Here there are two prepared activities to work the topic PROTEINS, using cooperative learning techniques.

1. 1
Why not CLIL?
TASK 2
Using Cooperative Learning in your Unit Plan
Once you have clear ideas about your topic it is time to think how you are going to teach it and work with
your students. Complete the following chart to introduce Cooperative Learning.
You are going to describe how you are going to organize your students in the class: pairs, groups of three or
four, whole group...
And then you have to choose two cooperative learning techniques you will introduce into your unit and tell
us how you are going to work with them: what task are you going to use using them.
Class Organization: Working in groups of 4 students
Cooperative Learning Technique 1: Number heads together
1. Teacher gives a common question for all the students
2. Students will be given time to think for the answer and pen down their answer
3. After that they will put head together and discuss until consensus
4. Teacher select a number at random
5. Numbered students respond with different ideas and contradictions about the topic and that
will help to improve their CRITICAL THINKING
Task you are going to work: Answer reasoning questions
Some of the questions on the book are for designed to make students think deeper on the topic and
reasoning, more than answering by memory or copying the same theory in the book.
To solve these types of questions which turned to be tough for students to do, we will use the
numbered heads together type of activity.
Class Organization: Working in groups of 4 students

2. 2
Why not CLIL?
Cooperative Learning Technique 2: Jigsaw
The jigsaw technique is a method of organizing classroom activity that makes students dependent
on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the
group assembles to complete the (jigsaw) puzzle.
1. In groups of 4, every member of the group has a number from one to four, because there are four
members.
2. Teacher hand out texts. All about the same theory (something not already than in class).
3. All the students with the same number have the same text. So there are four texts in the
classroom. All texts talk about the same topic, but every student has a different bit of the story.
3. Then students read the text they have been assigned by the teacher.
4. When every student in every group finishes reading their texts, number 1 group members join the
other number 1 members from the other groups, and the same for number 2, 3 and 4. And they
move to explain each other and discuss what the text is about and put together all what they have
learned.
5. After that, every member returns and joins to the first group from where they came from, and
then and they should explain their texts in order (from text 1 to text 4) to the other members.
Task you are going to work: Protein structures
Primary, secondary, tertiary, and quaternary structures. Students will be using the book to take the
information of every one of the bits. In the book, there is a page, more or less, for every one of the
structures. They have pictures and schemes included to tighten up every one of the parts.