Download CLIL MODULE: THE SOLAR SYSTEM

CLIL MODULE:
THE SOLAR SYSTEM
http://www.youtube.com/watch?v=hdjL8WXjlGI&NR=1
Tibaldi Elena Vittoria
Docente di Scienze Naturali
Biology - IB Program
XXI Century Science – Cambridge IGCSE
Liceo Vittoria – Vittoria International School
Via delle Rosine 14, Torino
[email protected]
Eleonora Brero
Docente di Inglese
Liceo Vittoria
Via delle Rosine 14, Torino
THE SOLAR SYSTEM: LESSON PLAN
Class
1° year high school
Content
The solar system
Prerequisites
Concept of mass; unit for astronomical distance;
study of the universe; birth and death of the stars
Language skills adapted for the audience
Teaching aims
To enable learners to understand that bodies in the
Solar system have different features, but common origin
Develop learner’s ability to classify objects
Raise leaner’s awareness of the peculiarity of the Earth
Raise leaner’s awareness of the latest discoveries on the
Solar system
Improve language skills in reading, speaking, listening and
writing
Develop CALP (cognitive academic language proficiency)
Æ learning can be achieved in a second language
Improve social competences
Learning outcomes
To know: the name and the main features of the planets
and other bodies of the solar system; the important role
of the atmosphere on the planets; Kepler’s and Newton’s
laws; content specific vocabulary
To be able to: recognize the planets and other bodies
of the solar system; describe the main features of the
solar system; classify the objects on the basis of size
and other features; use internet as a source of
information; use language creatively
To be aware of: the unique features of the Earth; the
favourable conditions to the development of life on a
planet are limited to a narrow belt, at a specific distance
from a star; the latest discoveries on the solar system,
the search for extrasolar planets; how to cooperate in
pairs or in groups
Methodology
Interactive lesson; use of videos
Pairwork and groupwork; whole class activity;
cooperative learning
Timing
8 hours; first term
Teaching aids
Computer, dictionaries, science textbook, English
textbook
THE 4C IN CLIL
content
cognition
4C
culture
communication
terrestrial
planet
Origin of the
Solar System
Organize a
powerpoint
presentation
giant planets
Planets of the
Solar System
Asteroids, meteor,
meteorites, comets
Content
Newton’s law
Sun
Kepler’s Laws
Gravitational force
Star
thermonuclear
reaction
Orbit, shape and
speed of movement
Aristotele, Tolomeo,
Copernico, Galileo
spectrometry
Reading articles
on scientific
magazines
physics
of light
optics
SETI project
History of
telescope
Scientific revolution
Search for
extraterrestrial life
Contribution of
different countries in
space exploration
Listening to TV
programmes
(i.e. Discovery
Channel)
Culture
bioindicators
Be aware of the
unicity of Earth
ecology
Surfing the
Internet
environmental
awareness
extrasolar
planets
Climate
change
Issue
with water
Identify the main
features of Sun, planets,
asteroids, meteors,
meteorites, comets
Know the names
of the planets
Understand
the concept
of system
knowledge
synthesis
Compare different
types of telescopes
Classify
terrestrial and
giants planets
comprehension
Cognition
evaluation
Be able to choose the
appropriate telescope
different features,
but common origin
of the planets
application
analysis
Evaluated the main
challenges in finding
extrasolar
terrestrial planets
Recognize the planets
and the bodies in the
Solar System
Analyse the criteria for
classifying planets
Content specific
vocabulary
Glossary
Language OF
learning
Communication
Language FOR
learning
Language for
project work
How to write
a report
questioning/
answering,
debating
Passive form
Comparative/
superlative
Defining,
describing,
explaining
Classifying,
Comparing,
predicting
Present simple
and past simple
New vocabulary/
dictionary skills
Language
THROUGH
learning
Extending
presentation
skills
Presenting
evidence
Using feedback
ACTIVATING PRIOR KNOWLEDGE
What do you know about the Solar System?
