WHICH PLANET DO YOU COME FROM?

A TEACHING UNIT OF THE SOLAR SYSTEM BASED ON CLIL THIRD CLYCLE YEAR 6 CRISTINA CATALN MARA GOMEZ PREZ MARA ROMN HERNANDEZ ESCUELA UNIVERSITARIA MAGISTERIO DE ZAMORA

INTRODUCTION

1.1 THE ACADEMIC CONTEXT

Which planet do you come from? is a lesson plan of 6 units which aims to extend the knowledge of Year 6 children about the Universe. This teaching unit has been based on CLIL methodology, focusing on Arts and PE as the main subjects to develop the chosen content. This project is framed according to the Organic Law 2/2006, May 3rd, of Education (LOE), Royal Decree 1513/2006, and more specifically according to the December 7th law, which states the curriculum for Primary Education in Castile and Leon; Order EDU 6/2006 January 4th, that governs the creation of bilingual sections in Castile and Leon; and Order EDU/1847/2007, November 19th modifying the Order EDU/6/2002 that governs the creation of bilingual sections in Castile and Leon.

The decision about developing some content about the Universe has been taken in order to address the students needs for the third cycle according to current Spanish curriculum for Primary Education which states the following aims to achieve in the area of Geography: Geografa. El entorno y su conservacin. El Universo. El sistema solar. Las capas de la Tierra: atmsfera, hidrosfera, corteza, manto y ncleo.

In the same way, we consider that this topic has a real importance for kids cognitive development and we can take advantage of it in order to encourage childrens scientific curiosity.

Our aim is to cope with content about the Universe and the Solar System as well as to revise the prior knowledge about this topic acquired in the previous cycles, that is:

FIRST CYCLE: Geografa. El entorno y su conservacin. Los astros. Las estrellas, el sol, la tierra y la luna. La sucesin del da y la noche. SECOND CYCLE Geografa. El entorno y su conservacin. El planeta Tierra. Caractersticas fsicas. La representacin de la Tierra: el globo terrqueo, mapas e imgenes. Los movimientos de la tierra y las fases de la luna. Las estaciones del ao.

We decided to teach Science content and use English as the key language to acquire it as a way to show how CLIL works in order to integrate the teaching of content from the curriculum with the teaching of a non-native language. We work with Science content but under the view of Art and PE with the aim of addressing the need of an integrated curriculum, a multidisciplinary approach which makes connection among different areas of learning. Besides, we consider this approach is an active and attractive one to deal with Science that may stimulate and engaged children through all the learning process.

1.2 METHODOLOGY

As it is said before, our lesson plan is based on the CLIL methodology. CLIL, standing for Content and Language Integrated Learning, is an approach or method which integrates the teaching of content from the curriculum with the teaching of a non-native language. The term CLIL was coined by David Marsh, University of Jyvskyl, Finland: "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language" (Marsh, 1994). This term is used to cover a range of contexts and models: it can be SOFT CLIL, where some topics from the curriculum are taught as part of a language course, HARD CLIL, partial immersion programmes where almost half the curriculum is taught in the target language

This methodology is increasingly important in our global, technological society, where knowledge of another language helps learners to develop skills in their first language and also helps them develop skills to communicate ideas to people around the world. As the curricular subject and new language are taught together, a different learning experience is given to students, in which opportunities to allow teenagers to use another language naturally, in such a way that they soon forget about the language of

instruction and only focus on the learning topic, are offered. CLIL is sometimes referred to as having 4Cs as components. These four Cs are connected and they appear in most of lessons plans. They are: Content - Enabling progress in the knowledge, skills and understanding of the specific issues of a particular curriculum Communication - Using language to learn while learning to use the language itself Cognition - Developing thinking skills which link concept formation (abstract and concrete), knowledge and language Culture - Allowing exposure to diverse perspectives and shared knowledge that make us more aware of the other and oneself.

In the last decade, CLIL has undergone a rapid development in the Spanish scenario. This is the result of a commitment with the European policies aimed at fostering plurilingualism and a growing awareness of the need to learn foreign languages.

