This is the Teaching Unit I designed to work with 5th graders in my practicals.

1. 1

2. 2
Introduction to the Unit
The Unit H2O S.O.S. is designed around a social problem that has occurred in an area
not far from school. That could become a problem if we try to generalise this Unit to
another school, but nowadays it is likely to have problems with water pollution in a lot
of zones. I would encourage every teacher to look for a relevant social problem for the
kids, which ensures participation and motivation.
It is well known that CLIL classes are supposed to take care of both language and
content. During these lessons, language is introduced at the same time as content.
Bearing in mind that an L2 language cannot restrict the learning process, all types of
help are provided. The most important one is the glossary, which will help students
remember the meaning of the most difficult words. This glossary also gives them the
opportunity to control their English language acquisition.
I would also like to clarify that Project 1x100 has been invented to fit these Unit
conditions. I invented the contest to give students a “realistic” reason to feel more
engaged to these tasks. However, I’ll give them a fake Certificate expressing the
Departament’s gratitude for having participated in the Project.
It is worth mentioning that this Unit is designed so that children can “do” a lot, not just
receive input in English, but also produce different types of output, always providing
them with necessary aids.
As it is my first Unit in English, I have decided to provide a Teacher Speech proposal,
so that I can communicate all that I want and I never miss a thing.

3. 3
Index of content
Introduction to the Unit .............................................................................................................2
Project summary .........................................................................................................................5
General information................................................................................................................5
Introduction to the Unit: ........................................................................................................5
Goals ........................................................................................................................................5
Indic. of goal achievement......................................................................................................5
Domain contents .....................................................................................................................6
Key competences.....................................................................................................................7
Assessment ..............................................................................................................................8
Language use ...........................................................................................................................9
Pragmatic strategies ................................................................................................................9
Planning template.....................................................................................................................10
Session by session......................................................................................................................11
Lesson 1: Starting the Project ...............................................................................................11
1.1 Presentation of the project: the letter.........................................................................11
1.2 Organising the project.................................................................................................11
1.3 Course materials: glossary and dossier........................................................................13
1.4 First reading of the piece of news...............................................................................13
Lesson 2: Pollution problems................................................................................................13
2.1 Piece of news .........................................................................................................14
2.2 Analysing the piece of news .......................................................................................14
Lesson 3: What is pollution?.................................................................................................16
3.1 Brainstorming..............................................................................................................16
3.3 Running dictation - Meaningful text..........................................................................17
3.4 Running dictation - Sharing ideas! .............................................................................17
Lesson 4: Different types of pollution ..................................................................................17
Linking the last session .....................................................................................................17
4.2 Cycle of water..............................................................................................................17
4.3 Correcting mistakes.....................................................................................................18
4.4 The box!.......................................................................................................................18
Lesson 5: Cause and effect.....................................................................................................18

4. 4
5.1 Video presentation ......................................................................................................19
5.2 Let’s play!.....................................................................................................................19
Lesson 6: Solutions Discussion..............................................................................................19
6.1 Group discussion .........................................................................................................19
6.2 Group draft ..................................................................................................................20
6.3 Final version................................................................................................................20
6.4 Peer evaluation............................................................................................................20
Annexes.....................................................................................................................................21
Creative commons license ....................................................................................................21
Assessment grid.....................................................................................................................22