What is the origin
of planet names?
Which of the planets
is the closest to the Sun?
Which are the main
characteristics
of the Earth?
Which is the satellite
of the Earth?
How can we observe the
planets of the
Solar System?
Which is the biggest
planet of the Solar System?
List 5 planets of
the Solar system
SCAFFOLDING: example of TEXT ADAPTATION
SCAFFOLDING: example of TEXT ADAPTATION
Use of bullet points
Bold font for keywords
Provide a glossary for the keywords
Simplifycation of language (depending on the text and on the class)
Reduction of content (depending on the text and on the class)
Our Solar System consists of:
¾ a star, the Sun
¾ the planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
¾ satellites (i.e Moon) and other celestial bodies (comets, asteroids, metors,
meteorites...)
The Sun nearest star is a red dwarf star called Proxima Centauri at a
distance of 4.3 light-years.
A light-year is the distance travelled by the light in one year.
SCAFFOLDING: example of GLOSSARY
KEYWORD
DEFINITION
asteroid
A mass of rock that moves around in space; mostly found in the
asteroid belt between Mars and Jupiter
comets
ball of ice and dust in orbit around the Sun
gravitation
The force of attraction which exists between all particles of matter in
the universe.
light year
Distance travelled by light in one year
orbit
Trajectory of a body rotating around another body
planet
A body orbiting a star
satellite
solar system
star
A body that is smaller than a planet and orbits a planet
group of planets, satellites, asteroids and comets orbiting the Sun
massive, luminous ball of plasma held together by gravity
Science – Kauser, O’Donoghue – Oxford Content and Language Support
Astronomy for GCSE – Moore and Lintott - Duckworth
Science – K. Kelly – Macmillan Vocabulary Practice Series
An example from “Oxford Word Skills”
THE SOLAR SYSTEM
Lesson 1: the origin of the Solar System
video
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0401/es0401page01.cfm
THE SOLAR SYSTEM
Lesson 2: the planets of the Solar System
The Solar System consists of:
• the Sun
• eight planets, at least three "dwarf planets“ (i.e Pluto)
• more than 130 satellites of the planets
• a large number of small bodies (the comets and asteroids)
• the interplanetary medium
The inner Solar System includes the
Sun, Mercury, Venus, Earth and
Mars; the outer Solar System
inlcudes Jupiter, Saturn, Uranus
and Neptune. The inner and outer
solar system are separated by the
asteroid belt.
Neptune
Uranus
Saturn
Jupiter
Earth
Venus
Mars
Mercury
THE SOLAR SYSTEM
Lesson 3: Kepler’s laws
1° law: The orbits of planets are elliptical
with the Sun lying in one focus.
Video Æ http://www.pd.astro.it/education/PlanetV/planetarium/L14_01S.html
2° law: the radius joining the Sun to the
planet covers equal areas in equal times .
As a consequence, the planet is moving faster
when it is closer to the Sun (perihelion), and
slower when it is far from it (aphelion).
http://www.pd.astro.it/education/PlanetV/planetarium/L14_02S.html
WEB RESOURCES
http://www.nasa.gov
WEB RESOURCES
http://www.esa.int
WEB RESOURCES
http://science.nationalgeographic.com/science/space/solar-system
WEB RESOURCES
http://www.enchantedlearning.com/Home.html
WEB RESOURCES
http://www.onestopenglish.com/
WEB RESOURCES
http://www.bbc.co.uk/schools/
CLIL BIBLIOGRAPHY
EXERCISES and ACTIVITIES (1a)
ANSWER TO MULTIPLE CHOICE QUESTIONS
http://www.bbc.co.uk
EXERCISES and ACTIVITIES (1b)
ANSWER TO MULTIPLE CHOICE QUESTIONS
http://science.nationalgeographic.com/science/space/solar-system/space-quiz/
EXERCISES and ACTIVITIES (2)
LABEL THE SOLAR SYSTEM
Use the terms in the lists to label the parts of the
Solar system
Sun
Jupiter
Mars
Saturn
Mercury
Uranus
Earth
Neptune
Venus
(Pluto)
http://www.enchantedlearning.com
EXERCISES and ACTIVITIES (3)
MATCH NAME AND DEFINITION
Complete the table matching the name (1-8) of the object in the Solar System
and the definition (A-H).
