INTRODUCTIONINTRODUCTIONThis lesson was thought to be done in Year 5. It is based on CLIL,that is, the approach that involves the integrations of a secondlanguage with the learning of a non-linguistic subject. In this case, thesubject is Science and the content is the formation of Earthquakes.The fact that we deal with Earthquakes is because of a nice storycalled “Tilly and the Tsunami”. Children were so interested in the trustory that they wanted to see her in real life. In previous lessons,,wewatched a video of Tilly and some other videos of the Tsunami thathappened in Thailand in 2006.Students started asking questions about the formation of Tsunamisand Earthquakes. They were worried about the formation of them inCatalunya. So I decided to deal with the topic and start my CLIL uniton Earthquakes. As it is a quite abstract topic, I had to use lots ofaudiovisuals. One of them is the one I used for this lesson whichallowed children to their questions.
This lesson integrates the 4Cs. The first element is content, the lessonis based on the learning of the formation of Earthquakes. Studentswill make a progression in knowledge. Secondly, it combinescommunication, students need to communicate with their partners inorder to develop the activity. In third place, it combines the elementof cognition, children will build knowledge and understanding. Finally,the cultural element that makes the learner accept other partnersopinions and share ideas.The whole lesson involves the use of the 4 skills, speaking, listening,reading and writing.
Teacher’s name : Virgínia Moreno GonzálezLESSON PLANTitle of the Lesson: ________Earthquakes____________________ Date: ____________14thMay_________Unit of Study: __________Science ( The Earth)______________________ Level and group ________Year 5_____Number of children __________16______Background Information:After reading a unit about Tsunamis and watching a video about the Tsunami that happened in Thailand in 2006,children were interested in the topic. So, we took advantage of this investigation and we dealt with some contents ofScience. In a previous session, children were given some key words of Tsunami formation and Earth layers in a PPT.Learning objectives:•To read a science text.•To extract information from a text and answer questions about it.•Express learning outcomes.•To know about the 3 layers that make up the earth.•To know about earthquakes.•To know about the tectonic plates and how they moveCompetencies involved:•Use of information and digital competence.•Learning to learn competence.•Autonomous and personal initiative competence.•Communicative and linguistic and audiovisual competence.Assessment:•Answer the questionnaire: Namethe layers of the Earth, Explain howearthquakes are formed.•Use the ICT resources given.•Put in common the answers withthe different groups.
Lesson development:Activity title-Warming up: Earthquakes andTsunamis.- Earthquakes questionnaire- Put in common and finalconclusionTime10 min30 min20 minDescription- After a reading comprehension and a video ofthe Tsunami in 2006, students are given aquestionnaire about the formation ofEarthquakes and Plate tectonics. The teacherwill make groups of 3. The students will accessto the web page:http://primarygamesarena.com/Earthquakes251.-Children will read the explanations of the webpage and answer their questionnaire with theirgroup.- Children will read their answers with thewhole group. Students will put in common theiranswers to create a common one. The teacherwill open the questionnaire and project it. Inturns, they will write the answers. In this way,students would be able to see the answers onthe screen. In the following sessions, studentswill create a Voicethread. They will have tocreate the presentation and record theexplanations.InteractionT-SsSs-SsTeacher- SsSs-SsSkillsListeningReadingListeningWritingSpeakingInteractingSpeakingListeningWritingReadingInteractingMaterials- Projector and ascreen. PPTearthquakes- Webpage:http://primarygamesarena.com/Earthquakes251.- Questionnaire- Word document withthe commonanswersBlooms Taxonomy:X CreatingX EvaluatingX AnalisingApplyingX UnderstandingX RememberingICT resourceshttp://primarygamesarena.com/Earthquakes251.
NAME: ______________________ DATE:________________________MEMBERS OF THE GROUP: _______________________________________EARTHQUAKESWeb Source: http://primarygamesarena.com/Earthquakes2511. Write the name of the different layers of the Earth:2. What is the lithosphere?___________________________________________________________________________3. What are the plates?______________________________________________________________________________________________________________________________________________________4. Where do the convection currents occur?5. Where do most earthquakes occur?In the litosphereIn the mantleIn the inne coreIn the mantleIn the centre of the platesIn the plate boundariesSTUDENTS’STUDENTS’QUESTIONNAIRE 1QUESTIONNAIRE 1
MEMBERS OF THE GROUP: _______________________________________6. Complete the sentences:a) When plates converge __________________________________________________________________________________________________________________________b) When plates collide _____________________________________________________________________________________________________________________________c) When plates diverge ____________________________________________________________________________________________________________________________d) When plates give _______________________________________________________________________________________________________________________________7. What is the hypocentre?__________________________________________________________________________8. Complete the sentences:a) Primary waves (P) are ________________________________________________b) Secondary waves (S) are ______________________________________________*jolt (n): impactc) The epicentre is ______________________________________________________9. There are two types of surface waves, the ____________________ create a rolling upand down motion. ____________________________ cause the ground to twist from sideto side.______________________________ _______________________________STUDENTS’STUDENTS’QUESTIONNAIRE 2QUESTIONNAIRE 2
EARTHQUAKESWeb Source: http://primarygamesarena.com/Earthquakes2511. Write the name of the different layers of the Earth:CrustMantleOuter coreInner core2. What is the lithosphere? A cold and strong layer formed by the crust and the uppermantle.3. What are the plates? The litosphere broken into pieces.4. Where do the convection currents occur?5. Where do most earthquakes occur?In the litosphereIn the mantleIn the inner coreIn the mantleIn the centre of the platesIn the plate boundariesXXQUESTIONNAIREQUESTIONNAIREKEY 1KEY 1
MEMBERS OF THE GROUP: _______________________________________6. Complete the sentences:a) When plates converge, one plate is drawn slowly beneath the other.b) When plates collide, rock layers are forced upwards creating mountains.c) When plates diverge, lava emerges from the mantle and cools to form new section ofcrustd) When plates give, the store energy is released in the form of an earthquake.7. What is the hypocentre?The point of the earthquake origin that is beneath the surface.8. Complete the sentences:a) Primary waves (P) are felt as a jolt.b) Secondary waves (S) are arrive a few seconds later.*jolt (n): impactc) The epicentre is the point on the surface directly above the hypocentre.9. There are two types of surface waves, the Raleigh waves create a rolling up and downmotion. Love waves cause the ground to twist from side to side.Raleigh waves Love wavesQUESTIONNAIREQUESTIONNAIREKEY 2KEY 2
REFLECTIONREFLECTIONI was so positive when I thought of doing this lesson in year 5. Childrenwere very interested in doing the research and solving their anxiety abouthaving or not having earthquakes in Catalunya.Firstly, the lesson was designed to be covered in one session of 60minutes, but after setting all the stuff and having the computers ready towork, it was impossible to finish it. Students had some problems tounderstand the vocabulary because the lesson deals with abstractconcepts that are difficult to understand. They had to look up words in thedictionary and ask constantly for help. If I had to do it again, I would firstwork on the vocabulary and the pictures and then, I would do the ICTactivity.At the end of the lesson, we were supposed to end up with an agreementin the answers, but we did not have time. So, we will finish the last part ofthe unit in the next session.According to the students’ attitudes and feelings towards doing CLIL, Ihave to say that they were very motivated. The fact that they wereworking in groups made them be more competitive. They wanted tocontinue with the activity when the class had already finished.As a follow up activity, I propose the creation of a Voicethread. Studentswould create their own illustrations and would put the voice in theexplanations. It would be a very nice way to finish the CLIL lesson.
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