5. 5
Project summary
General information
Introduction to the Unit:
Goals
Indic. of goal achievement
PROJECT TITLE: H2O S.O.S.
AUTHOR: Irene Coral Arnabat
CLASS/AGE: 5th Graders
SUBJECTS, LANGUAGES and/or TEACHERS INVOLVED: English - Olívia and Irene
NUMBER OF LESSONS: 6 COE LEVEL: A1 /
This Unit is designed around a social problem that has occurred in an area not far from our
school. The problem is related to water pollution and that is what students are going to
investigate. At the end of the Unit, they will be concerned about the problems that can
come from bad behaviour towards water.
 Consider water pollution as a global problem.
 Analyse a social problem which is close to them.
 Participate actively in classroom tasks, using English as a vehicular language showing
respect towards other members and material.
 Connect previous knowledge from Science classes with new content.
 Identify good and bad behaviours towards water treatment.
 Comprehend oral and written messages in classroom.
 Suggest possible everyday actions that could prevent or reduce water pollution.
 Communicate and organize the final product.
 Work collaboratively and cooperatively.
 Showing concern towards water pollution problems.
 Itemise a piece of news, answering the proper questions
 Willingness to use English language as the language of communication.
 Showing connections with previous theory that has not been commented in class.
 Showing understanding and following instructions.
 Identifying good and bad behaviours towards water treatment.
 Group work ends up with a good project


6. 6
Domain contents
MAIN TARGET KNOWLEDGE
- Brief introduction to three types of
pollution: water pollution, air
pollution and land pollution.
- Review of some Science concepts,
such as water cycle or food chains.
- Identification of main causes of
water pollution, such as sewage,
agricultural contamination, oil
pollution, radioactive substances and
domestic dumping.
- Brief introduction to some huge
natural disasters, such as Prestige.
- Interpretation of main effects of
water pollution, such as death of
aquatic animals, disruption of food
chains, diseases and economic cost.
SOCIAL & CULTURAL VALUES/ PERSONAL & EMOTIONAL DEVELOPMENT
- Respect water conditions for a better environment.
- Identify water as an essential resource for the majority of organisms.
- Recognize those detrimental actions that cause water to be polluted.
- Encourage other people to behave better when talking about water treatment.
MAIN TARGET SKILLS
- Negotiate meanings with classmates
and the teacher.
- Translation ability: transforming
language in both L1 and L2 to understand
the main ideas.
- Keep a glossary updated until the end
of the Unit.
- Understand English input in any
support (oral, written, audiovisual).
- Reflect about their behaviour regarding
water treatment and use.
- Identify and explain the causes and
effects from water pollution.
- Apply their knowledge to think about
actions that could help improving water
conditions.

7. 7
Key competences
Communication in the mother language
Even though we are doing this project in the English class and, therefore, in English; there will be
moments where students may not be able to express themselves in this language, perhaps because
they don’t have the vocabulary or maybe they don’t feel comfortable enough, mostly when working
in small groups.
Communication in foreign languages
This Unit is prepared to be done in an English class, which means that has been developed to be done
in English. Even though students will feel more comfortable using their L1 as the language of
communication, I have chosen some useful tips to enhance interaction in English. Therefore, English
will become the main language in the whole Unit, both as input (readings and listening) and output
(interaction, speaking and writing).
Mathematical competences and basic competences in science and technology
Analyzing the causes and the effects of some of our actions, we’ll let students create hypothesis and
give reasons for them. Thus, they will be working with the scientific method.
Digital competence
The digital competence will not be the main part of this project. Even though we use digital resources
during most of our project, children will not be able to use it as a tool for the preparation of the final
product.
Learning to learn
This project has been designed so that they feel like they are working on a project, not on a normal
unit from a book. Thus, they will enjoy the experience without feeling any kind of pressure. The
learning process will be related to something they need to do, which is meaningful and
contextualized. The glossary will also be a key point to control their learning process, as they will
notice how they progress during the lesson.
Social and civic competences
Pollution is a major problem in our society these days. The rate at which pollution is increasing is
making diseases more and more common. Knowing how to prevent pollution will help them being
more responsible and sensible towards the world they are living in.
Sense of initiative and entrepreneurship
Students are the ones who have to help a real social problem: water pollution. That gives them a lot of
responsibility, which is also a source of motivation since they are becoming the “saviors”.
Source: Recommendation of the European Parliament and of the Council, of 18 December 2006, on key
competences for lifelong learning [Official Journal L 394 of 30.12.2006].