1.3 CONTENTS AND ASSESSMENT: general criteria, methods of assessment, and remedial and revision programmes The sciences area of the Spanish curriculum aims to develop students intellectual cognitive skills, providing them with knowledge, skills and attitudes so that pupils can have a better understanding of society and the current world and so they can access it with maturity and responsibility. In addition, the area makes a significant contribution to the socialization of children, the learning of democratic habits and the development of coexistence.

The contents are grouped into blocks that allow a better identification of the main purposes of the Science area. The organization does not obey any hierarchy in the

treatment of content, so it should not be construed as a statement of educational organization. These blocks of contents are the following ones: Block 1,The environment and its conservation. This first block includes content ranging from perception and spatial representation, through the universe, and its influence on climate, water and its use, and the ability of people to act on nature. Block 2, The diversity of living things. It is aimed at understanding, respect and appreciation for living things. Block 3, Health and personal development, integrating knowledge, abilities and skills related with the body, prevention of risky behaviors and development and strengthen of responsible behavior and healthy lifestyles. Block 4, People, cultures and social organization includes content oriented to understand the functioning of society from both the analysis of upcoming organizations such as the knowledge of the Spanish and European institutions. Block 5, History. The changes along time starts learning history, includes content related to the timing and approach to the conceptualization of historical time , through the characterization of some societies in historical times and relevant facts and figures history of Spain. Block 6, Matter and Energy includes content related to physical phenomena, substances and chemical changes that will put the foundation for subsequent learning. Finally block 7, Objects, machines and technologies included as new content relating to literacy in information technology and communication, and other construction-related devices with a prescribed purpose , from knowledge of the elementary properties of its components. The way of working this block also seeks to develop the equal participation of girls and boys in the use of objects, machines and technologies. As far as assessment in CLIL is considered, our assessment will focus both on language and content as well as on communication skills, cognitive skills and attitude towards learning. We consider informal assessment as the best way to evaluate language, communication and cognitive skills and attitude towards learning. By monitoring and observing

learners during a lesson while they are doing ordinary classroom activities, we can have a whole idea about how learning is taking place. In order to keep a record about this learning process, which will help us afterwards to assess different skills and attitudes in the classroom, we can use a variety of techniques such as an assessment sheet or a portfolio. However, as long as assessing all our learners all the time during lessons its impossible, a formal assessment is also needed. This formal assessment helps us to assess content in a concrete way and will take place in the shape of a final exam.

Last, but not least, we also will have into account the importance of revision through all our lesson plan. Revisit contents again and again by doing a variety of different task is really needed in every lesson. We need to give learners time to consolidate or strengthen what they have already learned. In CLIL lessons this is particularly important as learners are processing new content knowledge in a non-native language. Consolidating learning is not simply revisiting content and language once again, It means learners should activate what they have learned previously so they can improve their skills. Regarding to that, each day of our lesson will start with activities that allow children to warm up their knowledge, revisiting what they have learned the previous day or any prior knowledge they could have about the current topic. Besides, at the end of each lesson a plenary will be made in order to revise the content given during the class as well as some other activities during lessons with the same aim.

1.4 TEACHING MATERIALS, RESOURCES AND TECHNOLOGY

All the materials that we will need during the teaching unit are in the following box. When and how to use it is explained in the section Teaching notes

Projector Chalk Chart Pens Computers Bilingual Dictionary Pictures Smart board Board

Worksheets Students notebook Rulers Styrofoam balls Sticks Oil pastels Videos Balls Torch

Carton tubes Cardboards Crayons Pencils Glue Scissors PowerPoint presentation Story: Once upon a time in The Universe!

2. TEACHING UNITS

2.1: INTRODUCTION This lesson plan has 6 units of work that are design to teach in five days- one day each. The first of them would be an introductory lesson in which well try to engage students in the topic and revise the prior knowledge about the Universe that children might have. In the second session pupils will learn about the eight planets and will know of to identify, recognize and name important features of them. The third lesson will be about the scale of the Universe. At the end of this lesson children will refresh what they have learnt up until then by completing a web quest. The fourth session aims is to identify, recognize and name important features about the Earth and the Moon, so as to get an overall idea about it. The fifth lesson has a lot to do with art: Children will express ideas, feelings and experiences about the Solar System in visual forms at the same time that they will revise the characteristics of the Planets through making art craft that later will be displayed. The last session will be used to make a review of all the content given in this lesson plan. In first place, an oral review will be make using the technique of Hot seat. Then, in order to have written feedback, a test will take place asking similar questions to those made during the Hot seat activity. The activities given in this lesson plan has been categorized in HOTS and LOTS as and a picture code has been made up in order to indicate the type of activity. The key of this picture code is given in Annex

