Template for CLIL Unit Plan for TEYL

Unit name: Air

Subject/Course: Unit of inquiry (How the world works)
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
School Year: 2016/2017
Grade: 2
Possible start/end dates: 22.05 - 26.05
Addressing Learners Diversified Needs: addressing multiple intelligences, providing
scaffolding, providing additional tasks for fast-finishers and for students who struggle,
providing various activities matching diverse learning styles, offering additional support (for
both content and language)
Connections with National Curriculum (both language and content):
Content: students know the harmful effects of air pollution (PYP: students can understand
air properties in order to use it for their own sake)
Language: students can ask and answer questions, cooperate with peers, understand and
processes different kind of input (audio, written, spoken, videos)

Unit Aims: The aim of this unit is to learn about air, its composition and
properties. It also aims to show pupils how they can prove that air
exists through a series of experiments. It underpins the importance of
air in our life and the significance of the issue of air pollution.
Students will discover the effects of air pollution both on a global and
local scale and will try to change the current situation through a
project. This unit also aims to develop students critical thinking skills
through challenging their existing knowledge, providing them with
tasks requiring the use of higher-order thinking skills as well as
constant, on-going discussions .

Unit Objectives : By the end of the unit students will be able to:
content Content: describe composition of air, describe air properties, provide
thinking reasons why we need air in our everyday life, conduct and/or
language describe experiments proving the existence of air, describe what is air
culture pollution and what are its consequences

Thinking: compare the composition of air people breathe in and out,

analyse a map with air quality markers, discuss a project from
different perspectives, reflect on their learning, summarise
knowledge, hypothesise, predict the outcome of the experiment,
brainstorm possible ideas or solutions, build on their background
knowledge

Language: use vocabulary connected with air pollution, name air

elements, use vocabulary connected with hypothesising, use
structures expressing assumptions
 Culture: describe situation in Poland when it comes to the quality of
air, name places in the world with the cleanest and most polluted air

Summary of the This unit concerns the topic of air. It comprises of eight lessons which
unit deal mostly with the proof that air exists through exploring its
properties and the issue of air pollution. Each lesson builds on
students background knowledge on the topic and aims to build their
understanding in both their L1 and L2. Lessons are supported with a
series of experiments carried out in the classroom by the teacher
with students support when possible. Throughout the lessons, there
is heavy emphasis on teaching critical thinking skills through various
strategies (not all of which are explicitly stated in the lesson plans).
The unit is concluded with a project, summary of gained knowledge
and self-assessment combined with reflection.

Unit Materials pictures, graphic representations, word flashcards (labels), learning

and Resources: journal log, realia needed for the experiments (transparent bowl,
water, glass, jars, tissue, balloons, lighter, candles, straw, ruler, plastic
bottle, plastic bottle cut in half, piece of paper), KWL chart, empty pie
chart, PowerPoint presentations, digital pictures, digital maps, videos,
poster paper, self-assessment grids, Kahoot! quiz, computers

Instructional Building background knowledge, predicting, visualising,

Strategies: brainstorming, using graphic organizers (KWL chart), using learning
phases, providing scaffolding, addressing multiple intelligences,
eliciting information, self-assessment, elaboration of prior
knowledge, making inferences, cooperation (in pairs and in groups),
imagery, deduction

Unit Assessment: Students knowledge is assessed at the beginning of every lesson

through short recap of the most important things theyve learnt so
far as well as at the end of the unit through series of activities aiming
at synthesising the knowledge. Learners also get the chance to
evaluate their knowledge via self-assessment grid.
 Unit Evaluation: This unit was designed as a part of action research exploring the
methods of teaching critical thinking strategies to young learners of
English. Thus, there is an emphasis on discussion, allowing students
to arrive at conclusions on their own, hypothesising, making their
thinking explicit and other activities involving higher-order thinking.
For this reason, a LOT of time is devoted to discussions and there is
not much place for writing tasks. The literacy skills, however, are
being worked on in terms of interpretation of graphic information
(charts, maps, graphic representation of an experiment). Theres no
time devoted to working on purely linguistic aspects, but theres
reinforcement of already acquired structures expressing ones
assumptions, hypotheses and expectations. Also, frequent
interactions between the teacher and students aim not only at
assessing the content but also at correctness of the output.
The content of this unit goes beyond of what is presented in the
national curriculum, but is in line with attainment targets of the
Primary Years Programme.

Summary of Lessons
Lesson 1: What is air? Air properties: smell, taste, colour
Lesson 2: Air properties: mass + occupying space
Lesson 3: Air properties: pressure + air can move
Lesson 4: Why do we need air?
Lesson 5: Air pollution - introduction
Lesson 6: Air pollution in our city
Lesson 7: Air pollution - what can we do? A project
Lesson 8: CLIL unit summary