8. 8
Assessment
SUMMATIVE ASSESSMENT - TASK(S):
- Participation and class attendance
- Student’s book activities
- Mural
- Final letter
SUMMATIVE ASSESSMENT - ASSESSMENT CRITERIA and TOOLS
- Participation, assessed through observation: showing willingness to take an active part in
classroom activities. 15%
- Respect, assessed through observation: showing respect for other groups, showing respect
for the members of their own group, showing respect towards physical materials in class
and ICT materials. 10%
- Student’s book, assessed by CORRECTION: 20%
- Mural: assessed through observation and correction. 10%
- Final letter: assessed through correction. 35%
- Self assessment: final evaluation. 10%

9. 9
Language use
Pragmatic strategies
DISCOURSE GENRE or TEXT TYPE
TO UNDERSTAND
- Piece of News
- Subtitled videos
- Videos without subtitles
- Descriptive texts
- Discussion tips
TO GENERATE
- Pieces of advice
- Cause and effect sentences
- Summaries from pieces of text
- Examples of causes or effects
- Personal experience
TO NEGOTIATE
- Meanings with classmates
- Discuss the best option with
classmates
HIGH FREQUENCY LEXICAL ITEMS
AND PHRASES
- DOMAIN or TOPIC SPECIFIC
- Water pollution, air pollution and land
pollution.
- Water and its forms: ocean, sea, river,
lake, rain, clouds…
- Cause, reason, sewage, cultural
contamination, (toxic / solid /
radioactive) waste, domestic dumping,
rubbish, trash, rubbish, refuse, garbage,
sewage, residual water
- Consequences, effects, disruption, food
chains, death of animals and plants,
destruction, economic cost.
- Responsibility, damage, harm.
- GENERAL ACADEMIC
- I/We think that…
- I (don’t) agree …
- Why..? / Because….
- We chose….
- We decided…
- It is important (not) to…
- This happened because of….
- I haven’t heard you. Can you repeat it? - How do you say […] in English?
- I (don’t) agree with you (because)… - It’s my/your turn.
- Can you stop talking?

10. 10
Planning template
SESSION ACTIVITY TIMING ORGANISATION MATERIAL ADAPT. SKILLS
1 Start the
project
1.1 Presentation of the project 10’ Letter + leaflet
1.2 Organisation of the project 10’ Prezi
1.3 Course materials: glossary and dossier 10 WS
1.4 First reading of the letter 10’
2 Pollution
problems
2.1 Revision of the piece of news 10’ + Piece of news +
2.2 Analysing the piece of news 15’ WS + +
3 What is
pollution
(½ group )
3.2 Running Dictation 15’ Run. dict. materials + +
3.3 Meaningful text 10’ (small group) +
3.4 Sharing ideas 10’ (whole class) +
4 Different
types of
pollution
4.1 Cycle of water 10’ Mural
4.2 Correcting mistakes 20’ + WS, DT, thinglink
4.3 The box
5 Cause
and effect
5.1 Video presentation 15’ +
5.2 Let’s play! 10’ COMPUTERS
6 Final
product
6.1 Group work - decisions 5’ Glossary + letter
6.2 Group work - draft 15’ -
6.3 Group work - solutions 30’ -
6.4 Assessment 5 WS
Legend: | PEER COMMUNICATION | TEACHER-CLASS COMUNICATION | STUDENTS TALKING |
| LISTENING | SPEAKING / INTERACTION | LISTENING | WRITING | HAVING FUN!|
|WS Worksheet| DT Dictionaries|

