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Final task
1. CLIL Methodology II - Final Task
TASK A CLIL Didactic Sequence
STUDENT
NAME Pablo Cavestany
SUBJEC
T
Physics
LEVEL Vocational training
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CLIL Methodology II - Final Practice Task (Rev. V170525)
3. ASSESSMENT RUBRIC
Criteria
4 3 2 1
Application
of Ohm's
Law
Demonstrated mastery of the
competency. No assistance
needed and all work was
performed correctly.
Student performs the
competency satisfactorily.
Student needed minor
assistance to create a circuit
correctly
Student is Capable of the
competency but needs
further practice. Student
did not create a circuit
correctly, but knew the
essential attributes of the
competency.
Student demonstrates
exposure/observation of the
competency, but did not create a
circuit correctly.
Evaluate
Circuits
Demonstrated mastery of
competency. No assistance
needed and all work was
performed correctly.
Student performs the
competency satisfactorily.
Student can identify the
differences between a series
and a parallel circuit.
Student is Capable of the
competency but needs
further practice. Student
needed assistance
identifying the
differences between a
series and a parallel
circuit.
Student demonstrates
exposure/observation of the
competency, but did not identify
circuits correctly and/or did not
complete task.
Work
Habits
Effective work habits that
result in successful
completion of task.
Consistently demonstrates
ability to apply general on-
the-job safety practices.
Effective work habits that
result in successful
completion of task.
Demonstrates ability to apply
general on-the-job safety
practices.
Limited work habits that
result in frequent errors
in and/or untimely
completion of task.
Developing ability to
apply general on-the-job
safety practices with
occasional errors noted.
Ineffective work habit that result
in unsuccessful and/or untimely
completion of task. Frequent
errors in ability to apply general
on-the-job safety practices.
5. Step 1. Warming up. Remembering basic rules. Activating prior knowledge.
Lenguage: Today I'm going to talk about …./ Firstly... secondly....after that.../ If you have any questions feel free to interrupt me / Raise your
hand to talk......
Activity: With the whole group. Trying to generate debate. Brainstorming. The idea is to review the basic rules and to activate their prior
knowledge.
• Try to speak in English always
• Treat others as you would like to be treated.
• What do you think electricty is?
• Do you think electricity is dangerous?
• How would we live without electricity?
Step 2: watch a video.
Scaffolding strategy: Pre-teach the vocabulary. Detect relevant words and then try to find out a definition. Quizlet activity (by pairs)
Language: Vocabulary needed for the activity: atom, electron, positive charge, negative charge, neutral, static electricity, spark, friccion,
insulator
Activity_1: funny video for engaging students: https://youtu.be/yc2-363MIQs
Activity_2: Quizlet after watching the video. Pay attention to vocabulary again (underlined words). The last question students will have to
explain by themselves.
1.What happens to an atom if you pull off an electron from it?
1. It explodes
2. The atom then has a positive (+) charge
3. The atom then has negative (-) charge
4. The atom acquires no charge and stays neutral
6. 2.Which of the following will usually create static electricity?
1. Rub a wet rag on a carpet
2. Rub a coin on a carpet
3. Rub your foot on a carpet
4. Rub your hand on a door knob
3.What happens to a material that collects electrons on its surface?
1. It gets negatively charged
2. It gets positively charged
3. It starts a sparking continuously
4. It stays neutral
4.What is the difference between a spark and lightning?
1. Lightning occurs in summer; sparks in winter
2. Lightning is just a big spark
3. Lightning makes noises but sparks do not
4. Lightning is negatively charged, spark is positively charged
5.How does friction between two materials cause electrons to jump from one and stick to an other?
1. Friction scrapes off electrons from one material and deposits them on the other material
2. Friction doesn't move the electrons; adhesive forces inside the material pull off the electrons
3. Friction moves electrons because the material gets a net negative charge
4. Friction arises because of charge imbalances, which move electrons
6.Explain why for static electricity to occur between two surfaces that are rubbed against each other, one of the materials has to be an insulator
7. Step 3. Vocabulary activity. Pair work
Scaffolding strategy: pre-teach vocabulary. Check for understanding.
Language: Pre-task to deal with vocabulary: conducting, particles, electrons, repulsion, unbalanced, attraction, protons.
Activity:
1. The whole group will discuss the meaning of the underlined words.
2. They will read the text and find out if there is any confusing meaning.
3. They will do the gap-fill exercise. (Pair work)
4. The whole group goes back through the meaning of the words.
Text:
Fill in the gaps with this words: Conducting, particles, electricity, electrons, repulsion, unbalanced, attraction, protons.