Notes: Lessons 1 - 5 will be conducted in a PYP class. Lessons 1 and 2 as well as 3-4-5 will be
conducted in blocks (one after another).
T teacher
S(S) student(s)
 Content-Thinking-Language Organization for TEYL CLIL Unit
Content Thinking
Which tasks will I develop to
Relevant, academic, real-
encourage higher order
life, deep content
thinking?
Content is the starting
What are the language
point for the planning
(communication) as well as
What will I teach?
the content implications?
What will they learn?
Which thinking skills will we
What are my teaching
concentrate on which are
aims/objectives?
appropriate for the content?
Levels of Thinking (Blooms):
lower-order thinking skills: 1.
knowledge
2. comprehension
Topic:
3. application
AIR
higher-order thinking skills:
4. analysis
5. synthesis
6. evaluation
Verbs:
Facts (nouns): recall, explain, describe,
Air, oxygen, nitrogen, memorise, understand,
carbon dioxide, dust, define, locate, observe,
water vapour, mass, remember, discuss,
pressure, transparent, summarise, choose, illustrate,
space, vacuum, notice differences, predict,
atmosphere, pollution, analyse, make assumptions,
pollutant, global warming, notice cause and effect,
greenhouse effect, acid group, make inferences,
rain, heart disease question, compare, create,
decide, interpret, etc.
Big understandings
(Students will Questions:
understand that): How can we prove that?
- Air is essential for people Why?
to live not only because What is the reason behind ..?
we need oxygen. What will happen when?
- Air pollution is a global
problem.
Culture
Language (Intercultural
Knowledge)
What language do they
need to work with the
content?
What specialized
What are the cultural
vocabulary and phrases?
implications of the
What kind of talk will
topic?
they engage in?
What are the familiar
Will I need to check out
cultural concepts?
key grammatical
What are the
coverage of a particular
unfamiliar cultural
tense or feature e.g.
concepts?
comparatives and
superlatives?
What language tasks and
classroom activities?
Language functions:
- informing
- comparing
- analysing
- synthesising
- asking questions
- answering questions Cultural concepts
- explaining - Air pollution is a
- making assumptions global problem.
- exploring possible - We can check the
reasons quality of air around
- hypothesising the world thanks to
special stations.
- Air tends to be
more polluted in the
cities.
Key language structures: - Countries known
- I think that /In my for having the
opinion biggest factories,
- It will/It would companies, etc. tend
to be the most
polluted (China,
India, etc.)
- In Poland the most
Key vocabulary: polluted region is
air, oxygen, nitrogen, Silesia (lsk).
carbon dioxide, mixture of
gases, no smell, no taste,
no colour (transparent),
space, vacuum,
atmosphere, pollution,
pollutant, global warming,
- Air pollution has harmful, greenhouse effect, acid
long-term and short-term rain, heart disease
effects.

Essential Question (high

level thinking questions):
Modes of
- Can we run out of air?
communication:
- Are people the only
- presentational,
source of air pollution?
- interpersonal
- Can we prove that air
exists?
Targeted strategies:
- using background
knowledge of the world,
- making learning process
personal,
- justifying,
- explaining,
- hypothesising,
- sharing opinions/
thoughts/ predictions
 CLIL Lesson Plan Template for TEYL
Date: 22nd May 2017
School: Monnet International School
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
Subject: Unit of inquiry (How the world works)

Lesson title What is air? Air properties: smell, taste, colour

Class length 45 min.

Class/ student 2nd grade, 14 students, L1 Polish, L2 English

information

Overall By the end of this lesson students will be able to discuss basic
properties of air (matter of state, colour, taste, smell), name air
instructional
components and represent them graphically using a pie chart, name
aims other components of air, such as dust, describe how the air we
breathe in and out is different.

Objectives content Topics: air basic properties (matter of state,

smell, taste, colour), air components, air we
breathe in and out

Facts:
-air is a mixture of gases,
-its colourless, tasteless and transparent,
-its composed of nitrogen (78%), oxygen (21%)
and other gases (1%),
-there are other elements in air which we cant
see,
-the air we breathe in and out is different.

New understandings:
Students will understand that:
- air is not only composed of oxygen but also
other gases and elements like dust or water
vapour
- the air we breathe in and out has different
composition (theres more carbon dioxide in the
air we breathe out)
 language Content-obligatory language objectives
Learners will be able to:
name components of air, describe basic
properties of air.
Content-compatible language objectives
Learners will be able to: express their thoughts
and predictions.

Language functions: explaining, hypothesising,

sharing thoughts/opinions, asking questions
Key language structures: I think, In my
opinion, It will/would
Key vocabulary: gas, oxygen, nitrogen, carbon
dioxide, transparent

cognition Lower-order thinking skills: recalling,

memorising, understanding
Higher-order thinking skills: hypothesising,
making assumptions, drawing conclusions,
experimenting

Building background knowledge, predicting, visualising,

Instructional
brainstorming, using graphic organizers (KWL chart), using learning
strategies
phases, providing scaffolding, addressing multiple intelligences,
(building
eliciting information, self-assessment, elaboration of prior
background,
knowledge, making inferences, cooperation (in pairs and in groups),
using learning
imagery, deduction
phases,
integrating
modalities, using
scaffolding, etc.)
Describe briefly

It is vital to know what actually is the gas that surrounds us all the
Justification for
time and its components. Its also a part of national curriculum to get
lesson
to know airs properties and elements (oxygen, nitrogen and other
(why is it gases).
important to your
students)
 Feedback will be given immediately in a verbal form (praising the
Assessment for/
effort, appreciating active participation, etc.)
as learning

jar, KWL chart, PowerPoint presentation with necessary digital

Teaching
pictures and charts, empty pie chart
materials

Stages and Lesson procedure (describe the Justification for the activity
time activities and instructional (content, language, cognition,
strategies) culture)

Introduction Lead-in: T comes in with an Content: activation of background

3 min. empty jar and asks SS questions: knowledge about the world
Is there anything in the jar?
T might let SS take a closer look Language: activation of language
inside the jar and put their hands
inside. Cognition: sparking interest, making
T asks questions (Can you see SS curious about the lesson
anything? Maybe you can smell
something?, etc.) and elicits the
answer Air.

7 min. Building the background Content: activation of background

knowledge T and SS create a
mind-map on the blackboard
through brainstorming what they
know about air. T challenges SS
knowledge through asking
questions demanding
explanations or proof and puts
questions on the board.
knowledge
Language: activation of already
known vocabulary items
Cognition: challenging SS existing
assumptions

In this part, Polish is allowed.

T provides SS with language
items, which are necessary
throughout the unit.