11. 11
Session by session
Lesson 1: Starting the Project
1.1 Presentation of the project: the letter
This project is introduced by a letter1, telling us that the Generalitat has passed our petition
of working on an invented project, called Project 1x100. This project is very simple: the
Generalitat chooses a relevant social problem and asks a few schools from that zone to solve
it. This project is supposed to be done in collaboration with UNESCO, which means that the
final product is going to be done in the English Language. This is the perfect excuse to do it
in the English class!
HOW TO DO IT
If you want to, you can tell the Director of your centre to come and explain the project.
That is a lot of work to do, and he or she may not be able or willing to do it. It doesn’t
matter, you can do it on your own and just tell them that the director is teaching in another
class and has not been able to come to the class, but you have all the information to explain
them.
You can use a PowerPoint Presentation, available in
Another strong point from this project is reading a letter from la Generalitat2, written in
Catalan, which makes it easier to be read. If you have a student that doesn’t often take part
in the class, you can make them participate in this moment.
1.2 Organising the project
Once you know what the project is about tell them the structure you are going to follow. It
is important to explain the objectives and the path to reach them.
Use the prezi to do that. The prezi analyses the way we proceed in order to solve the
problem. Use this website to present it remotely from every computer or device that is
provided with internet connection:
1
Annex: Extra materials for the teacher.
2
Annex: Letter from la Generalitat
http://prezi.com/gfbta2oqvfgb/?utm_campaign=share&utm_medium=copy
https://www.dropbox.com/s/lt63v91pq80gvl3/Projete%201x100.pdf?dl=0

12. 12
In case there is a failure with the Internet connection, you’ll find the slides as printed
images in the Annex ready for printing.
These are the screen captures from every slide and the conversation that you can maintain
with your pupils.
Okay, so the problem they chose is a
piece of news, and this is the title. A
Chemical spilt in el Riu Llobregat…
what do you think it is? Is something
bad or good? Look at the colour of the
water...
What do you think the problem is?
CONTAMINATION!
So, we have a problem! And we have to
follow some steps to give a solution to
this problem!
First, we are going to analyse it.
What happens? What is wrong? What
is pollution exactly? All the pollution is
the same? Do we have different types
of pollution?
Then, we are going to see the
REASON why it is a problem. It is
bad for somebody? For who? For
the nature? For the animals? For
the plants? For the humans?

13. 13
1.3 Course materials: glossary and dossier
We have to make sure that even though this is not a Unit from the book (which is they are
used to do), this work is also going to be assessed. Participation is going to play an important
part in the project, since the main objective of it is to make them active citizens.
1.4 First reading of the piece of news
You give the students the piece of news. Tell them the most important details of the piece of
news. You can ask for volunteers to read and to interpret the text. Asking for voluntary
work is a good way to start if you don’t know them enough, because they don’t feel
pressured.
Lesson 2: Pollution problems
In this session, students are going to read and analyse a piece of news talking about a river
located not far from the school. The piece of news has been adapted from different versions,
so as to make it simpler for the kids.
We need to know where the problem
comes from; we are going to look at the
origin of the problem. Who did it? And
why?
And finally, when we have
discovered all these things... we are
going to propose solutions to the
problem! And these solutions will be
very important because....
…we will have to write a letter to your
mayor, Dolors Conde, giving different
solutions to the problem.
Are you ready to start this Unit?

14. 14
2.1 Piece of news
For this task, you might ask for a volunteer to read it aloud. You can split the text and make
them read one or two sentences each.
The words that appear on the Dictionary can be adapted, so you can include more words for
those students who you think will not understand the text if they’re not given more clues.
Remember to remind them about the glossary! Most of the key words in the Unit
appear in this text!
2.2 Analysing the piece of news
After having read the piece of news, we are going to analyse it. We have different types of
questions, all related to the piece of text we have just read. To analyse a piece of news, we
always ask the same questions: WHO, WHAT, WHEN, HOW, WHY and WHERE.
1. Analyse the piece of news and try to answer all these questions. Give short answers, look
at the example.
The WHO question will appear as an answer, so that they can follow the example. All the
answers appear more or less explicitly in the text, except for the last one, why. This is a
HOT (High Order Thinking) question, which has to be explained. You can use a drawing in
the blackboard or find a picture in the Internet that is useful as well. Explain them the
situation, here you have an example.
WHAT?
Polluted the
river
WHO? A
factory
WHY?
WHERE? In el
riu Llobregat
HOW?
Throwing
chemicals
WHEN? On
the 25th of
February