1) Earth
2) Mars
3) Moon
4) Jupiter
5) Mercury
6) Sun
7) Comet
8) Venus
1
A) The largest planet of the Solar system
B) The planet that is smallest and closest to the Sun
C) An object in space that leaves a bright stream of gas and dust
D) The planet we live on
E) The hottest planet of the Solar system
F) It is also called the “red planet”
G) The only star in the Solar System
H) The Earth satellite
2
3
4
5
6
7
8
EXERCISES and ACTIVITIES (4)
OBSERVE THE FOLLOWING IMAGES AND IDENTIFY THE
OBJECTS
A) ..........................
D) ......................
B) ............................
E) ............................
C) .................................
F) ...........................
EXERCISES and ACTIVITIES (5)
COMPLETE THE CHART ORDERING THE OBJECTS
ACCORDING TO THE DECREASING SIZE
METEOR
SATELLITE
STAR
METEORITE
STAR
PLANET
PLANET
SATELLITE
METEORITE
METEOR
EXERCISES and ACTIVITIES (6)
COMPLETE THE TABLE
Use the list of planets to complete the T chart classifying terrestrial and
giant planets.
Jupiter
Mars
Saturn
Mercury
Uranus
Earth
Neptune
Venus
Terrestrial planets
Giant planets
EXERCISES and ACTIVITIES (7)
COMPLETE THE TABLE
Use the list of objects to complete the T chart classifying stars, planets and
satellites
Jupiter
Proxima Centauri
Mercury
Sun
Titan
Venus
Arcturus
Moon
stars
planets
satellites
EXERCISES and ACTIVITIES (8): LANGUAGE TASK
READ THE FOLLOWING TEXT AND FIND OUT EXAMPLES OF:
1)
2)
3)
4)
Making comparisons
Passive form of verbs
Present tenses
Past tenses
EXERCISES and ACTIVITIES (9): LISTENING COMPREHENSION
WATCH AND LISTEN TO THE VIDEO AND COMPLETE THE TEXT
CHOOSING THE APPROPRIATE WORDS AMONG THOSE LISTED BELOW
http://www.bbc.co.uk/schools/gcsebitesize/
science/edexcel/space/gravityforceandweig
htact.shtml
acceleration, bigger, force, grams, kilograms,
liters, material, mass, newton, relation,
smaller, speed, weight
All objects have ...................; it is the measure of how much............... the object
contains and it is measured in .........................
Force changes motion. The size of ............................... depends on the size of the
force and the mass of the object. The ................. the force, the greater the
acceleration. There is a ............ between force, mass and acceleration.
EXERCISES and ACTIVITIES (10): LISTENING AND WRITING
WATCH AND LISTEN TO THE VIDEO, THEN ANSWER THE QUESTION
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/space/
planetsstarsandgalaxiesact.shtml
The Earth is part of the solar system. How big is the rest of the outer space?
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
EXERCISES and ACTIVITIES (11)
WATCH AND LISTEN TO THE VIDEO, THEN PROVIDE A
SUITABLE CAPTION TO THE PICTURE
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/space/gravityfor
ceandweightact.shtml
..................................................................................
..................................................................................
..................................................................................
..................................................................................
EXERCISES and ACTIVITIES (12): READING COMPREHENSION
Read the text in the following web site:
http://science.nationalgeographic.com/science/space/solar-system
Answer the following questions
1) Which is the origin of the name of the planets? Provide some examples.
2) Which are the most important discoveries made using the telescope?
3) Which are the terrestrial planets?
4) Which are the main characteristics of the athmosfere in the planets of the
Solar system? Which is the composition of the Earth atmosphere?