5 min. Organizing learning SS fill in a Content: summarising and

KWL chart (only the parts What I organizing already existing
know and What I want to knowledge
know).
Language: reinforcement of
 SS share their wonders with the
class.
Through Air components T asks SS
whether air is one gas only or a
1 min mixture of gases. SS use their
background knowledge to make
assumptions.
Arrival at conclusion: air is a
mixture of many gases
4 min. Names of air components -- T
introduces names of air
components both in L1 and L2
using visual representations and
labels. Proper pronunciation is
practiced.
6 min. Air proportions T shows an
empty pie chart and names of
gases (oxygen, nitrogen, other
gases). SS vote on which gas takes
which share (comments on why
they think so encouraged). T
takes tally on the board.
SS compare their assumptions
with a filled chart and share their
opinions (What surprised you?,
Why it surprised you?).
4 min. Pie chart colouring SS fill in the
empty pie chart with necessary
information.
3 min. Composition of air What else
is there in air? SS are
encouraged to look around, look
through the windows. T cues
information with additional
questions (expected answers:
necessary language items
Cognition: making SS knowledge
explicit, making learning process
personal
Content: air is a mixture of different
gases
Cognition: use of background
knowledge to infer new information
Language: learning the English
names of air components
Cognition: memorization
Content: SS find out that nitrogen is
the biggest component of air,
oxygen takes 21% and other gases
are just 1% + interpretation of data
visualised on a pie chart
Language: reinforcement of names
of air components + reinforcement
of superlatives and comparatives
Cognition: challenging ones
assumptions, making thinking
explicit
Content: reinforcement of new
information
Language: reinforcement of new
vocabulary
Content: SS learn what else is there
in the air (although often invisible):
dust, pollen, water vapour
Language: learning new vocabulary
(dust, pollen, water vapour)
 water vapour, dust, pollen, Cognition: memorising, using
pollutants). background knowledge

10 min. Air we breathe in and out Is Content: learning that the air we
the air we breathe in and out the breathe in and out has different
same or different?. SS composition, the air we breathe out
hypothesise using their is richer in carbon dioxide
background knowledge. T
prepares the experiment: Cognition: hypothesising, making
Step 1. Light a candle and ask SS assumptions, drawing conclusions,
what will happen if the jar is put experimenting
on top of it.
Step 2. Show and recap why this Language: using structures expressing
probabilities and expectations
happened with additional
explanations that fire needs
oxygen.
Step 3. Ask SS what will happen if
I breathe out air into one of jars.
SS hypothesise whether there will
be any difference.
Step 4. T lights two candles and
breathes out air into one of the
jars (preferably using a straw). At
the same time puts jars on top of
candles. SS observe.
Step 4. T and SS draw conclusions.

Note: There is no summarising activity as lessons 1 and 2 are conducted in a

block with just a short break between them.
 CLIL Lesson Plan Template for TEYL
Date: 22nd May 2017
School: Monnet International School
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
Subject: Unit of inquiry (How the world works)

Lesson title Air properties: mass + occupying space

Class length 45 min.

Class/ student 2nd grade, 14 students, L1 Polish, L2 English

information

By the end of this lesson students will be able to name air properties
Overall
(it has mass and occupies space) and prove it through an experiment.
instructional
aims

Objectives content Topics: air properties

Facts:
- air has mass,
- air occupies space.

New understandings:
Students will understand that:
- although we cant weight air and we cant feel
airs weight, air indeed has mass,
- despite we cant see it, we can prove that air
occupies space.

language Content-obligatory language objectives

Learners will be able to: name and describe
properties of air connected with mass and
space.
Content-compatible language objectives
Learners will be able to: express assumptions
and hypotheses as well as provide explanations
behind their thinking.
 Language functions: explaining, hypothesising,
sharing thoughts/opinions, asking questions
Key language structures: I think, In my
opinion, It will/would
Key vocabulary:
mass, occupying space

cognition Lower-order thinking skills: recalling,

memorising, understanding, describing
Higher-order thinking skills: hypothesising,
analysing, imagining, brainstorming, predicting
outcomes, drawing conclusions, formulating
concepts, summarising, analysing, assessing
information, creating, grouping, evaluating

Building background knowledge, predicting, visualising,

Instructional
brainstorming, using learning phases, providing scaffolding, eliciting
strategies
information, elaboration of prior knowledge, making inferences,
(building
cooperation (in pairs and in groups), imagery, deduction,
background,
summarising information
using learning
phases,
integrating
modalities, using
scaffolding, etc.)
Describe briefly

It is vital for students to be aware that air has mass and occupies
Justification for
space as these properties are not visible and easily measured. This
lesson
lesson provides easily replicable experiments proving that air
(why is it possesses these properties.
important to your
students)