15. 15
Now, they have the answer to the WHY question: Because it’s very cheap.
The second exercise is an A, B or C question, with only one right answer. You can correct it
in the traditional way or you can use an App called Hot Potatoes, which is good because you
can use the digital board and you can provide them with feedback for each answer, either
it’s the good one or one of the wrong ones.
1. The money from the factory will be used for...
a) paying the water of the affected families.
b) paying the costs of the water cleaning process.
c) giving money to some families.
2) Why is the woman scared?
a) Because she hasn’t got water.
b) Because she doesn’t know if the water is good or not.
c) Because she hasn’t got anything to drink or to cook.
Imagine this situation. You have a factory, and you are treating metal. You use a lot of
chemicals (remember what chemicals are?), you use a lot of chemicals and you have a
lot of waste products [draw some waste barrels]. How do you throw them? You can
do 2 things.
1) The first one is to buy a lorry and hire a driver. You carry all the waste materials
and you take them to the treatment plant. BUT, you have to pay the lorry, the petrol
(you can translate GASOIL as petrol is a “false friend”, and the salary of this poor
person. It’s very expensive.
2) The second option is to have a river next to your factory. You just have to build a
channel from your factory to the river and throw everything there. You don’t have to
pay anything to do that and you don’t spend a lot of money. It’s very cheap!

16. 16
Lesson 3: What is pollution?
3.1 Brainstorming
This is a quick activity just to verify the previous knowledge of the kids. It’s a talkative part
of the session and it’s just a war-up activity. The questions appear in their Student’s book
and are the following ones.
These lessons are going to be in the afternoon, so I will present this activity as a game. The
class is going to be done with half of the group, so I will have more or less 13 students. The
students are going to be separated in 3 groups. One group is going to be WATER pollution
(blue group), another group is going to be AIR pollution (orange group) and another one is
going to be LAND pollution (red group). They are going to sit separately in the class.
Create some poster boards with the information you want them to know. In this case, the
information is divided into 3 main categories:
 Definition
 Causes
 Interesting facts
Each cardboard contains some information about their own type of pollution. There can be
one or more sentences in each cardboard, but we have 8 sentences overall for each group.
Useful information before doing the activity
- All groups have 8 sentences, so there is no need to complain about one group being
harder than another, because they are not.
- It is advisable to start from the beginning, because the worksheet doesn’t get that
messy and dirty. First definition, then the causes and finally the interesting facts
- Readers: one at a time. Only one person in the group can be stood up and reading, so
the other can only help from the table.
- Writers: they can be helped by the teammates that are not reading at that moment,
and they also take turns to do this role.
- It is important for the ones in the table to know and remember the sentences that
have already been read. When they get up and see the paper, they will have to
know which sentences are already written in the worksheet and which are left.
- Do you know what pollution is?
- Are there different types of pollution?
- Which ones do you know?

17. 17
3.3 Running dictation - Meaningful text
When they all have finished, they have to read the sentences again, understand them and
put them in order so that the text is meaningful. They make sure they understand all the
vocabulary appearing in the pieces of text and they organise the text with a template so that
they all know how to present their information.
3.4 Running dictation - Sharing ideas!
The running dictations are activities that are hard to design and control, because you can’t
make them work faster, which means that you depend on their rhythm of work.
If there is spare time in the session, you can make them explain their type of pollution to the
classmates.
Lesson 4: Different types of pollution
Linking the last session
In this lesson, we are going to understand the previous activity, done in lesson 3. Start
asking somebody about the running dictation and what they did during that time. The
important part is to make them reflect on the reasons why they talked about land and air
pollution if our problem is only concerning water from a river.
They are not likely to find out these reasons, but in case they do it, just step on Activity 4
(in my case, neither of the students came up with the correct answer). To help them figure
out the gist of the Running dictation, let them think (in pairs or groups) about possible
locations of natural water, such as water sources or places with retained water. This is the
first exercise on the worksheet.
4.2 Cycle of water
They may find a lot of words, but I have created 9 categories that can include most of the
words, you can find it here:
Let them share what they have found and talk about it in class. When nearly all possibilities
have been said, ask them a question like this:
- If I am a tear of water in the ocean... do I remain in the ocean forever? Do I move? If I am
in a cloud now, does it mean that I will always be here?
Either they answer yes or no to the question, ask them WHY. You’ll get answers like
“because you move”, “because the water moves” or sentences similar to these ones. So, once
you have them, you can start working on the water cycle.
https://www.thinglink.com/scene/645029407076909057

