PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments

Identification

Title Life in Space

Authorship Montse Felisart

With the support of Aida Mic, Ldia Moreno and Ariadna Rovira

School Salvat Papasseit

CEFR Level
B2
(B2,C1,C2?)

Grade 5th Primary

Content areas Science, mathematics,

Number of sessions 4

Teacher(s) involved Montse Felisart and support teachers

Key words Astronaut, ISS, fluid shift, microgravity

Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/

 INTRODUCTION TO THE PROJECT TEACHING SEQUENCE (escenario)

Does our body work the same on Earth or in space? Do you know how astronauts sleep or brush their teeth? What is ISS? Do they

need to do sport in space? https://www.youtube.com/watch?v=FG0fTKAqZ5g

What can you see in the video?

Driving question: How does microgravity affect human life in space?

HOW DO YOU KNOW STUDENTS ARE MAKING

GOALS (objectives)
PROGRESS? (achievement indicators)
1.1.Student writes a list of self - daily routines.
1. List daily routines.
2. Research about some routines in the ISS.
3. Experiment, observe, predict and analyze data when 2.1. Student compares Earth and space routines.

students simulate the fluid shift felt by astronauts in

3.1. Student collects data during the fluid shift simulation.
space.
3.2. Student uses data to explain the changes they have

observed.

3.3. Student developes a conclusion based upon the results.

4. Create a short video.
 4.1. Student makes a presentation reporting new knowledges.

FINAL PRODUCT Students produce a video sketch explaining the results of the research they have done about the
What is the final differences between living in the ISS on in the Earth.
product?

KEY COMPETENCES
1 Communicative, linguistic and audiovisual competence
2 Mathematical competence
3 Interaction with the physical world competence
4 Cultural & artistic competence
5 Digital competence
6 Social and civic competence
7 Learning to learn competence
8 Personal initiative and entrepreneurship competence.

TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS

1.1. Identifiying daily routines in Earth.
1.2. Comparing and differentiating Earth and space routines.
1. Daily routines (the contrast between Earth and space. 2.1. Experimenting a simulation of microgravity.
Space sleeping, space eating, space hygiene, ). 2.2. Measuring data.
2. Fluid shift in Earth and fluid shift in space. 2.3. Observing changes before and after the practice.
3. Apps 2.4. Finding a final conclusion.
3.1. Creating a a video presentation.
 CONTENT-OBLIGATORY LANGUAGE
. At ...I(wake up/have breakfast/brush my teeth/go to school/.../ go to bed).
. In Earth we...but in ISS astronauts./
. As we can see/ The results show
.We think that.../because,../is due to.../
.Comparing, describing processes, sequencing, expressing reasons and explanations.

PERSONAL and EMOTIONAL DEVELOPMENT

Students try to:
- Collaborate in a team work.
- Help others along the tasks.
- Make an effort to participate.
- Try to do the best.

MATERIALS and RESOURCES

Vocabulary flashcards.
flikr
Cram.com/flashcards
Astronaut log.
WordReference dictionary
Classdojo.
Thinglink App.
VideoShow App.
 Scridb

REFERENCES
Resources taken from NASA youtube videos.
Sources taken from NASAs 21st Century activities: Get a leg up.

COMMENTS
Every year our school prepares La setmana cultural. This year the issue is lUnivers. This project is included within the general
theme of the whole school.
Students work in heterogeneous groups. Each group works on different parts of the topic. Each member of the group has a role.
At the end of the project groups show their works through the video-sketches they have done.

ACKNOWLEDGEMENTS
I would like to thank students for 5th grade primary in Escola Joan Salvat Papasseit because they have worked hard. Of course, I
would also like to thank my colleagues for helping me along this project.

UNIT OVERVIEW
 Skills Assessment
Interaction Peer
Reading
assessment
Writing T-S
Session Activities Content-obligatory Language Timing CMC Self-
Listening S-S
assessment
Speaking S-Expert
Teacher
Interactio S-World? assessment
n ...
Introduction 1. T-S
1 3 L/S/I?
Watch a video. S-S
Introduction 2.
Deliver roles for each member T-S
1 5 L/R/I
of the group and the astronauts S-S
log with the mission plan.
I think that/ I think so/I dont
Introduction 3. think so/I dont know/I know, this T-S
1 10 R/W/L/S T.A
Answer some questions. is S-S
There is a.../there are...
1 I get up at seven o'clock in the
morning./I brush my teeth
everyday. I use tap water and
1.1.1 Write a list about daily peer-
tooth paste./I do sport every 10 R/W/S S-S
routines. assessment
Saturday./I play football on
Wednesdays...

2.1.1. Watch a video of comparing, describing 10 L/R S-S S.A.

astronaut routines in the ISS. processes, sequencing,
 expressing reasons and
P-A
explanations
2.1.2. Answer or complete the S.A.
10 W S-S
tasks in the log. P-A

Introduction
. Listen and read a text about 15 L/R T-S
fluid shift. Lay out the question.

3.1.1. Test. Record data on the T-S

25 I
log data sheet. S-S
As we can see
The results show
The data suggest that
S-A
2-3 3.2.1.Study data. Answer presenting results T-S
20 I/W P-A
questions. We think that.../because,../is due S-S
T-A
to.../expressing reasons, opinion
and . are similar./ .is
similar to.../ comparing
The simulation we have done
shows.../ We have seen that/
T-S
3.3.3. Explain conclusions The results(data) 20 I/W
S-S
show...presenting results
 4.1.1. Prepare the presentation
using the information in the Video Teacher
3-4 30 I/S S-S
astronauts log. Show assessment
4.1.2. Record the video

4.1.3. Show the video-sketch to Thingl

4 30 I/L S-S
the rest of the class. ink