Escuela de verano 2018

These are the great materials of our summer CLIL course in Burgos, produced by Mandy McLoughlin.

Paula García

Your task: Plan a cross-curricular mini-project. Your mini-project should incorporate some of the techniques you have seen on the course so far. Complete the table below.

Topic and project title	The water cycle (Natural Science)
Your subject area: How will the project fit with your subject?	The water cycle is one of the curricular annual contents for 3º Primary grade in Natural Science subject
Who are you doing the project with?	This project is suitable for students of 3º grade
Learning objectives	-         Distinguish different types of water: fresh water and salt water. -         Seeing the differences between the states of water: liquid, solid and gas. -         Knowing the importance of water for our daily life. -         Discovering that water is continuously changing its place in nature.
Anticipated problems (and solutions)	There are two grade repeaters with several difficulties with the foreign language. I will adapt all the water cycle’s language in a more simple way for them to be able to understand the whole process.

Teach your mini-project. Reflect on how it went. Be prepared to give feedback.

Group and date taught	3º grade. February 2018.
What did you do?	1.       Happy Learning video. 2.       This is the water cycle wheel. If you turn the first part, you will see the different parts of it: condensation, precipitation… 3.       This is a sheet of paper to work on the water cycle processes: transpiration, condensation, evaporation, accumulation and precipitation. This way we can connect the Arts & Crafts lesson with Natural Science’s one. 4.       Experiment: I will bring an ice, a match, a bottle and a balloon. I will saw the students the three states using examples.
What went well	Every activity went well, but what they liked most is the experiments activity in wich they saw how ice melts and becomes liquid water and how that bottle heats and the balloon gets filled with gas. Even the students with problems with foreign language could attend the lesson, because it’s mostly visual methodology.
Reflection for future practice
What needed improvement/changes and why	We can try to think an easier way to do the experiment, because the time we spent until the bottle heated, was more than what I expected at the beginning.
What would you change considering level,  age or other factors	I find the activities very suitable for students in this grade, but it is also possible to do it in the 2º and 4º grades, adapting the language used and changing the 3 activity for another one with more simple vocabulary.

Links/materials here:

1.    Happy learning video link: https://www.youtube.com/watch?v=y5gFI3pMvoI

2.    The water cycle wheel

Elena Pérez Barrioluengo

Teach your mini-project. Reflect on how it went. Be prepared to give feedback.

Group and date taught	5th grade ·         14th and 15th February (Science) ·         16th February (Arts)
What did you do?	The textbook I use in class is Natural Sciences 5 Primary. Oxford Educación. My project consists of including these activities learnt in the CLIL course in the lessons. Lesson 1:  How are sources of energy classified?                   Silence discussion: What is energy?                   Wall-crawl: Renewable energies Lesson 2: How are sources of energy classified?                  Running dictation: Non-renewable energy sources Lesson 3: Think-pair-share: advantages of renewable energies                   Design a poster of renewable energies
What went well	Running dictation: I chose a short passage from the science book. I put the copies up around the walls of the classroom. I put the students in pairs. The aim is for one of the students in each pair to walk (or run!) to read the passage on the wall. They remember some of the passage and walk (or run!) back to their partner. It was a great way to practice spelling and pronunciation, also a great memory training!
Reflection for future practice
What needed improvement/changes and why	They need more practice on silence discussions. It was their first time and they didn´t really know what to write down to answer the question: What is energy?
What would you change considering level, age or other factors	I would change the question for the silence discussion: Where do we get energy from?

RENEWABLE ENERGIES

1.      How do we get hydroelectric energy?

2.      What holds water in a reservoir?

3.      Where do we get wind energy from?

4.      What transforms solar energy into electrical energy?

5.      Give an example of a:

•        Solid biofuel:

•        Liquid biofuel:

•        Gas biofuel:

6.      Where are biofuels burned to produce heat in homes?

Running dictation: Non-renewable energies

Laura Fernández y Diego García

Your task: Plan a cross-curricular mini-project. Your mini-project should incorporate some of the techniques you have seen on the course so far. Complete the table below.

Topic and project title	Bees make honey.
Your subject area: How will the project fit with your subject?	In English, we are in the didactic unit of the farm, so we decided that our mini-project was going to be related with it, focusing on the bees, how they work, and their importance in our planet.
Who are you doing the project with?	The subjects that are going to be included in the mini-project are English, Arts and Music (which are our bilingual subjects).
Learning objectives	To know about bees, how they live and work to make honey. The importance of bees in our planet. There is…/There are… Abstract art Know different types of music.
Anticipated problems (and solutions)	Make flashcard with the vocabulary they will need to express themselves. Find a big wall to make the drawing.