18. 18
Revise the cycle of water briefly, since this is 3rd level content and should be already
interiorised. You can simulate you are a tear and you move around the earth so to make
them put the parts of the cycle in order.
Make clear that you are like a sponge and you absorb what is around you, which means that
if AIR is polluted, you (tear) will get polluted too, the same way that happens with land
pollution problems. So, the key point of this exercise is to make them see that all types of
pollution are related.
4.3 Correcting mistakes
After that, they have an exercise to show if they comprehended the exercise before. In this
activity, they have to demonstrate that they know what the real problem of water pollution
is. The exercise looks like this:
The student is obviously wrong, because in fact, the air has vapour, which is gas water. This
vapour gets polluted by the smoke of the car and after, these clouds become rain. The rain
drains and pours in the land, taking with it all the chemicals and substances that are on the
soil.
The aim of this task is that students see that contamination is such a big problem because it
spreads easily.
4.4 The box!
This is a very interesting part. Put a box in the classroom so that students can leave solutions
inside the box. They can use draft paper, as long as the solution is clearly readable. They
have to write a sentence of an action that would help people reduce the pollutants that we
have in the water. The minimum is one solution per person, but they can leave as much as
they want. This box will be collected at the end of the 5th lesson, since the solutions will
have to be used in the 6th session
Lesson 5: Cause and effect
This lesson will be devoted to talk about causes and effects of water pollution. To do so, we
are going to use computers or tablets (if we have them). The organisation of the class will

19. 19
depend on the technological resources of the school. In my case, I could do this activity in
pairs because we had 15 available laptops.
Before starting the class, we should introduce the concept of cause and effect. It might not
be necessary, like in my case, but it would be a good idea to work on the idea that we have a
main action that takes place, and this happened because something had happened BEFORE
this action (causes), and it has a consequence on something or somebody (effects) AFTER.
5.1 Video presentation
This video is thought to be a game. As the video goes by, some images with titles appear,
such as “sewage”, “agricultural contamination” or “diseases”. As soon as two buttons appear
(one with “CAUSE” and one with “EFFECT”), students have to pause the video and discuss
with the partner(s) which option is the correct one. After that, play the video again to see
which button remains and which disappears, as well as the reasons why each option belongs
to the causes or to the effects. You can find the video here:
5.2 Let’s play!
One the kids have finished with this exercise, they are able to think of more solutions for
the box, which will be collected at the end of the session or at the afternoon after school. If
they have already participated with solutions for the box, they are able to put the
knowledge in practice with a couple of games that can help them master the content of
today’s lesson. This is also a game to reward those pupils who have worked and are up to
date.
Note: At the end of this session and before the 6th one, the teacher has to bring the box
home and revise all the solutions. Make a list out of what your pupils have said and make it
attractive for them. The one I created is in the Annex part.
Lesson 6: Solutions Discussion
6.1 Group discussion
To do this exercise, you need to have the worksheet with the solutions. Create
heterogeneous groups of 3 people and give each group one of these worksheets and draft
paper. Before staring the activity, assign roles to each member. You need to have in each
group:
- The writer, who writes the letter.
- The voice controller, who warns his teammates if they are speaking or discussing
too loud.
- The spokesperson, who asks any question and communicates the results.
http://www.powtoon.com/show/e7Lq8qxczxA/water-pollution-cause-and-effect/#/

