Tatiana Medina & Núria Serra

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Tatiana Medina & Núria Serra

UAB tutor: Cristina Escobar

Mentors: Miquel Mas & María Jesús Pelegrina

TED Master's Degree,2011

Teacher's

Book

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Acknowledgements

This teaching unit would not have been possible without the precious help of our UAB tutor, Cristina Escobar and our mentors at Institut Sabadell, Miquel Mas and María Jesús Pelegrina, whose support and words of wisdom have been essential for the development and implementation of this unit.

We would also like to express our gratitude to our practicum peers, Patricia Brunat and Núria Pérez, whose assistance has been valued.

A very special thanks goes to all the teachers and staff at Institut Sabadell – especially Elisabeth Eixarch, Montse Jiménez, Carles Moltó and Zigor Rodríguez - for their unconditional willingness to help.

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1

CLIL PLANNING TEMPLATE _________________________ 2

ICON AND FONT KEY _____________________________ 8

LESSON-BY-LESSON OVERVIEW _____________________ 9

SESSION 1 ______________________________________ 13

SESSION 2 _____________________________________ 17

SESSION 3 ____________________________________ 22

SESSION 4 ____________________________________ 25

SESSION 5 _____________________________________ 31

SESSION 6 _____________________________________ 36

SESSION 7 ____________________________________ 42

SESSION 8 ____________________________________ 50

SESSION 9 ____________________________________ 54

SESSION 10 ____________________________________ 58

SESSION 11 _____________________________________ 60

SESSION 12 _____________________________________ 61

ACTIVITIES FOR EARLY FINISHERS __________________ 64

REVISION GAME _________________________________ 69

ASSESSMENT GRID ______________________________ 73

ANNEX 1: IMAGE SOURCES __________________________ 81

ANNEX 2: CD-ROM TABLE OF CONTENTS ______________ 98

ANNEX 3: CD-ROM________________________________99

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2

CLIL-SI 2011. Based on the template developed by the collaborative team CLIL-SI within the 2006ARIE10011 & 2007ARIE00011 research projects. More information at: http: //grupsderecerca.uab.cat/clilsi/

CLIL PLANNING TEMPLATE

TITLE: BE WATER MY FRIEND

AUTHORS: Tatiana Medina and Núria Serra

CLASS/AGE: Recommended to students from 11 to 13 years old SUBJECTS INVOLVED: Science and English

NUMBER OF SESSIONS: 9

COE LEVEL: Recommended for A1

INTRODUCTION TO THE UNIT

In this unit we will learn different aspects about water. We will study how water is distributed on Earth, what its properties are and how water travels (water cycle).

In addition to this, we will become aware of the importance of being green by learning how to save water and avoid its pollution.

MAIN GOALS AND COMPETENCES

By the end of this unit, students will be able to...

appreciate the importance of water for living beings

describe the hydrosphere composition: salt water vs. fresh water recognize the water properties

calculate the density of liquid and solid substances describe the water cycle

justify the importance of not wasting water and give tips to avoid it

identify the causes of water pollution and the water treatment process

give tips to prevent water pollution

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3

CONTENT OBLIGATORY/CONTENT COMPATIBLE LANGUAGE

DOMAIN OR TOPIC-RELATED CONTENTS

MAIN TARGET KNOWLEDGE Hydrosphere composition Water properties

Water cycle

Ways of saving water Causes of water pollution

DOMAIN OR TOPIC-RELATED CONTENTS

MAIN TARGET SKILLS Giving pieces of advice on how to conserve water and avoid its pollution

Establishing cause-effect

relationships between theory and practice (lab experiments)

Calculating density

Understanding and producing short texts (descriptive and explanatory)

DISCOURSE GENRE or TEXT TYPE TO UNDERSTAND

Explanatory text on the hydrosphere Explanatory text on saving water Explanatory videos on saving water, water pollution and the water cycle.

Instructions

Mathematical process and operations

Definitions of bodies of salt and fresh water

TO GENERATE Lab report on density

Lab report on water treatment Mathematical operations

TERMINOLOGY DOMAIN OR TOPIC SPECIFIC Hydrosphere, fresh water, salt water, swamp, stream, river, lake, ocean, sea, groundwater, glacier, cohesion, adhesion, density, climate

moderator, solvency, dilation, solid, liquid, gas, evaporation,

evapotranspiration, condensation, precipitation, surface run-off, infiltration, discharge, save, pollution, water treatment plant.