Feedback will be given immediately in a verbal form (praising the

Assessment for/
effort, appreciating active participation, etc.)
as learning

realia needed for the experiment (balloons, ruler, plastic bottle,

Teaching
plastic bottle cut in a half), poster paper
materials
 Stages and Lesson procedure (describe the
time activities and instructional
strategies)
Introduction Revision -- Short summary of all
the things SS learnt during last
2 min. lesson through elicitation (air has
no colour [is transparent], no
smell and no taste, is a mixture of
gases: oxygen, nitrogen and
other, there are also dust, pollen
and water vapour in it, the air we
breathe in and out is different)
3 min. Air properties T adds two new
questions to the mind-map on the
blackboard: Can air have mass?,
Can air occupy space?.
Brainstorming.
Through Experiment no.1 -- T represents
on the blackboard (drawing) what
7 min. will be done and asks SS about
their hypotheses.
Step 1 . T blows two balloons (the
same size) and attaches them to
both ends of a long ruler.
Step 2. T puts the middles of the
ruler on her finger. SS observe.
Step 3. T and SS hypothesise what
will happen when one balloon is
taken off.
Step 4. T takes off one balloon, SS
observe.
Step 5. SS draw conclusions about
air mass.
15 min. Experiment no. 2
Step 1. T puts a balloon (flat)
inside the bottle so that she could
blow it by blowing air to the
bottle. T asks SS whether the
balloon can be fully blown or not.
Justification for the activity
(content, language, cognition,
culture)
Content: activation of knowledge
gained during last classes
Cognition: recalling of information
Language: reinforcement of
vocabulary connected with air
properties and its components
Cognition: hypothesising, analysing,
imagining, brainstorming
Language: SS express their opinions
and thoughts using specific
vocabulary and structures (e.g. I
think that)
Content: proof that air has mass
Cognition: hypothesising, analysing,
imagining, predicting outcomes,
drawing conclusions, formulating
concepts
Language: SS express their opinions
and thoughts using specific
vocabulary and structures (e.g. I
think that/It will)
Content: proof that air occupies
space
Cognition: hypothesising, analysing,
imagining, predicting outcomes,
 SS hypothesise what will happen.
Step 2. T tries to blow the
balloon.
Step 3. SS try to blow the balloon.
Step 4. SS and T draw conclusions
about air occupying space in the
bottle.
Step 5. T puts a balloon (flat)
inside the bottle which is cut in a
half. SS hypothesise whether the
balloon can be blown now.
Step 6. SS try to blow the balloon.
Step 7. SS draw conclusions.
Expansion Running Quiz -- T and SS go to
the back of the classroom. SS
5 min. stand in the middle. One side of
the room represents Yes, its
true., the other No, its false. T
reads sentences and SS run to the
correct side of the room. The last
or mistaken person sits down and
works as an expert (tells who was
wrong or the slowest).
13 min. Poster SS are divided into 3
groups. Each group gets a piece of
paper on which they need to
make their own mind-map
representing everything theyve
learnt about air in two lessons.
drawing conclusions, formulating
concepts
Language: SS express their opinions
and thoughts using specific
vocabulary and structures (e.g. I
think that/It will)
Content: reinforcement of
knowledge connected with air
properties
Language: reinforcement of
vocabulary connected with air
properties
Cognition: summarising, analysing,
assessing information
Content: summarising acquired
knowledge
Cognition: recalling, summarising,
representing, creating, evaluating
(choosing the most important
information), grouping
Language: reinforcement of
vocabulary connected with air
properties
 CLIL Lesson Plan Template for TEYL
Date: 22nd May 2017
School: Monnet International School
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
Subject: Unit of inquiry (How the world works)

Air properties: pressure + air can move

Lesson title

Class length 45 min.

Class/ student 2nd grade, 14 students, L1 Polish, L2 English

information

By the end of this lesson students will be able to name air properties
Overall
(it puts pressure and can move), prove it through an experiment,
instructional
explain what is pressure and how the differences in its pressure make
aims wind.

Objectives content Topics: air properties

Facts:
- air has mass and hence puts pressure,
- air can move (wind),
- wind is created through differences in air
pressure,
- we can see and feel air when it moves (wind)

New understandings:
Students will understand that:
- although we cant weight air it has mass,
- air can move and this movement is perceived
as wind.

language Content-obligatory language objectives

Learners will be able to: name and describe air
properties.
Content-compatible language objectives
Learners will be able to: describe the
experiments, justify their thinking.
 Language functions: explaining, hypothesising,
sharing thoughts/opinions, asking questions
Key language structures: I think, In my
opinion, It will/would
Key vocabulary: pressure

cognition Lower-order thinking skills: recalling,

memorising, understanding, explaining
Higher-order thinking skills: hypothesising,
experimenting, discovering, synthesising, making
inferences, discussing, exploring possibilities,
drawing conclusions, deciding, prioritizing,
grouping, self-reflecting, evaluating

Building background knowledge, predicting, visualising,

Instructional
brainstorming, using graphic organizers (KWL chart), using learning
strategies
phases, providing scaffolding, addressing multiple intelligences,
(building
eliciting information, self-assessment, elaboration of prior
background,
knowledge, making inferences, cooperation (in pairs and in groups),
using learning
imagery, deduction
phases,
integrating
modalities, using
scaffolding, etc.)
Describe briefly

It is vital for students to be aware that air puts pressure as this

Justification for
property is not visible and easily measured. Especially, that air
lesson
pressure might be useful while interpreting weather forecasts. Also, it
(why is it is essential to know that we can actually feel and see air as a wind.
important to your This lesson provides easily replicable experiments proving that air
students) possesses these properties.

Feedback will be given immediately in a verbal form (praising the

Assessment for/
effort, appreciating active participation, etc.)
as learning

Learning journal log, video, realia needed for the experiments (piece
Teaching
of paper, glass container, water, jar, tissue), poster paper, poem Who
materials has seen the wind by Christina Rosetti
 Stages and Lesson procedure (describe the
time activities and instructional
strategies)
Intro Revision of knowledge group
3 min brainstorming, putting ideas into
mind-map on the blackboard
(additional scaffolding through
cueing meaning, elicitation
through questioning)
2 min Building on background
knowledge What is PRESSURE?
(Building on knowledge in L1,
facilitating it into L2) Group
discussion
Practice Experiment no.1 proof that air
15 min puts pressure
Stage 1: T demonstrates what is
going to be done, SS predict what
will happen
Stage 2: T notes down possible
effects on the board and takes
tally
Stage 3: T with help of a volunteer
carries out the experiment
(Procedure: Pour water into a
glass container. Put a tissue in a
smaller glass container (e.g. jar).
Put the jar into the small
container perpendicularly. Take
out the jar. Is the tissue wet or
dry? Why?)
Stage 4: Draw conclusions (air
occupies space and so puts
pressure)
4 min Experiment no.2 proof that air
puts pressure
Stage 1: T hypothesises out loud:
What will happen when I put a
piece of paper on my belly? What
will happen if I walk very fast?
Justification for the activity
(content, language, cognition,
culture)
Content: activation of knowledge,
summarising
Language: reinforcement of
vocabulary items connected with air
Thinking: recalling, memorising,
grouping, choosing the most
important facts
Content: activation of background
knowledge about the world
Language: defining pressure
Thinking: recalling
Content: proof that air puts pressure
Cognition: hypothesising,
experimenting, discovering,
synthesising already acquired
knowledge and making inferences
(air has mass = it puts pressure),
discussing, exploring possibilities
Language: SS express their opinions
and thoughts using specific
vocabulary and structures (e.g. I
think that/It will)
Content: proof that air puts pressure
Cognition: hypothesising,
experimenting, discovering,
synthesising already acquired
knowledge and making inferences
 Stage 2: Brainstorming.
Stage 3: T demonstrates, SS try on discussing, exploring possibilities
their own
Stage 4: Drawing conclusions.
Intro pt.2 Poem read aloud T reads the
3 min poem (one word is partially
covered), SS can look at the text
displayed at the board.
SS in pairs decide what the poem
is about.
3 min Discussion about the text:
--How can we see wind?
--How can we see air?
Practice How the wind is made Video Content: wind is made through
5 min (https://youtu.be/D52rTzibFRc)
and discussion (making sense of
the video together with SS)
Expansion Expanding the poster -- Filling in
5 min the posters with new information.
Afterwards, each group decides
on two aspects which were the
most interesting for them and
presents their opinions.
5 min Self-reflection Filling in the
learning journal: What interesting
thing Ive learnt today?/What I
still dont understand?/What I
want to know?
(air has mass = it puts pressure),
Language: SS express their opinions
and thoughts using specific
vocabulary and structures (e.g. I
think that/It will)
Content: moving air makes wind
Cognition: making inferences on the
basis of the text
Language: expressing opinions
Content: ways of seeing/feeling that
air exists
Cognition: making inferences on the
basis of the text
differences in air pressure
Cognition: drawing conclusions,
explaining, using already existing
knowledge to make inferences,
Content: summarising the
knowledge
Cognition: synthesising, evaluating,
grouping, deciding, prioritizing
Cognition: self-reflection, evaluating
ones knowledge, recognizing lacks
of understanding or puzzling
questions
 CLIL Lesson Plan Template for TEYL
Date: 22nd May 2017
School: Monnet International School
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
Subject: Unit of inquiry (How the world works)

