THE

CLIL UNIT: “Forces and motion”

Training course for teaching through English

Course 2015-2016

The Student’s Name:

Cristina Elvira Sáez

0
 “The best way to have a good idea is to have a lot of ideas”
Linus Pauling

ÍNDICE
CONTENT AND CONTEXT ...................................................................................................................................................... 2
JUSTIFICATION ...................................................................................................................................................................... 2
TIME NEEDED ....................................................................................................................................................................... 3
THE UNIT SCHEME ................................................................................................................................................................ 3
THE LESSON SCHEME ............................................................................................................................................................ 8
LESSON PLAN ...................................................................................................................................................................... 11
ASSESSMENT CRITERIA ....................................................................................................................................................... 14
CONCLUSION ...................................................................................................................................................................... 14

1
 “The best way to have a good idea is to have a lot of ideas”
Linus Pauling

CONTENT AND CONTEXT

This unit has been created for a little catholic school, which is located in a village near to Valencia. It is
organized in levels from childhood to Compulsory Secondary School.

The subject which we teach are Physics and Chemistry, and we should understand that this subject it isn’t an
optative and a lot of students which are in our class have not got any interest in it. Concretely we are going
to show you a CLIL unit for students, which are coursing the third grade of ESO.

Before to prepare the Unit we should be realistic and make a little study about of out students
characteristics. Our students are between 14 and 15 years old, they are on a difficult educative stretch,
experiencing different changes in their bodies and minds. In general, the group shows no motivation in the
subject and only a little interest in go above their difficulties. The level of language is A1 and they haven’t got
any experience with CLIL methodology. For these reason we think using CLIL they can learn through a foreign
language in addition to encourage them.

Summarizing the information:

• Age: 14-15 years old

• Grade in school: 3rd of ESO
• Current level of English: A1
• Subject: Physics and Chemistry
• Experience in CLIL: No experience

JUSTIFICATION

Preparing the Unit before to teach, in a class, is done in order to improve the quality of teaching and learning.

The curriculum and the elements, which take part in the unit, are defined in article 2 of REAL DECRETO 1105/2014.
Furthermore making the Unit we should pay attention to the methodologies and all content, which appear in article 4
of DECRETO 87/2015.

Following the MCERL orientations, the principal intention to teach using a foreign language is our students will be able
to use another language. Concretely in Valencia, the Decree 127/2012, de 3 d’agost, regulates the plurilingual teaching.

The aims when we prepare a Unit are pointed below:

• To facilitate the teacher task

• To ensure coherence through the unit
• To plan, developing and evaluating the teaching and learning process
• To foster content learning through the foreign language

UNIT JUSTIFICATION

As it has been said, the subject we are working at is Physics and Chemistry and we have chosen the “Forces and
Motion” topic.

In this unit we are going to study the forces effects on the bodies: the bodies’ deformation and the disturbance of the
bodies’ state of the rest or motion.

2
 “The best way to have a good idea is to have a lot of ideas”
Linus Pauling

TIME NEEDED

This unit will be developed in eight sessions of fifty-five minutes. We have organized the different content as we can
see bellow.

• Session 1. Forces concept and the body reactions

• Session 2. Forces modelling
• Session 3. Deformation
• Session 4. Practice based on deformation
• Session 5. Motion introduction
• Session 6. Graphics interpretation
• Session 7. Newton’s Law
• Session 8. Sump up and doubts

THE UNIT SCHEME

In the next page we can see a scheme, which collect the highlighting information about the unit.

3
 UNIT: FORCES AND MOTION SUBJECT: Sciences /Physics and Chemistry/English Lessons: 8 Level: 3rd ESO

To teach in a foreinge
To adapt the content for CLIL language (english) Exam (40 %)
To teach conceptual
To teach forces and motion through foreign and procedimental
content Language (30 %)

Final Task
language, engish
Objectives
Teaching

To foster cooperative
To assess the students using formative and work
summative assessment Atittude (10 %)
To use Bloom's
Taxonomy and
To reQlect on good or bad points from my unit Scaffolding
Final Project (20%)


Competence in linguistic communication

Mathematical competence and basics competences in science and technology
Tasks for
Treatment of the informations and digital competence asses
Key Competences

Learning to learn competence Formal Informal

assesment assesment
Social and civics competences Classroom Classroom
Questionaire diary Practice activities
Initiative sense and entrepreneur spirit
Inform of Peer
practice assesment
Conscious and cultural expressions
Digital Competence
 UNIT: FORCES AND MOTION SUBJECT: Sciences /Physics and Chemistry/English Lessons: 8 Level: 3rd ESO

To recognise the forces effects on bodies
To Know the relation between force apply and deformation produce
Aims of the unit
To know the effects in the movement after to apply a force
Teaching aims