Teach your mini-project. Reflect on how it went. Be prepared to give feedback.

Group and date taught	2º Primary, 20th and 21st February
What did you do?	-Question: What would happen if bees disappear of the planet? (driving question). They have to go home and ask their parents, or find information with them, so in the next lesson, we start giving different answers to the question. -We start answering the question, and they draw their answer in a piece of paper, so we can have them in the class. -Video: Bees make honey (Oxford Rooftops- 2nd Primary). We show them flashcards with some of the words of the video ( four words: flower, bee hive, bee keeper, honey). We also bring honey to taste it. -With a screen of the video, we  use “See, think, wonder” to let them talk about the video. We also work “there is.... “ “there are....” structures. We have the structures on the wall, so they have to use them to explain the picture. -Activities about the video. Think, pair, share technique. -Related to bees, we are going to listen to the “Flight of the Bumblebee”, and ask them what do they think about it. -To finish, we are making an abstract drawing. They have to imagine that they are bees flying while they listen to music, and they have to represent the flight with different colours in a  big piece of paper.
What went well	Motivation because of a different way of learning. They worked really well in groups. They were really interested on the topic, and wanted to learn more about it.
Reflection for future practice
What needed improvement/changes and why	We realized that we could have extended the mini-project, and involve some other subjects. For example, we can use this topic to make maths problems, we can make a bigger investigation in science, even if it is not a bilingual subject, ... Working in groups is still difficult for them, because they start talking to each other before thinking the activities on their own. We were a bit short of time.
What would you change considering level,  age or other factors	In higher levels, we would increase the difficulty of the structures used and the amount of vocabulary. They would also have to find information about bees on their own, from a list of web pages given by the teacher. Instead of drawing the answers, they would have to write it down.

M.Teresa Guerra

https://drive.google.com/file/d/1e-LGZ4bmFaDBXDaA_DQEl14TC3fWR8lx/view?usp=sharing

Beatriz Portugués

Click on the link below the picture to see the whole task.

https://drive.google.com/file/d/1ToRVnMA0UCFT46zT8GjXHFujfof5NDLY/view?usp=sharing 

M. Luisa García

Age  group and subject task: 4^th grade, Science.

Your task: Plan a cross-curricular mini-project. Your mini-project should incorporate some of the techniques you have seen on the course so far. Complete the table below.

Topic and project title	LIVING-THINGS. PLANTS.
Your subject area: How will the project fit with your subject?	Natural Science and Arts. In these areas the students will be able to learn different things about plants .
Who are you doing the project with?	I’m doing the cross- curricular project on my own.
Learning objectives	.To recognise  the parts of the plant. .To describe the processes of nutrition and respiration.
Anticipated problems (and solutions)	Problem : understanding  how plants make their own food. Solution: Explaining the process of photosynthesis.

Teach your mini-project. Reflect on how it went. Be prepared to give feedback.

Group and date taught	4th grade .14 th and 16 th February.(science ) .16th February (art)
What did you do?	The book I use is Natural Science 4 Primary. Richmond . Santillana My project consist of including these activities learnt in the CLIL course I the lessons. Lesson 1: : How can identify  the different parts of the plan?.         Bingo : Parts of the  plant.         Wall- crawl:  Amazings things about living things. Lesson 2 : Why plants are essential to our life?      .Work in pairs : To learn how plants breathe and make their food. Lesson 3 : Make a  poster  using  leaves to  create   different   countrysides.
What went well	Bingo : The students write in their notebooks six  parts of the plant.  I say the meaning of the words, for example :The part of the plant that absorbs water (root)…,they have to cross out the different words . The first that cross out all the words win the game. It is a great  way to practice listening and  memory.
Reflection for future practice
What needed improvement/changes and why	I have to give them easier texts  on wall-crawl. Because it is very difficult for them to look for information in this type of texts.
What would you change considering level,  age or other factors	I would give them shorter texts.

ANSWER THESE QUESTIONS:

-Why is size important for living things?

-Which living thing is the largest on Earth?

-What type of organism are the smallest  living things on Earth ?

-Which of these living thingscan be harmful to people?

_Which is the most common aquatic  plant?

-Plants can be used for food, wood ,--------------,--------------- and ----------------.

-Most modern medicines are made in ------------.

-When you have a cold , drinking------------------- can provide relief.