Lesson title Why do we need air?

Class length 45 min.

Class/ student 2nd grade, 14 students, L1 Polish, L2 English

information

By the end of this lesson students will be able to explain why we need
Overall
air in our life (humans and animals need it to breathe/live, plants
instructional
need it to grow, air is needed to transmit sound and light as well as to
aims regulate the temperature).

Objectives content Topics: the importance of air in our life

Facts:
- humans and animals need air to breathe
(=live),
- plants need air to grow,
- air is needed to transmit sound,
- air is needed to transmit light,
- atmosphere helps to regulate body
temperature.

New understandings:
Students will understand that:
- without air we wouldnt hear anything
(because air is the medium for sound),
- without air we wouldnt see anything (because
air is the medium for light).
 language Content-obligatory language objectives
Learners will be able to:
describe why air is important in our life
Content-compatible language objectives
Learners will be able to:
explain the rationale behind their thinking,
express their assumptions

Language functions: explaining, hypothesising,

sharing thoughts/opinions, asking questions
Key language structures: I think, In my
opinion, It will/would
Key vocabulary: transmitting sound, transmitting
light, regulation of body temperature

cognition Lower-order thinking skills: recalling,

memorising, understanding, explaining,
describing
Higher-order thinking skills: discussing,
brainstorming, hypothesising, summarising,
comparing

culture Unfamiliar concepts:

- Antarctica is at risk because of the global
warming which is one of the effects of air
pollution.

Building background knowledge, predicting, visualising,

Instructional
brainstorming, using learning phases, providing scaffolding,
strategies
addressing diverse learning styles, eliciting information, elaboration
(building
of prior knowledge, making inferences, cooperation (in pairs),
background,
imagery
using learning
phases,
integrating
modalities, using
scaffolding, etc.)
Describe briefly
 It is within Polish national curriculum to learn about the reasons why
Justification for
air is essential in our life. It is also an important basis for the next
lesson
lesson, which tackles the issue of air pollution (it build an important
(why is it background). Raising awareness of the importance of air in peoples
important to your life might influence SS thinking about the importance of the issue of
students) air pollution.

Feedback will be given immediately in a verbal form (praising the

Assessment for/
effort, appreciating active participation, etc.)
as learning

balloon, board, projector, paper

Teaching
materials

Stages and Lesson procedure (describe the Justification for the activity
time activities and instructional (content, language, cognition,
strategies) culture)

Intro Energizer: SS bump a balloon to This tasks aims at allowing SS to

3 min each other. Every person to get move around in order to energize
the balloon has 5 seconds to say a them (especially that most of the
word connected with air. following activities will be seated).

Practice Why do we need air? Content: exploring the reasons why

25 min Brainstorming in pairs, then as a air is essential for our functioning
whole class. Ideas are put in a form
of a mind-map on the board. Cognition: discussing, explaining,
describing, brainstorming, recalling,
a) to live (breathing) humans & making thinking explicit, making
animals OXYGEN sense of big numbers, hypothesising,
comparing
b) to grow plants CO2
How much oxygen produces one Language: reinforcement of specific
tree? guess how much vocabulary (transmitting sound,
(voting); depends on the transmitting light, regulation of body
species of the tree, its age, health temperature)
and surrounding; mature leafy
tree in season produces oxygen
for 10 people for a year, on
 average produces 260 pounds
(118 kg) oxygen a year

c) transmitting sound
https://www.youtube.com/watch
?v=a7EP6Om99qc (till 1:30)
knowledge recap after

d) transmitting light (air is

transparent)

e) keeping the temperature

(atmosphere) CO2 drawing on
the board to explain

Expansion Peer tutoring One S pretends Content & Cognition: summarising

8 min to be an alien, the other an the knowledge, convincing
expert. Try to convince your Language: asking questions
partner that we need air. Aliens
task is to ask questions. Role
change after 2-3 minutes.

9 min Fast art task: Imagine a world Cognition: creating, imagining,

without air, draw a picture. envisioning, synthesising, visualising
Presentation of the drawings with
additional explanations as to SS
expectations.
 CLIL Lesson Plan Template for TEYL
Date: 22nd May 2017
School: Monnet International School
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
Subject: Unit of inquiry (How the world works)

Lesson title Air pollution - introduction

Class length 45 min.