To learn in a foreing language

Content
and Language To recognise deformations and change in the movement like a cause of force applying
To know how represent the forces
Objectives of To know the Hook's Law
the unit
To know the Newton's Law
To improve language skills (structures and vocabulary)


 UNIT: FORCES AND MOTION SUBJECT: Sciences /Physics and Chemistry/English Lessons: 8 Level: 3rd ESO


To be able to related the forces with its effects in contextualized situations To be able to work in in pairs or groups

To be able to deduct the Hooke Law from dates collected in laboratory To be able to identifying situation, in which are
implicated forces, and understand how work
To be able to do simple calculations using the Hooke's Law
To be able to say which is the importance of the forces
in our daily life
To be able to related an accelerate movement wich the force application Content Culture

To be able to recognise the importance of the
To be able to apply the Newton's Laws in contextualized situation discoveries related with forces that Hooke and Newton
have done
Student
learning
outcomes
To be able to participate in setting
To be able to reVlect on their learning process
outcomes

To be able to identify their weaknesses
Communication
Cognition To be able to interact with others using
some vocabulary and specific English
To be able to develop good learning skills structures

To be able to creat good models about forces and their
effects
Language for the topic Language for
To be able to link and compare new contents with
their previous knowledge interaction
VOCABULARY STRUCTURES
To be able to do peer-assesment

Comparatives and What does it means?,
Nouns: force, frame of How do you write…?,
superlatives:
reference, acceleration, Can I use the…?, Can I go
movement, wharf, vector,
slower, faster,
harder, more and to…?, It’s my turn. It´s
direction, sense, magnitude, your turn, Can you help
less.
dynamometer, force of us please?, I agree, I
How much/ how
friction, gravitational force
many… don’t agree, I don’t know
Adjectives: Dynamic, I don’t understand, Open
Present Simple
kinematic, weight your books at page…,
Actions: push, pull, hang
Present continuous
Which page are we on?,

Past Simple
Could you repeat…




 UNIT: FORCES AND MOTION SUBJECT: Sciences /Physics and Chemistry/English Lessons: 8 Level: 3rd ESO
Understand the effects of the forces

Differenciate the bodies by reaction after applying a force
Related forces with its effects
Make apropriate forces' models
Check the relation between forces and its efectes experimentaly and create table with the results
Identify different kind of lab's material
Content
Identify forces in different diary situations
Know the dynamometre applications
Make calculations using Hooke's Law
Make calculations using the velocity concept
Assesment criteria

Related the chage of movement with applying a force

Solve problems and interprete correctly the Virst ans second Newton's Law
Use the correct
vocabulary to express
themselves
Accuray Make simple sentences
using Present Simple
Make simple sentences
using Past Simple
Ask oral simple question
Fluency in a brief time-wait
Language
Understand the instruction of the activities
Know the vocabulary related with forces and motion
 “The best way to have a good idea is to have a lot of ideas”
Linus Pauling

THE LESSON SCHEME

To continue, we are going to explain the lesson number 3.

In this point the students have already known the basic vocabulary related to the topic (forces, pull, push…). The
structures of present simple and past simple have been introduced too.

Furthermore they have learnt what the forces are, which types of bodies exist according to its reactions when we apply
a force (rigid, elastic and plastic). They know how to draw a force too.

So, what are we doing in the third lesson?

In this lesson we are going to introduce the Hooke’s Law through a research learning and using Bloom’s Taxonomy and
Scaffolding principles.

TEACHING AIMS AND OBJECTIVES

Firstly we can see the aims and the objectives of the unit.

To recognise the forces effects on bodies

Aims of the
unit To Know the relahon between force apply and deformahon produce
and Language

To learn in a foreing language

Content

To recognise deformahons like a cause of force applying

To know how represent the forces

Objechves of
the unit To deduct the Hook's Law

To improve language skills (structures and vocabulary)

Secondly, we show the teaching objectives that we should develop during the unit.

8
 “The best way to have a good idea is to have a lot of ideas”
Linus Pauling

Difference between rigid, plashc and elashc bodies

Content
Deduct Hooke's Law

Classifying and idenhfying rigid, plashc and elashc bodies

Idenhfying lab materials

Cognihon
Creahng an hypothesis
Teaching objechves

Creahng an experience to contrast the hypothesis

Idenhfying some elashc properhes in some materials from their school

Culture
Understanding the importance to develop their crihcal thinking

Respechng their classmates working in groups

Language of Key Vocabulary: force, frame of reference, wharf , direchon, sense,

learning stretch, compress, relate, apply, suffer, hypothesis, Newton...

Structures: Present Simple, how to

Language for
learning
Communicahon write an hypothesis...

What does it means?, How do you write…?, Can I use the…?, Can I go
to…?, It’s my turn. It´s your turn, Can you help us please?, I agree, I
Language through don’t agree, I don’t know
language
I don’t understand, Open your books at page…, Which page are we
on?, Could you repeat…

9
 LEARNING OUTCOMES
Thirdly we are going to collect the learning outcomes, which are related with the student capabilities at the end of the unit.