In pairs, discuss your answers
EXERCISES and ACTIVITIES (13)
THINK AND DISCUSS
1. Predict the role of the atmosphere in terms of temperature and protection
from asteroid impacts, by comparing the features of planets with or without
the atmophere.
..............................................................................................................................................
2. Hypothesise why it is so challenging to find extrasolar planets similar to
the Earth
..............................................................................................................................................
3. Explain why a planet such as Jupiter possesses many satellites and
Mercury none.
..............................................................................................................................................
4. Explain why the search of liquid water is the primary goal for the
astronomers.
..............................................................................................................................................
5. Suppose which chemical compounds could be searched when looking for life
in extrasolar planets .
..............................................................................................................................................
EXERCISES and ACTIVITIES (14)
COOPERATIVE LEARNING: JIGSAW ACTIVITY
1) The teacher divides the class into small groups (expert groups) and provides
each group with a different part of a text
2) Each group reads its own text and writes three comprehension questions on
the text, together with the correct answers on a separate sheet, and gives
them to the teacher.
3) The teacher prepares a questionnaire with all the collected questions
4) New groups are formed with a member
from each expert group: their task is to
answer to the questionnaire.
EXERCISES and ACTIVITIES (15)
POWERPOINT PRESENTATION
Task: “Imagine you are a scientist preparing for a conference on
the latest discoveries on the Solar system”
1) Choose one of the bodies (planet, satellite, meteor, comet...) in the Solar
System and, using internet, search information about the latest discoveries.
2) Compare your information with those of a small group of classmates.
3) Prepare a powerpoint presentation
4) Make an oral presentation to
the whole class.
COGNITIVE SKILLS
(LOTS)
TYPE OF EXERCISES
Remembering, defining
1a, 1b Multiple choice
2. Labelling the solar system
3. Matching word-definition
Identifying, naming
4. Identify the object in the picture
Rank ordering
5. Order the objects according to size
Comparing and contrasting
Classifying
6. complete the T chart classifying terrestrial
and giant planets.
7. complete the T chart classifying stars,
planets and satellites
COGNITIVE SKILLS
(HOTS)
TYPE OF EXERCISES
Predicting
13.1 Predict the role of the atmosphere in terms
of temperature and of protection from asteroid
impacts, by comparing the features of planets
with the atmophere or planets without it.
Hypothesising
13.2 Hypothesise why it is so challenging at the
moment to find extrasolar planets similar to the
Earth
Reasoning
13.3 Explain why a planet such as Jupiter
possesses many satellites and Mercury none
13.4 Explain why search of water is the primary
goal in the study of the astronomers.
Creative thinking, synthesis
13.5 Suppose which chemical compounds could be
searched when looking for life in extrasolar
planets
15 Imagine you are a scientist preparing for a
conference on the latest discoveries on the Solar
system.
LANGUAGE SKILLS
TYPE OF EXERCISES
Grammar
8. Read the following text and find out
examples of comparatives, superlatives, present
and past tense
Listening and writing
Listen to the video then:
9. complete the text choosing the appropriate
words among those listed below
10. answer the questions
11. write a suitable caption
Reading, writing and speaking
12. Read the text, write the answers, then
discuss them in pairs
ASSESSMENT
CRITERIA
• A written test should be administered at the end of
the CLIL module
• The type of exercises in the test should be similar to
the one suggested before; criteria for assessment
must be expressed.
• Exercises should involve the assessment of both
language and content
EXAMPLE
1) Define the following terms
2) Find comparatives and present simple verbs and transform
them in superlatives and past simple verbs, respectively
3) Read the text and answer to the questions
4) Classify the following objects in suitable categories.
5) Describe a planet of the Solar system.
6) Define the roles of the atmosphere.
7) Analyse the origin of the Solar System in relation to the
origin and evolution of the Universe.
8) Explain the main features of the planets (atmosphere,
number of satellites) at the light of Newton’s Law