20. 20
After having given all the children clear instructions on their task, give out the page 7 of the
Worksheet (remember this is just an example, you have to create one depending on your
students’ solutions).
From the list they have, they have to suggest three different solutions, depending on the
people that have to do those actions. One solution has to be oriented to help students in a
school, another one will be applied at home and the last one to be done by the people in
general, such as citizens from Castellbisbal.
6.2 Group draft
Show them the final letter and how it looks like (page 8 WB), so that they can start the draft
version.
In this part, the roles start to work. It is important to ensure that they understand the role in
order to make their group work properly.
Try not to help them with vocabulary, only if it is really necessary. This was the point of the
glossary, having the words on a piece of paper to be faster than looking up words on the
dictionary.
6.3 Final version
Once they’ve finished the letter, they write it on the 8th page of their WB, also in groups. To
make it more realistic, you ask them to sign the letter and not writing their names on it,
because you will still know whose is that letter only recognising the calligraphy or any of
the signatures.
It would be perfect if you could give them some envelops from the school (with the logo).
Students feel very engaged when they know that the letters are not only for you but also for
some authorities.
6.4 Peer evaluation
Now, it’s their turn to talk about their teammates. They have to fill in the grid on the page 9
of the WB. First of all, they have to put the name of the group member that was in charge of
that part. Then, read the sentences and mark how true they are. If a member makes that
action very often, or always, give them a 4. If it never happens, give them 1. At the end, give
each teammate a final mark from 1 to 10.
Be careful! Self-evaluation is also happening here! If a student is the writer (for example) of
his group, he has to write her name after “The writer is...” and assesses himself as he has
done with the other classmates. Students have an “observation” part, where they can write
any comments they have for that person.

21. 21
Annexes
Creative commons license
http://creativecommons.org/licenses/by-nc-nd/3.0/es/

22. 22
Assessment grid
Goal indicators 4 3 2 1
Letter content Chooses 3 options and gives
logical reasons for the choice
Chooses 3 solutions but is not
able to explain one of them
Chooses 3 solutions but is not
able to explain two of them
Chooses 3 solutions but is not
able to explain any of them
Letter
presentation
The letter has an
understandable handwriting
and no crossing outs or white-
out
The letter has a considerable
amount of white-out but it is
still readable
The handwriting is not
readable and it has too many
crossing outs
Participation Has handed out the assessment
grid and has put solutions in
the box. Moreover, he
volunteers in the class to
answer the questions
Has either a) not given the
assessment grid back or b)
hasn’t put any solution in the
box BUT volunteers in class to
answer
Has either a) not given the
assessment grid back or b)
hasn’t put any solution in the
box and he/she doesn’t
volunteer in class to answer
Has
- Not given the grid back
- Not suggested any solution
- Not volunteered in any class
activity
Teammates Their teammates value them as
good members who have
performed a good role. (10-8)
Teammates are happy but
think they could have
performed better in some
occasions(8-6)
Their teammates are not very
happy to have worked with
them because they did the
minimum to pass (5)
Teammates are so disappointed
and don’t want to work with
hem/her anymore (<5)
Recognising They know what the “W
words” mean and they found
the answers with no problems
They know what the “W
words” mean but were not able
to identify the answers
They know what the “W
words” mean but have
difficulties to understand the
type of answer they need.
(What - actions, WHO -
people)...
They don’t understand W-
words and so they don’t know
how to find the answers.
Cause-effect He has no difficulties to guess
causes and effects of water
pollution
He understands cause and
effect but has some problems
to identify the ones related to
water pollution
He understands CAUSE and
EFFECT but has difficulties to
apply it to reality
He doesn’t understand the
concepts CAUSE and EFFECT

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