This CLIL lesson taught students about colors and art while developing English language skills. Students learned about cold colors through a slideshow identifying them in nature, art, and comparing warm and cold colors. They then divided colors into cold and not cold groups, asked peers for specific cold colors, and created collaborative and individual scribble art using only cold colors. The lesson aimed to develop language, art and problem solving skills through interactive color activities.

1. A CLIL lesson about ART and Colors
By Alba Marco

2.  This
activity involves Arts, English and preliteracy skills training.
 It was designed for half a class of P.5. We
usually divide the class on two groups and
while one is doing English in the English
classroom the other half is doing graphicmotor activities with the subject teacher and
we change after 45’.
 This time I worked with half a class for the
whole afternoon, but with this CLIL lesson
students learnt English and trained grafhicmotor skills at the same time!

3. Title of the Lesson: Cold Scribbles_______________________________________ Date: February 23th 2014 _____________________
Unit of Study: Expressing feelings through colors (Arts)_______________________________________________
Level and group P.5 A_____________________
Number of children 13___________
Background Information:
These students have worked on scribbles before as we follow a project about creative graphomotricity based on Natan materials where scribbles appear often.
At the moment of the activity we have already worked on some winter related vocabulary as snow, snowflake, snowman and winter clothes also.
Learning objectives:
Identifying colors in real images and art.
Expressing what colors/images are/are not cold.
Planning and problem solving.
Competencies involved: (capacities involved):
1. Learning to be and to act more and more autonomously.
-To increase the knowledge and mastery of the body through movement and
coordination, while realizing its possibilities.
2. Learning to think and communicate.
- Think, create and develop explanations and get started in basic
math skills.
- To increase communication and expression adjusted to different
contexts and situations usual communication using different languages.
Assessment:
The assessment will consist on direct observation during the activities and the
results on paper on activity 6. The criteria will be:
- Identify some color worked on art expression and real images.
- Use English for communication with the teacher/with other students, at least
using the expressions worked.
- Shows understanding of the rules to produce the scribble and tries
strategies to solve problems if appear.
3. Learn to discover and take initiative
- Observe and explore the immediate environment, natural and
physical, with an attitude of curiosity and respect and engage gradually in
social and cultural activities
Bloom's Taxonomy:
Creating
Evaluating
Analising
x Applying
x Understanding
x Remembering
ICT resources
Based on http://www.kinderart.com/drawing/scribble.shtml
Personal notes/reminders/homework/other considerations:
The session will take place at the English classroom where we have a display with the colors vocabulary and one that represent actions that is common in all
the classes of the school after our participation in a PIL (Projecte d’immersió linguistica) last year training last year.

4.  Activity
1. Colors quick warm up with
flashcards (T-Ss)
 Activity 2. Cold colors slideshow. (T-Ss)
There are three activities that students do during the presentation:
2.1 Observe cold colors on nature and other images

5. 2.2. Identify colors on famous art productions
and choose th
2.3. Compare colors
choose the cold one

6. Activity 3: Preparing
colors (Ss-Ss)
Students divided in three
small groups have 3 minutes to
divide the wax crayons in two
group: Cold colors/not cold
colors.
Activity 4: Choosing
colors (S-S)
Each group keep just the cold
colors box. One kid on each group
have to ask for three cold colors to
the student to his left and that
student have to choose and wait
that the first give him three wax
crayons chosen.

7.  Activity 5: Let’s make a big cold scribble!
Demonstration on the smartboard. Teacher draws a scribble and
with the assistance of the students she fill with color the spaces.
The rules are to use all three colors and that the same color cannot
share a “wall”. Discussion about what colors may go in spaces and
which MUST go in certain spaces.

8. Activity 6.Making your own cold
scribble! (S-S)
Kids draw their scribbles and after that they color using the three wax crayons
chosen in the former activity. It may happen that they find a situation where
they can’t use any of the three colors (problem solving). The solution is to
add a new wall. If they find, the teacher suggest them to tell a friend
encouraging the use of English!

9.  Preparing
all the materials with time was a
kye issue as well as the lingüístic structures
for scaffolding.
 During the session I changed the order of
some activities adjusting to the dynamic with
the students because they needed some
hands on activity after a short time.
 The “problem to solve” appeared before I
expected, during the collective scribble on the
board. Students founded the solution quite
fast, smart kids!