GENERAL ACADEMIC We should/ shouldn't...

I can see...

The video/text talks about...

First...then...

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4

SOCIO & CULTURAL VALUES and PERSONAL & EMOTIONAL DEVELOPMENT

SOCIAL&CULTURAL VALUES:

Drawing the attention to the dangers of wasting and polluting water Highlighting the importance of water in our world

Working collaboratively

PERSONAL&EMOTIONAL DEVELOPMENT:

Lowering the anxiety in formal oral presentations

Working cooperatively: negotiating, organizing and taking decisions Tips poster: do's and don'ts in saving

water

Explanatory text: oral presentation poster

Definitions of salt and fresh water bodies

Oral explanations of specific texts

What's the meaning of...?

How do you say "X" in English?

Can you repeat, please?

I don't understand I agree/ I don't agree I think...

PRAGMATIC STRATEGIES Turn-Taking

Using non-verbal communication

Face-saving (bald-on record, positive politeness)

SUMMATIVE ASSESSMENT ASSESSMENT CRITERIA or ASSESSMENT MATERIALS

Participation and Attitude (15%) Self-assessment rubric (3%) SUMMATIVE ASSESSMENT

TASK Participation and Attitude

Group work Class work

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5

MATERIALS AND RESOURCES

Projector, computer, digital board, whiteboard, Internet connection, loudspeakers, science lab, Microsoft Office PowerPoint, Microsoft Office Word, yes/no cards, wall posters, youtube.com, prezi.com, wordle.net, Moodle, Glogster.com, pikistrips.com, voki.com, some sand, gravel, salt, cotton, plastic bottles, spoons, eggs, marbles, corks, fresh water, dirty water (mixed with rocks fragments, leaves, some plastic, small branches...)

CREDITS

Oral presentation rubric from www. rubistar.4teachers.org Student's book fonts from www.dafont.com

ACKNOWLEDGEMENTS

A special mention to our mentors, Miquel Mas and María Jesús Pelegrina, and to our tutor, Cristina Escobar.

Homework

Video recorded experiment Cool Water Cartoon Glogsters

Glogster 1: Oral presentation Glogster 2: How to save water and avoid its pollution

Oral presentation Final test

Peer-assessment rubric (5%) Teacher's-assessment rubric based on teacher's chart on students' daily performance (7%)

Homework (15%)

Experiment→ Checklist (8%) Cool water cartoon→ Rubric (7%) Glogsters (20%)

Glogster 1→ Checklist (10%) Glogster 2→ Checklist (10%) Oral presentation (20%) → Rubric Final test (30%)→Test criteria

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THE KEY COMPETENCES IN THE UNIT

According to current curriculum for secondary education in Catalonia Decret 143/2007 DOGC num. 4915)

COMMUNICATION IN THE MOTHER TONGUE AND FOREIGN LANGUAGES

Linguistic and audiovisual communication

Producing oral, written and audiovisual interactions Comprehending oral ,written and audiovisual texts Describing, explaining and justifying facts

Presenting a topic orally in public

REFERENCES

See annex 1

COMMENTS

This is a CLIL unit that deals with the Science Curriculum Content.

This teaching unit has been implemented in a school under a 1x1 project. That means, students always had access to their own laptops and Internet connection.

On the first session the teacher should introduce the main topic of the unit, its main goals and how students will be assessed.

Some activities have been designed to address the diversity existing in secondary education .

This teaching unit focuses on cooperative learning. That is why most of the activities are designed as pair or group work. It is recommended to arrange the class into groups of four.

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7

Cultural and artistic competence

Creating a poster and using it as visual support for an oral presentation

MATHEMATICAL COMPETENCES AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY

Using units of measurement: mass and volume

Deduction and interpretation of the mathematical model for density DIGITAL COMPETENCE

Using ICT's and media

LEARNING TO LEARN

The fostering of cooperative learning Scanning and skimming for information

Developing abilities to lower the anxiety during oral presentations

SENSE OF INITIATIVE AND ENTREPRENEURSHIP

Scanning and skimming for information

Working cooperatively: negotiating, organizing and taking decisions Develop abilities to lower the anxiety in oral presentations

Present a topic orally in public

SOCIAL AND CIVIC COMPETENCE

Knowing the dangers of wasting and polluting water Knowing the importance of water in our world Working collaboratively

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8

ICON AND FONT KEY

ICON KEY

READING LISTENING

WRITING SPEAKING EXPERIMENT

ICT

VIDEO

PAIR WORK INDIVIDUAL

WORK GROUP WORK

(4 members)

LANGUAGE TIP USEFUL VOCABULARY

FONT KEY

Bold and blue words included in

the glossary

Bold and italics examples

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9

LESSON-BY-LESSON OVERVIEW

Session Activities

Timing Interaction Skills ICT Assessed

Comments

1

“What do we use water for?”