Class/ student 2nd grade, 14 students, L1 Polish, L2 English

information

Overall By the end of this lesson students will be able to explain what is air
pollution, name causes and effects of it, name two natural pollutants,
instructional
explain what will happen when we cut out all the trees, interpret the
aims data displayed by a map of air pollution.

Objectives content Topics: air pollution, natural pollutants, causes

and effects of air pollution

Facts:
- air pollution occurs when fumes, dust and
gases are introduced into the atmosphere and
bring harm to people and the world,
- factories, cars and mines are the main
producers of air pollution,
- there are natural pollutants (volcanoes, forest
fires),
- air pollution affects negatively people and the
world (diseases, acid rain, global warming,
abnormal growth of algae)
- we cant run out of air generally, but we can
pollute it to the extent its not survivable

New understandings:
Students will understand that:
- air pollution is an important issue on a global
scale,
- not only humans are responsible for this
phenomenon (but we are the major reason).
 language Content-obligatory language objectives
Learners will be able to: explain what is air
pollution and name few of its consequences.
Content-compatible language objectives
Learners will be able to: share their
opinions/thoughts, hypothesise.

Language functions: explaining, hypothesising,

sharing thoughts/opinions, asking questions
Key language structures: I think, In my
opinion, It will/would
Key vocabulary: air pollution, to pollute,
pollutant, fumes, dust, heart disease, global
warming, greenhouse effect, acid rain, growth of
algae

cognition Lower-order thinking skills: recalling,

memorising, understanding, explaining
Higher-order thinking skills: comparing,
analysing, interpreting, hypothesising, deciding,
evaluating, analysing, classifying, synthesising,
drawing conclusions, summarising

culture Unfamiliar concepts:

- The quality of air around the world differs.
- The most polluted areas are those where are
many manufactures, mines, factories, etc.
(usually cities).
- The most polluted countries (at the time of
checking) are China, India and Mexico.

Building background knowledge, predicting, visualising,

Instructional
brainstorming, using learning phases, providing scaffolding,
strategies
addressing multiple intelligences, eliciting information, elaboration of
(building
prior knowledge, making inferences, cooperation (in pairs and in
background,
groups), imagery, deduction
using learning
phases,
integrating
modalities, using
scaffolding, etc.)
Describe briefly
 It is vital to understand and recognize air pollution as a global issue
Justification for
that can be treated also locally. Having in mind recent situation in
lesson
Warsaw, it is vital for SS to know what are the causes and effects of
(why is it given situation. This lesson will deepen SS understanding of the issue
important to your and make the aware of the situation on the global scale.
students)

Feedback will be given immediately in a verbal form (praising the

Assessment for/
effort, appreciating active participation, etc.). Learners knowledge
as learning
will be assessed through a fun activity at the end demanding from
them to decide whether the sentence is true or false.

PowerPoint presentation with necessary pictures, videos, digital map,

Teaching
projector
materials

Stages and Lesson procedure (describe the Justification for the activity
time activities and instructional (content, language, cognition,
strategies) culture)

Introduction Lead-in: T shows pictures of air Content: activation of background

pollution, SS guess the topic of
2 min. the lesson.
SS learn the word pollution and
to pollute (T reinforces correct
pronunciation).
knowledge
Language: learning the word
pollution and to pollute
Cognition: understanding

3 min. Air pollution definition SS Content: air pollution explanation

discuss in pairs what they think is
air pollution and present their
ideas. The confront their ideas
with official definition. T provides
additional explanations.
Cognition: understanding,
comparing, explaining
Language: giving explanations

Through Air pollution in the world T Content: recognizing areas of the

shows the digital map displaying
5 min. real-time air pollution markers in
the world
(http://aqicn.org/map/world)
SS interpret the data: Where air is
the cleanest? Where air is the
most polluted?
Hypothesising about the reasons
most polluted air and the cleanest
air in the world
Cognition: analysing, interpreting
the data on the map, hypothesising
Language: making assumptions
 (elicitation of potential causes of
air pollution).

10 min. Natural air pollutants T asks an Content: learning about natural air
essential question: Will the air pollutants in the world
be absolutely clear if we, people,
stop polluting it? Language: explaining, naming
SS make assumptions and explain natural pollutants
their thinking.
T shows the video: Cognition: explaining, making
http://study.com/academy/lesso inferences on the basis of video
n/what-is-air-pollution-definition-
sources-types.html
(0:50 1:16). SS say what natural
air pollutants there are.

15 min. Effects of air pollution T Content: learning about effects of air

displays the pictures and asks SS pollution on people and the world
whether this can be an effect of
air pollution. Additional Language: learning English names of
explanations provided when the most important consequences
needed. (heart disease, global warming,
a) heart & lung diseases greenhouse effect, acid rain, growth
b) global warming & greenhouse of algae)
effect (additional explanation
with the use of drawing on the Cognition: deciding, evaluating,
board) + analysing, classifying, remembering,
https://www.youtube.com/watch understanding
?v=VYMjSule0Bw
c) volcano eruptions (false)
d) acid rain (elicitation of water
cycle process + additional cues for
SS to arrive at what is acid rain)
e) earthquakes (false)
f) algae growth (eutrophication)

Expansion Can we run out of air? Content: learning about sources of

SS and T discuss what produces
5 min. oxygen (plants, marine plants,
ocean).
SS hypothesise what will happen
when we get rid of all the plants
(taking all the acquired
knowledge into consideration).
oxygen
Cognition: synthesising knowledge,
hypothesising, drawing conclusions
Language: expressing assumptions
and hypotheses
5 min. True/False statements T reads
sentence and SS decide whether
its true or false. They jump for
true and sit on the floor for
false.
Content & Cognition: summarising
acquired knowledge
Language: reinforcement of new
language vocabulary items
 CLIL Lesson Plan Template for TEYL
Date: 22nd May 2017
School: Monnet International School
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
Subject: Unit of inquiry (How the world works)

Lesson title Air pollution in our city

Class length 45 min.

Class/ student 2nd grade, 14 students, L1 Polish, L2 English

information

Overall By the end of this lesson students will be able to describe the
situation connected with air pollution in Warsaw and point out to
instructional
probable reasons behind it.
aims

Objectives content Topics: quality of air in our city and its probable
causes.