Matter is formed by atoms consisting of negatively charged particles (..............) and positively charged particles (...............). Between these
particles, there are forces of ................or ................that generate a type of energy called................In a balanced atom, the number of protons is
equal to the number of electrons. The forces of attraction and repulsion between these ............... are balanced. When this balance is disturbed,
the electrical forces become ...............and the electrons are driven by their electrical energy to other atoms in search of new balances.
We call this transfer of charges electrical current and it is produced in conducting materials................materials transmit electrical energy across
their surface. Electric circuits allow us to use electricity as light or other forms of energy (heat, sound or movement).
Step 4. Analizing the text. Peer cooperative work
Scaffolding strategy: pair-think-share
Language: Take out your notebook / Check the answer with your partner / Do you agree? / Do you understand? / What answer did you get? /
Go back to what I pointed out/ ….
Activity:
First some questions to the whole group to provoke a small initial debate:
• Do you think electronic and electricity are different concepts? What is the difference?
8. • Are all electronic devices electrical devices? And the opposite?
• What is electronics?
Afterwards, the students will read the text and discuss the meaning with their classmates. Finally we will return to the initial debate and try to
draw some conclusions
Text:
Electronics is the branch of physics that studies the control of the movement of electrons in semi-conducting materials. The behavior
of semi-conducting material is halfway between conducting and insulating materials. Under normal conditions, these materials do not
conduct electricity, however, when certain factors are changed, they become conductors.
Electronic circuits are mainly used to control and distribute information. They have been very important in the progress made in
computing.
We can divide electronics into two main branches: analogue and digital. In analogue electronics studies systems, the variables (current,
voltage, etc.) can take on any values over time, i.e. they are continuous. A small change in any of these variables can create a big
change in the behavior of the circuit. Examples of analogue electronic circuits that we use every day include amplifiers in audio
systems and vehicle odometers.
Digital electronics studies systems where the information is encoded in discrete values (traditionally zeros and ones) and a voltage
range is assigned to each. They use discrete values so it is based on binary numbers and Boolean systems. Examples of everyday digital
electronic circuits include computers and telephone systems. An electronic circuit can have analogue and digital areas. Very often, the inputs
and outputs of a digital system are analogue.
Step 5: Visual activity.
Scaffolding strategy: visual aids. Pair-think-share.
Language: Focus on... / Write down the following … / Check with... / Examine your …. / Determine its accuracy/ quality /condition / Detect
the presence of.../
Activity:
Look at the pictures below and discuss in pairs what you can see in each one. At the end, individually, you have to form in your own notebook
what is the best definition for direct current and alternating current, with five examples that you use in your daily life.
9. Step 6: Groups of three.
Scaffolding strategy: Turn-and-talk. Triads teams.
Language: She/He asked me where I …. / She/He told me to …. / If … convinced me to.../ She/He insisted on … / She/he denied to ...
Activity:
In groups of three, read about each of the three main electrical variables in a circuit: voltage, current and resistance. The number one of the
group will be an expert in voltage. The number two of the group will be an expert in current. The number three of the group will be an expert
in resistance.
10. Firstly, all the experts with the same number will meet up to talk about what they have read in the text about their variable.
After coming to an agreement, return to your original group and rephrase what you have been talking about with your experienced colleagues.
Text (definitions):
CURRENT
Current (I) is the variable that tells us how many electrons flow through the cross-section of a conductor per unit
of time. Its unit of measurement in the International System is the ampere (A).
Electrons travel from the negative terminal of the power source to its positive terminal (true direction).
However, the direction of the current is taken as the flow of the load from the positive terminal to the
negative terminal (conventional direction).
VOLTAGE
Voltage (V) is the variable that tells us the difference in electrical energy per unit of charge between two points
in a circuit. This difference can also be called the electric potential difference, potential drop or electric tension.
Its unit of measurement in the International System is the volt(V).
RESISTANCE
Resistance (R) is the variable that tells us the opposition to the passage of an electric current. Its unit of
measurement in the International System is the ohm(Ω).
In real life, all of the elements in a circuit have resistance. However, in this unit we will consider the resistance of
conductors and power sources to be negligible.
FINAL TASK: Solving and explaining problems. Group work
Language of describing problems: A way of thinking about … / In order to solve this problem / This problem is similar to … / We need to
identify... / One way to visualize this problem is ….. /
Language of explaining solutions: A diagram or symbol that might represent this solution is …. /We know our solution is correct because …. /
I know I have solved the problem because...
11. Activity:
1. The class will divided into several groups.
2. Each group will decide the best solution.
3. Then, each group will show to the rest of the class their solution.
Problem:
This circuit represents our class from an electrical perspective:
Try to:
1. Determine the equivalent resistance of the circuit.
2. Determine the current in the circuit.
3. Determine the current in the resistor.
4. Determine the voltage drop across the individual resistor.