2.2 AIMS Know the universe around us, what is in it and its features - To know about the Big Ban, the Universe, galaxies, the Milky Way, the Solar system, the Sun, stars and the planets. - To know about the eight planets and identify, recognize and name important features about them. - To know the scale of the universe.

- To identify, recognize and name important features about the Earth and the Moon so as to get an overall idea. - To express ideas, feelings and experiences about the Solar System in visual forms. - To describe the movements of rotation and revolution of the Earth and understand their consequences. - To describe the movement of the Earth around the Sun and how this causes the seasons. - To learn the phases of the Moon. - To learn the Sun is a star and the other stars in the Solar System revolve around it. - To learn the celestial bodies which make up our Solar System. - To distinguish between interior planets and exterior planets and know their names. - To learn what asteroids and comets are.

2.2: CONTENT The contents that are going to be teach during this lesson plan are the following ones The first Moon landing The Big Ban The Universe The Milky Way The Solar System The Sun The Planets of the solar system: definition and characteristics of the different Planets and their distribution in their solar system in relation with the sun. The origin of the planets names Stars Galaxies Comets Roman Gods and Goddesses Distances between the Planets of the Solar System Sizes of the Planets that make up the Solar System Solar and lunar eclipses Phases of the Moon Solstice and equinoxes The four seasons Why do the seasons happen

2.3: LESSON PLANS

TEACHING NOTES 1
UNIT 1: THE SOLAR SYSTEM OUTLINE SUBJECT: SCIENCE

THE SOLAR SYSTEM

LESSON 1:
INTRODUCTION TO THE UNIVERSE

TIMING: 60 MINUTES

COURSE: 6th GRADE

To introduce the Universe, suggest 3 starting activities. One of the main aims here is to activate students previous knowledge, so start by eliciting a brainstorm about the Universe to encourage pupils to think about and discover what the topic is about. During all the lesson we move from whole class, to individual and group work

ACTIVITY 1
Aim: to activate previous knowledge and introduce the topic Interaction pattern: Whole class Timing: 5 minutes Using a projector and a planetarium software, Stellarium, project a realistic sky in 3D in a wall of your class. Take advantage of this setting and make a brainstorm: let the children say any word they know related to the Universe. Write down on the board the vocabulary you find relevant to the following activities. Then, play the First Moon Landing video to keep children engaged and ask some questions to check understanding as What happens in the video? Who was the 1st man who landed on the Moon? When did it happen? Which was the name of the spaceship? How many people there were in the spaceship? Provide children with the notebook that they will work with during this set of activities. ACTIVITY 2: Aim: to introduce concepts Timing: 35 minutes (5+5+10+5+10) Interaction pattern: Whole class Pair group Individual work

RESOURCES NEEDED
First Moon landing video Smart board Projector

LOTS

RESOURCES NEEDED

LOTS

LOTS

LOTS

Arrange the class to listen to a story (e.g. children sitting on the carpet) and tell them the story Once upon a time in the Universe Use the questions given in the teacher version of the story to keep children engaged. After listening to the story, arrange the class in pairs. With the help of a visual organizer displayed in the board, ask children to tell to their partners how did the Universe begin. Encourage them to use connectors. Then, hand out the story and the word bank sheet to each children and ask them to stick it in their notebooks. They have to read the text and underline the definition of: planet, star, galaxy, milky way, universe, big bang, Solar System, asteroid, moon and comet. Show the definitions in the smart board and check understanding orally eliciting one definition to each children Provide children with pictures of the concepts they are dealing with. In pairs, one child pick up a picture and gives its definition to his/her partner. Then, the other one do the same. The process continues until they define all the words.