Facts:
- the quality of air changes, its not a static thing,
- Warsaw is a big city with a lot of cars that are
one of the reasons for the bad air quality,
- we can check air quality with the dust counter.

New understandings:
Students will understand that:
not only factories and manufactories chimneys
are responsible for the bad air quality, but so are
people (too many cars).

language Content-obligatory language objectives

Learners will be able to: describe situation in
Warsaw when it comes to air pollution and point
to probable causes.
Content-compatible language objectives
Learners will be able to: share their opinion and
thoughts, hypothesise, formulate a conclusion.
 Language functions: explaining, hypothesising,
sharing thoughts/opinions, asking questions
Key language structures: I think, In my
opinion, It will/would
Key vocabulary: air pollution, to pollute, dust
counter, quality

cognition Lower-order thinking skills: recalling,

memorising, understanding
Higher-order thinking skills: comparing,
interpreting data, making inferences,
hypothesising, grouping, analysing, synthesising
knowledge, drawing conclusions

culture Familiar concepts used in a new way:

air pollution is a serious issue in Warsaw.
Unfamiliar concepts:
too many cars might be one of the reasons of
critical situation regarding air quality in Warsaw.

Building background knowledge, predicting, visualising,

Instructional
brainstorming, using learning phases, providing scaffolding, eliciting
strategies
information, elaboration of prior knowledge, making inferences,
(building
cooperation (in pairs and in groups), imagery, deduction
background,
using learning
phases,
integrating
modalities, using
scaffolding, etc.)
Describe briefly

This lesson is vital for SS as it discusses the issue of air pollution with
Justification for
the special regard to situation in Warsaw.
lesson
(why is it
important to your
students)

Feedback will be given immediately in a verbal form (praising the

Assessment for/
effort, appreciating active participation, etc.). Learners knowledge
as learning
will be assessed through an on-going discussion of the topic.
 digital map, projector, paper
Teaching
materials

Stages and Lesson procedure (describe the Justification for the activity
time activities and instructional (content, language, cognition,
strategies) culture)

Introduction Discussion -- What is the quality Content: activation of background

of air in Warsaw? SS and T discuss knowledge
2 min. what was happening recently in Language: activation of language
Warsaw. Cognition: recalling information,
noticing causes and effects

Through Air pollution in Poland T shows Content: learning about the situation
a digital map displaying real-time in Warsaw
5 min. air pollution
(http://aqicn.org/map/poland/pl) Cognition: interpreting the data
SS interpret the data on the map: from maps, making inferences,
How clean is the air in Warsaw? hypothesising
Where the air is the cleanest?
Where the air is the dirtiest? Why
is it this way?

25 min. Cars as main sources of air Content: checking if cars might

(including pollution T (preferably with constitute the reason for the current
walking to and help of a Teacher Assistant) takes situation in Warsaw
from the SS out to the nearby road (theyre
location) seated in a safe distance). SS try Cognition: grouping, classifying
to record over a certain period of
time how many cars have passed
them and how many of them had
only 1 person inside. Also, SS note
how many cyclists have passed
them.

5 min. Representing data SS represent Content: creating bar graphs on the

graphically in a form of a bar basis of gathered information
graph their findings considering
cars in total vs cars with only 1 Cognition: comparing, analysing
passenger and cars vs bikes.
Expansion Conclusions -- Drawing Cognition: drawing conclusions,
5 min. conclusions about the situation in making inferences, synthesising
Warsaw and its possible causes. knowledge
 CLIL Lesson Plan Template for TEYL
Date: 22nd May 2017
School: Monnet International School
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
Subject: Unit of inquiry (How the world works)

Lesson title Air pollution: what can WE do? Project.

Class length 45 min.

Class/ student 2nd grade, 14 students, L1 Polish, L2 English

information

By the end of this lesson students will be able to propose a way of

Overall
fighting or preventing air pollution in their city through a project.
instructional
aims

Objectives content Topics: air pollution around us, fighting and

preventing air pollution

Facts:
- effects of air pollution might be limited
through certain actions,

New understandings:
Students will understand that:
they can influence the situation in Warsaw
through small actions and spreading the
knowledge about air pollution

language Content-obligatory language objectives

Learners will be able to:
name ideas connected with air pollution
prevention and express their opinion.
Content-compatible language objectives
Learners will be able to:
participate in a discussion.
 Language functions: explaining, hypothesising,
sharing thoughts/opinions, asking questions
Key language structures: I think, In my
opinion, It will/would
Key vocabulary: to prevent, clean energy

cognition Lower-order thinking skills: recalling,

memorising, understanding
Higher-order thinking skills: brainstorming,
analysing, evaluating, deciding, creating, using
background information

Building background knowledge, predicting, visualising,

Instructional
brainstorming, using learning phases, providing scaffolding, eliciting
strategies
information, elaboration of prior knowledge, making inferences,
(building
cooperation (in pairs and in groups), imagery, deduction
background,
using learning
phases,
integrating
modalities, using
scaffolding, etc.)
Describe briefly

Its important to know what can we do to fight air pollution in order

Justification for
to improve situation in our city and prevent its harmful effects.
lesson
(why is it
important to your
students)

Feedback will be given immediately in a verbal form (praising the

Assessment for/
effort, appreciating active participation, etc.). Students knowledge
as learning
will be assessed through discussion and presentation of the project.

arts & crafts materials of different kind, paper hats (yellow, green,
Teaching
black, red, white, blue)
materials
 Stages and Lesson procedure (describe the Justification for the activity
time activities and instructional (content, language, cognition,
strategies) culture)

Introduction Brainstorming -- SS and T Content: exploring the ideas helping

together come up with as many to fight the air pollution
4 min. ideas as possible how to
fight/prevent air pollution in Cognition: brainstorming, analysing
Warsaw
Crucial question: What can WE
do?
T should elicit answers (beside SS
own ideas): use public transport
instead of a car, ride a bike, use
clean energy, make others aware
of the problem, make others
aware of ways of changing the
situation, dont use fireworks,
dont use freons (deodorants)

5 min. Pyramid discussion SS Language: practicing language

individually pick 5 ideas they like
the best, in pairs decide on 3, in
groups decide on 1. Between
each formation of new groups, SS
are asked about their choices.
needed for discussions
Cognition: recalling, using
background information, evaluation,
deciding

Through Project -- SS in groups create a Content: representing ideas

project (form is up to them: can concerning fighting air pollution
20 min. be a poster, a plan of a new
device, a plan of action, and Cognition: creating, visualising,
advertisement, etc.) deciding
T monitors the group, makes sure
that everybody is on the task,
checks if everybody is involved
and has their share of work.

