Electricity is produced by the flow of electrons through conductors like wires. Atoms contain protons, neutrons and electrons, and electrons can move between atoms. When a wire is connected to a battery, electrons flow through the wire creating an electrical current that powers devices. Current flows from the positive pole to the negative pole of the battery. Generators, alternators and batteries can all produce electrical currents. Materials are classified as conductors, which allow current to flow through them, or insulators which do not. Electric circuits transport current and power appliances. Circuits can be in series or parallel. Magnets contain north and south poles and can attract metals like iron.
This document discusses teaching science through English using the CLIL (Content and Language Integrated Learning) approach. It defines CLIL as teaching curricular subjects through the medium of a non-native language. Key considerations for CLIL science lessons include activating prior knowledge, providing appropriate input and opportunities for output, allowing sufficient wait time for processing in a non-native language, and including collaborative tasks. Challenges for both teachers and learners in CLIL are discussed, as well as strategies for overcoming these challenges such as differentiation of support. The document provides an example of planning a CLIL science lesson on the human skeleton.
This document discusses various aspects of Content and Language Integrated Learning (CLIL), including pre-CLIL approaches, the rise of CLIL, related goals of learning skills and content language, foundation pieces for CLIL, language showers with goals and activities, CLIL camps, immersion programs, awards, challenges of practicing CLIL including teacher shortages and increased workload, grasping concepts and addressing misconceptions, and interviews.
This document discusses assessment in Content and Language Integrated Learning (CLIL). It states that assessment should be an integral part of every CLIL lesson, with clear learning outcomes and success criteria established and shared with students. Students should be involved in self- and peer-assessment, and receive feedback on their performance. When assessing, one must consider whether to assess content or language first, as well as cognition and culture. The document outlines some key principles for CLIL assessment, including having clear objectives, a mixture of formal and informal assessments, and involving students in the assessment process.
Electricity is produced by the flow of electrons through conductors like wires. Atoms contain protons, neutrons and electrons, and electrons can move between atoms. When a wire is connected to a battery, electrons flow through the wire creating an electrical current that powers devices. Current flows from the positive pole to the negative pole of the battery. Generators, alternators and batteries can all produce electrical currents. Materials are classified as conductors, which allow current to flow through them, or insulators which do not. Electric circuits transport current and power appliances. Circuits can be in series or parallel. Magnets contain north and south poles and can attract metals like iron.
This document discusses teaching science through English using the CLIL (Content and Language Integrated Learning) approach. It defines CLIL as teaching curricular subjects through the medium of a non-native language. Key considerations for CLIL science lessons include activating prior knowledge, providing appropriate input and opportunities for output, allowing sufficient wait time for processing in a non-native language, and including collaborative tasks. Challenges for both teachers and learners in CLIL are discussed, as well as strategies for overcoming these challenges such as differentiation of support. The document provides an example of planning a CLIL science lesson on the human skeleton.
This document discusses various aspects of Content and Language Integrated Learning (CLIL), including pre-CLIL approaches, the rise of CLIL, related goals of learning skills and content language, foundation pieces for CLIL, language showers with goals and activities, CLIL camps, immersion programs, awards, challenges of practicing CLIL including teacher shortages and increased workload, grasping concepts and addressing misconceptions, and interviews.
This document discusses assessment in Content and Language Integrated Learning (CLIL). It states that assessment should be an integral part of every CLIL lesson, with clear learning outcomes and success criteria established and shared with students. Students should be involved in self- and peer-assessment, and receive feedback on their performance. When assessing, one must consider whether to assess content or language first, as well as cognition and culture. The document outlines some key principles for CLIL assessment, including having clear objectives, a mixture of formal and informal assessments, and involving students in the assessment process.
This document appears to list the names of 18 students in a class. It includes first and last names such as Angela Melody, Mark Lester, Richard, Susana, and Samanta. The names seem to be of various origins and there is a mix of both common and less common names on the list.
The document lists different monsters and their typical actions, including ghosts appearing and disappearing, vampires drinking blood and sleeping in coffins, witches flying on brooms, werewolves transforming at the full moon, mummies wearing bandages, and pirates attacking and stealing from ships. It also lists what children commonly do on Halloween: trick-or-treating, wearing costumes, and watching scary movies.
Matter can be summarized as follows:
Matter is anything that occupies space and has mass. It exists in three states - solid, liquid, and gas. Matter changes between these states through processes like fusion, condensation, evaporation, and solidification. Matter can be classified as pure substances or mixtures. Mixtures contain more than one substance and can be separated using methods like evaporation, distillation, filtration, and decantation. Changes to matter can be physical, changing its shape or size, or chemical, changing its composition.
Dintre del projecte interdisciplinari Els dinosaures, els nens i nenes de Cicle Inicial hem visitat el jaciment paleontològic de Fumanya.
Col·legi Sant Pere Claver
http://www.spclaver.fje.edu
The document defines key terms related to ecosystems, including ecosystem, habitat, biome, producers, consumers, decomposers, and food chains. It then describes different types of aquatic ecosystems like rivers, lakes, seas and oceans. Finally, it discusses various terrestrial ecosystems such as forests, grasslands, deserts, and tundra.
Light and sound are both forms of energy that we can perceive with our senses. Light travels very fast at approximately 300,000 km per second, and sound also travels very fast through iron at around 6,000 km per second. Both light and sound have different properties - light can be reflected, refracted, and focused by lenses, while the intensity, pitch, and timbre are properties used to describe sound.
This document appears to list the names of 18 students in a class. It includes first and last names such as Angela Melody, Mark Lester, Richard, Susana, and Samanta. The names seem to be of various origins and there is a mix of both common and less common names on the list.
The document lists different monsters and their typical actions, including ghosts appearing and disappearing, vampires drinking blood and sleeping in coffins, witches flying on brooms, werewolves transforming at the full moon, mummies wearing bandages, and pirates attacking and stealing from ships. It also lists what children commonly do on Halloween: trick-or-treating, wearing costumes, and watching scary movies.
Matter can be summarized as follows:
Matter is anything that occupies space and has mass. It exists in three states - solid, liquid, and gas. Matter changes between these states through processes like fusion, condensation, evaporation, and solidification. Matter can be classified as pure substances or mixtures. Mixtures contain more than one substance and can be separated using methods like evaporation, distillation, filtration, and decantation. Changes to matter can be physical, changing its shape or size, or chemical, changing its composition.
Dintre del projecte interdisciplinari Els dinosaures, els nens i nenes de Cicle Inicial hem visitat el jaciment paleontològic de Fumanya.
Col·legi Sant Pere Claver
http://www.spclaver.fje.edu
The document defines key terms related to ecosystems, including ecosystem, habitat, biome, producers, consumers, decomposers, and food chains. It then describes different types of aquatic ecosystems like rivers, lakes, seas and oceans. Finally, it discusses various terrestrial ecosystems such as forests, grasslands, deserts, and tundra.
Light and sound are both forms of energy that we can perceive with our senses. Light travels very fast at approximately 300,000 km per second, and sound also travels very fast through iron at around 6,000 km per second. Both light and sound have different properties - light can be reflected, refracted, and focused by lenses, while the intensity, pitch, and timbre are properties used to describe sound.
1. CLIL stands for Content and
Language Integrated Learning. It
refers to teaching subjects such as
science, history and geography to
students through a foreign
language.
L' Aprenentatge integrat de Continguts i Llengües Estrangeres (AICLE) és
un corrent lingüístic per a que existeixi un major èxit en l’aprenentatge de
l’anglès a les escoles a través de matèries com la història o les ciències.