Teacher version of the story Once upon a time in the Universe Visual organizer

Word bank sheet Student version of the story Once upon a time in the Universe Slide with definitions of the Universes bodies Pictures of the Universe bodies

LOTS

ACTIVITY 3
Aim: Transfer information and summarize just learned content Interaction patter: Pair work Timing: 20 minutes Grouping: Provide students with cardboards, glue and scissors. Ask them to stick the photos on the cardboard and write down the information theyve learnt about each of them. Encourage students to use their creativity and imagination to embellish their work. Then, they have to show it to the class and display it in the classrooms wall. Children will give peer feedback saying what they like about the others work and what they can improve.

RESOURCES NEEDED
Cardboard, glue, scissors, pens, crayons

HOTS

ACTIVITY 5
Aim: Revise content and check understanding Final plenary: the teacher asks some questions to get some feedback about the lesson Tell me three new things you learned today What was new today? What was difficult/surprising? Did you enjoy the lesson?

RESOURCES NEEDED

TEACHING NOTES 2
UNIT 1: THE
SOLAR SYSTEM

THE SOLAR SYSTEM

LESSON 2:
The Planets of The Solar System.

SUBJECT:
SCIENCE

TIMING:
60 min.

COURSE:

OUTLINE
To introduce the topic of The Planets of The Solar System we will make four activities. One of the main objectives is to activate prior knowledge of the students, encouraging them to think and discover what we will learn. During all the lesson we move from whole class, to individual and group work

ACTIVITY1
Aim: to locate misconceptions and interests of students.

RESOURCES NEEDED
Notebook Pen

LOTS

Interaction pattern: Individually Timing: 10 min Students have to write down in their notebooks doubts that are emerging about the subject of The Planets of The Solar System and what they already know. Later on, teacher takes a record about it to use in following lessons.

ACTIVITY 2
Aim: To introduce the scale of the Universe in an attractive way Interaction pattern: Whole class Timing: 10 min. Use the computer to teach the scale of the universe. Open the web page http://htwins.net/scale2/ to project the Universe. The students have to make hypotheses about sizes and distances for different Universes items

RESOURCES NEEDED
Computer

HOTS

ACTIVITY 3
Aim: to review prior content Grouping: Pair work Timing: 15 min.

RESOURCES NEEDED

LOTS

When the teacher says ready! Children have to run to the area where the displays that they made in the first lesson are displayed. When they arrive they have to read the information that they prefer, return to their site and tell it to their partner.

Displays

ACTIVITY 4
Aim: To learn characteristics of the Planets and the origin of each name Grouping: Eight groups of three people Timing: 25 min. Make up eight groups of three people. Explain them that they are goint to make a TV show about the Planets of the Solar System. Each group selects one planet. Make sure that each group have a different planet. When they have chosen the planet they get a computer and look for the following website http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm. where they can read information about it. Give them 10 minutes to prepare a small presentation about the planet they have chosen as well as to make a badge that represents each

RESOURCES NEEDED

Computer Dictionary

LOTS

god/goddess after whom planets are named. Choose a pupil from each group to represent each planet. Choose another student to be the presenter of the TV show. This student introduces the different planets (groups). Each representative have to explain what they have learnt about the planet they have been working on and show the badge they have made. After that, hand out the worksheet The Solar System. Pupils have to glue it in their notebook and complete it with what they have just learnt.

Worksheet The Solar System

ACTIVITY 5
Aim: Revise content and check understanding Final plenary: the teacher asks some questions to get some feedback about the lesson Tell me three new things you learned today What was new today? What was difficult/surprising? Did you enjoy the lesson?

RESOURCES NEEDED

2.4 LESSON PLANS FOR LESSONS 1, 2, 3, 4, 5 & 6 Here there is the general chart for the rest of the lessons of our teaching unit. In the section ANNEX we will attach the procedure for the development of the lessons.

2.5: ASSESSMENT According to our general idea about assessment and CLIL, our assessment will focus both on language and content as well as on communication skills, cognitive skills and attitude towards learning. We consider informal assessment as the best way to evaluate language, communication and cognitive skills and attitude towards learning. Because of that, we are going to use an assessment sheet included in the section ANNEX. With this tool we will be able to assess communication and cognitive skills as well as attitude towards learning. This sheet has been made in a way that learners name are put at the top of the assessment sheet and the teacher can write the date when he/she sees evidence of the learner meeting each criteria. Along with this assessment sheet, teacher will keep a record of childrens development thanks to students classroom notebooks. These notebooks will work as a portfolio where children keep all their work and what they have learnt during the Teaching Unit.