Learning outcomes

Content Culture Cogni6on Communica6on

To be able to iden6fy bodies depending

on their deforma6on capability
To be able to reflect on their learning process
To be able to work in group
To be able to create good forces' models To be able to use the new
To be able to relate the force with the To be able to analyse some
To be able to create a hypothesis vocabulary apropriately
body deforma6on situa6on using their cri6cal
To be able to make simple
thinking To be able to elaborate a lab prac6ce for
corroborate the hypothesis sentences using present simple
To be able to iden6fy different lab
To be able to iden6fy the
importance of the forces in To be able to link and compare new and previous To be able to understand the
material
our daily life knowledge instruc6ons

To be able to do peer-assesment
To be able to represent forces using a

model









10
MATERIAL NEEDED

The material needed in this lesson is:

• Dossier with the activities

• Classroom diary
• Notebook
• Lab material: stand, clamp, dynamometer, weight and wharf

LESSON PLAN

As we have said before, our lesson will be based on Bloom’s Taxonomy and Scaffolding principles.

We have prepared one or two activities for each step of Bloom’s pyramid.

Task one is the first activity in which the students should solve a word search puzzle. In this puzzle appears some
concepts that was learnt the lesson before and others that are totally news.

TASK 1. Work in groups of three. You have to look for the words next to the word search puzzle. After that, you have
to try to guess what these words mean. You are allowed to use a dictionary.

Competences:

Social and civics competences, Linguistic communication, basic competence in science

11
 “The best way to have a good idea is to have a lot of ideas”
Linus Pauling

TASK 2. Complete these sentences relating the different bodies according to their behaviour when a force is applied.

• Wharf Rigid
• Table Plastic
• Clay Elastic
• Billiard ball Elastic
• Hair rubber Rigid

Competences:

Linguistic communication, basic competence in science

TASK 3. Fill the gaps. You will read some information about the most common uses of one elastic body, the wharf.
Complete the sentences using present. After that, you have to compare your results in pairs.

We _____ (use) elastic bodies everyday in our life. For example, girls use rubber hair to make a ponytail. There are
elastic materials in our clothes, in our sports equipment, in our viscoelastic pillow, in our bicycle... The most important
thing when we use an elastic body _____ (be) that it ______ (can) recover its original form when we stop applying a
force.

The wharfs _______ (be) common elastic bodies, which are used in the suspension system of bicycles. Its objective is to
absorb the impacts that we suffer ridding the bike. The force of the impact _______ (arrive) to the wharf and it is
compressed, then it ________ (return) to its original form. This mechanism dissipates part of the force, and the hit we
______ (feel) will be less important.

Competences:

Linguistic communication, social and civics competences

MAIN ACTIVITIES

TASK 4. Answer the next questions using the present simple:

What happens if we apply a force on a wharf?

__________________________________________________________

What happens if we apply a double force?

__________________________________________________________

Competences:

Linguistic communication, basic competence in science, social and civics competences

12
 “The best way to have a good idea is to have a lot of ideas”
Linus Pauling

TASK 5. Write a hypothesis, which related the force applying and the elongation or compression that the wharf
suffers.

Key info:

Competences:

Linguistic communication, basic competence in science, social and civics competences, initiative sense and
entrepreneur spirit, conscious and cultural expressions

TASK 6. Relate the names with the material. And write in your representation the different names of the material
that you are going to use.

a) Stand b) Clamp C) Dynamometer d) weight

Competences:

Linguistic communication, basic competence in science

TASK 7. We are going to check the hypothesis that we have proposed. But, first we should design the experience,
which confirm or not our affirmation. As we have studied the dynamometer is used to measure the forces, so we use
it. But, how can we use it? Make a little picture about your proposal and share it with your partners. You can use for
the speaking:

Key info:

In my opinion….

We can use this materials …..

We apply _____________ (different/same) force in a wharf, and we measure the force with a …

(Your representation should include the force representation).

Competences:

Linguistic communication, basic competence in science, social and civics competence

13
 “The best way to have a good idea is to have a lot of ideas”
Linus Pauling

At the end of the lesson the students will be prepared to carry out the experience that they have proposed.

ASESMENT CRITERIA

Our students will be assessing in summative assessment at the end of the unit through a questionnaire. Some of the
concepts, which will be appearing in the exam, are explained or worked in this lesson.

On the other hand, our students will be assessing through formative assessment using these tools:

Peer assessment: The student should assess their partners using this rubric:

Diary assessment: At the end of the unit the students will be assessing using that rubric. In it we can see how
the language and content will be assess.

CONCLUSION

I think that unit could be a good example of CLIL methodology and we can use it for learning content and language and
in addition to encourage our pupils. But it is necessary that all resources will be shared because a lot of time is needed
to prepare the unit.

14