and both diagonals have the same sum. In addition, each number appears just one time.

3 - After the origins of Magic Squares

After the origins of Magic Squares on Prezi

Now, it's time for you to seach another game, idea, invention that a culture different from ours had brought to the Math field. Be ready to discuss it in class.

 

4- Let's try one out!

Are you ready for the challenge?

Choose the Magic Square you feel more comfortable with. They have been selected according to the difficulty level they entail.

Easy

Medium

Hard

5- Reporting your findings

• a) Print the puzzle you chose or copy it on your notebook, and bring it next class. Be ready to share your answers with you peers.
• b) Leave a comment, here in the blog, explaining what strategy you used to fill in the Magic Square. Please check these tips so that your comment fulfils the requirements.

See you around!

Understanding What Area is

Hi, kids. This e-tivity is about writing a definition paragraph about area.

By the end, you'll be able to:

• explain what area is,
• explain how to find the area of a geometric shape, and
• write down a well structured definition paragraph.

Average online time: 30 min
Average offline time time: 10 min


1 - Understanding the Purpose

a) What is a definition paragraph?

Please, turn on your speakers.

b) Read evaluation criteria.


Please click here to know how you will be evaluated.


2 - Getting started


a) Do a little brainstorming. Write down your name and message, then click the send button.

Answer the following questions: What is area?, What units do we use to measure it?

b) Look at a definition paragraph about perimeter.

3 - Structuring your definition paragraph about area.

a) Write down your topic sentence.

b) Explain how you measure area.

c) Provide an example using a geometric shape (square, rectangle, triangle, parallelogram, or circle). Visit these links to find more information about area:

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html

http://www.kidsnewsroom.org/elmer/infocentral/geometry/Area.html

d) Use connectors lo link your ideas: for instance, first, at the end, however, etc.

Visit this link to find more about connectors and transitions words:

http://jc-schools.net/write/transition.htm

4 - Editing your text.

a) Check again the assessment rubric and see if your text fulfills all the requirements.

b) Use a dictionary to check spelling and grammar.

c) Revise punctuation and capital letters.

c) Ask a friend to write your paragraph and give you his/her opinion.

5 - Posting your paragraph.

Time to share your ideas on this blog. Please post your paragrahp.

See you around!

References:

Cushing, S. (2000). Assessing Writing. Cambridge: Cambridge University Press.

Mehisto, P. et al (2008). Uncovering CLIL. Oxford: Macmillan Education.