We are going to use these signs to give every day feedback to our students. The stars will be used to say some good things about their work whereas the wand will say some aspect that students may improve.

As far as formal assessment is concerned, a final written exam will be make during the last day of this teaching unit. But, as we are for scaffolding all the learning process and assessment must be considered a part of it, not just a way to give children a mark, a previous activity will be provide before the written task. This previous task consists on a hot seat activity where children will take turns to go to the front of the class and be a NASA worker who talks about the Universe. Children ask questions and the one at the front answers them. This activity will help children to review and consolidate content once more as well as to avoid children feeling anxious about exams, as they will feel confident with content by the end of the lesson. Besides, we provide with communicative practice before asking children to write.

This written exam is attached to the section Annex and consisted on four written activities with which children will show their acquired knowledge about the Universe. In the first activity children have to fill in the gaps of some definitions as well as to match them with the correct pictures. In the second one, they will show their knowledge about the characteristics of the Planets by drawing them, as Arts takes a big role in this teaching unit. In the third activities children have to explain the eclipse process and in the last one, they will have to label a picture about seasons.

3. ANNEX

3.1 PROCEDURE FOR LESSONS 3, 4, 5 & 6

LESSON 3 Whole class: Warm-up activity to revise previous content. Learners look at the smart board where it is a sentence made with the first letter of each planet. A little discussion about the planets its supported by the picture of the Solar System where the size and the distance between planets can be seen Groups: P.E game http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_10.html

Groups: Learners make a Solar System mockup with the materials provided.

Individually: Learners complete a web quest about the Solar System to review all the content taught up until now. Whole class: Final plenary: the teacher ask some questions to get some feedback about the lesson Tell me three new things you learned today What was new today? What was difficult/surprising? Did you enjoy the lesson?

LESSON 4

Individually Make a support to study eclipses.

Whole class Physical activity about eclipseS

Whole class: Look at a PPT presentation Whole class: Final plenary: the teacher ask some questions to get some feedback about the lesson Tell me three new things you learned today What was new today? What was difficult/surprising? Did you enjoy the lesson?

LESSON 5 Whole class: Warm-up activity to revise previous content. Learners do a brainstorm about some things they could include in their artwork- planets, rings, moons, stars, asteroids Pairs: Students look at the smart board where it is some photos about Abstract Expressionism. They talk in pairs about the feelings, ideas and thoughts they have and also They try to find out the title of the paints Whole class : Listen to the performance of Gustav Holst's The Planets. The 4 planets the listen to are Mars bringer of war, Venus bringer of peace, Jupiter bringer of jollity, and Uranus the magician.

Individually: Listen again to the music. The students are each given a piece of 12x18 inch white paper to create 4 sections. They have primary and white colored tempera paint at each table and cups of diluted tempera paint available to them. They have about 2-3 minutes to paint for each song. They paint with their brush trying to fill in the whole rectangle then used paint droppers to drip and splatter paint (ties in Pollock) on top Cut he painted papers apart and the students use their paintings to create a collage. Use oil pastels to add details. Equipped with a shallow dish of white paint,an old toothbrush, and some black construction paper. They dip their tooth brush in the white paint and flick/splatter the paint onto the black paper. Final plenary: The teacher asks some questions to get some feedback about the lesson Tell me three new things you learned today

What was new today? What was difficult/surprising? Did you enjoy the lesson? LESSON 6 Whole class: Warm-up activity to revise previous content. Learners have 10 minutes to revise all the Unit using the displays, the books and the notebooks that they have produced Whole class : Hot seat. A learner sits at the front of the class in the role of a N.A.S.A worker. The other learners take turns to question the character in the hot seat, Individually: The learners answer the questions about the all Unit in a writing exam.

3.2 ICONS FOR THE DIFFERENT KINDS OF ACTIVITIES

Reading activities

Answering questions activities

Writing activities

ICT activities

Art activities

Physical Education activities

Listening activities

Speaking activities