Expansion Evaluation of the project -- Cognition: evaluation, shifting of

T explains how the method of Six perspectives, making thinking
10 min. Thinking Hats works (displays the explicit
rules on the board). SS draw a
picture of a hat from the bag. Language: sharing thoughts,
Each of them has 1-2 minutes to opinions and feelings
express their
opinion/thoughts/feelings
according with the hat about their
project.
2 min. Adjustment -- SS have additional
time to adjust their project after
the discussion.

4 min. Presentation SS present their Cognition: synthesising, explaining,

idea, how they believe it will describing
change the situation. Other SS are
free to ask questions. The
projects are put on a display in
the classroom.
 CLIL Lesson Plan Template for TEYL
Date: 22nd May 2017
School: Monnet International School
Teacher: Karolina Owczarek (mentor teacher: Ewa Domaska)
Subject: Unit of inquiry (How the world works)

Lesson title Summary of the unit

Class length 45 min.

Class/ student 2nd grade, 14 students, L1 Polish, L2 English

information

By the end of this lesson students will be able to describe what they
Overall
have learnt throughout the whole unit, summarise their learning
instructional
experience, recognize the areas in which they lack understanding.
aims

Objectives content Topics:

- properties of air,
- air components,
- air pollution, its causes and effects,
- reasons why we need air,

Facts:
- air is transparent, has no smell or no taste, has
mass, occupies space, puts pressure, can move
and thus creates wind,
- air components are nitrogen, oxygen and other
gases,
- air components are also dust, pollen and water
vapour,
- wind is made when masses of air with different
pressures meet,
- humans and animals need oxygen to
live/breathe, plants need carbon dioxide to
grow, air is a medium for transmitting the sound
and light, atmosphere helps us regulate body
temperature,
- air pollution occurs when harmful gases, dust
and fumes are introduced to the atmosphere
and affect negatively humans and the
surroundings,
 - the causes of air pollution are usually factories
chimneys, cars and mines,
- there are natural air pollutants like volcanoes
or fire forests,
- the effects of air pollution are i.a. heart and
lung diseases, global warming, greenhouse
effect, acid rain, growth of algae,
- air pollution is a global issue which can be
fought against.

language Content-obligatory language objectives

Learners will be able to: recognize, understand
and use language items connected with the unit.
Content-compatible language objectives
Learners will be able to: express what theyve
learnt using correct grammar structures.

Language functions: explaining, hypothesising,

sharing thoughts/opinions, asking questions
Key language structures: I think, In my
opinion, It will/would
Key vocabulary: air, transparent, occupying
space, mass, pressure, oxygen, nitrogen, carbon
dioxide, transmitting, pollution, to pollute

cognition Lower-order thinking skills: recalling,

memorising, understanding
Higher-order thinking skills: synthesising,
summarising, evaluating, choosing, analysing,
deciding, assessing

Using learning phases (preview, focused learning, expansion), using

Instructional
scaffolding (verbal and non-verbal), using advanced organizers to
strategies
manage learning process
(building
background,
using learning
phases,
integrating
modalities, using
scaffolding, etc.)
Describe briefly
 This lesson is important as it summarises all the knowledge gathered
Justification for
throughout the unit. It helps students to synthesise and arrange all
lesson
the gathered information, check their understanding and self-
(why is it evaluate acquired skills. It also serves as a repetition of the most
important to your important aspects discussed throughout the 7 lessons.
students)

Feedback will be given immediately in a verbal form (praising the

Assessment for/
effort, appreciating active participation, etc.). Students get the
as learning
chance to self-evaluate themselves and their knowledge. All of the
presented tasks aim at assessing if pupils acquired new content.

Self-assessment grid, KWL chart (from lesson 1), Kahoot! game,

Teaching
computers
materials

Stages and Lesson procedure (describe the Justification for the activity
time activities and instructional (content, language, cognition,
strategies) culture)

Introduction Energizer SS join their hands Cognition enhancing problem-

according to Ts instructions (so
3 min. that they are entangled). Their
task is to disentangle themselves
without letting go of other
peoples hand under 3 minutes.
solving thinking, getting students
energized and ready for cognitively
challenging tasks

Focused Kahoot! quiz (done in the Content revising all the knowledge
learning computer room) SS work in pairs acquired throughout the unit
or individually and log in to the Cognition analysing, deciding,
32 min. Kahoot! quiz. T manages and recalling
(including time monitors SS work. After each Language: reinforcement of
for technical question, the answers are language items learnt throughout
issues) discussed with the whole class. the unit

https://play.kahoot.it/#/k/4c6940
43-a24f-4b1b-87f3-8959612022fb

Expansion Advanced organizer -- SS fill in Content: summarising the

the last column in their KWL knowledge, making it explicit
5 min. charts: What Ive learnt. They Cognition: synthesising, evaluating
share their findings. ones knowledge
(They are encouraged to answer Language: reinforcement of
 the questions theyve posed in
the I want to know column).
5 min. Self-evaluation SS fill in a chart
evaluating the unit, the
knowledge they acquired as well
as themselves.
language items learnt throughout
the unit
Content: summarising the
knowledge
Cognition: evaluation of ones
knowledge in the topic, assessing
the learning process, making the
learning process explicit