Presentation of the unit 15' T-SS X

Introduction of the topic, class routine and form of assessment.

Elicitation activity: When do we use

water? 15'

-- SS-SS

X X

What happens if there is no water in the world? + Conclusion 15'

SS-SS T-SS

X X

Closing activity: What have I learnt

today? 5' --

2

“Where is water on

Earth?"

Warm-up: What did we learn

yesterday? 5' T-SS X

Intro: Presentation 10' T-SS X

Main activities 35' S-S X X

today? 5' --

3

"Where is water on Earth II?"

Main activities 45' SS-SS X

today? 5' --

4 Warm-up: What did we learn

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10 Water

Properties Intro: Presentation 15' T-SS X

Main activities 30'

S-S SS-SS

--

X

today? 5' --

5 At the lab:

Sink or Swim?

Intro and Hypothesis 10' T-SS X

Experiment and worksheet 30' SS-SS X

Conclusions 10' T-SS X

6 The Water

Cycle

Main activities 40'

SS-SS SS- CLASS

X X

today? 10' --

Homework: Cool water cartoon -- X X

7 Saving water

Intro: Video and Presentation 10' T-SS

X X

Main activities 40'

-- SS-SS

X

today? 5' --

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11 8

Water pollution

Warm-up: What did you learn

yesterday? 5' T-SS

X

Intro: Presentation 10' T-SS X X

Main activities 35'

S-S SS-SS

X X

today? 5' --

Homework: finishing the last activity

(Glogster) X X

9 At the lab:

Cleaning Water

Warm-up: What did you learn

Intro and hypothesis 10'

T-SS S-S

X

Experiment and worksheet 30' SS-SS X

Conclusions 10' SS-T X

10 Let's get

ready

Main activity 55' S-S X X

Homework: finishing preparing the

oral presentation S-S X

11 Oral Presentations

Main activity 60' SS-SS X X

12 Final test 45' -- X

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12 Final test

And Feedback

Self and peer assessment 10' -- X

Unit feedback 5' --

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13

Resources : 

Digital board



Projector



Computer



MS Office.

Materials: 

Yes/no cards



Wall posters



Student's book



Science in English power point presentation (see CD-ROM;

Presentations Folder)

Assessment: 

Participation: rubric and daily performance chart (see CD-ROM:

Assessment folder)

Session 1

Intro: Presentation of the unit Description and

instructions:

Introduction of the topic, class routine and forms of assessment.

Follow the guidelines in the box below.

As this is a unit based on cooperative learning you should arrange the class in groups of four people. It is advisable that the teacher creates the groups taking into account the weaknesses and strengths of the pupils. Students with different levels should join together.

Materials: 

'Science in English' power point presentation (slides 1 to 5)

Assessment:

^---

Skills

Addressed:

Interaction:

^T-SS

Grouping:

^---

Timing:

^15'

Answer Key:

^---

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14

Activity 1.1

Description and instructions:

Let students have a look at slide 6 from the Science in English presentation so that they have an idea. Then, ask them when we use water and what for. After that, have your students doing exercises a and b individually.

When correcting exercise b make your students realize that we need water for every activity. For example, if there was no water, apples could not grow.

Once activities a and b are corrected, students could think of more uses we give to water. Ask them to do exercise c and use the language tips.

Materials: 

'Science in English' power point presentation (slide 6)



Student's book pages 8-9

Guidelines for the power point presentation:

SLIDE 1: Cover. If it is the first time students have been part of a CLIL project, we need to explain to them how it works.

SLIDE 2: Before having a student to read the comic aloud, ask students to look at the images and tell you what they think they are going to study/learn.

SLIDE 3: Tell students what you expect from them and how you are going to assess them.

SLIDE 4: Present the different materials they are going to use:



The student's book. Show students their book, explain them the font key and icon key so that they know there are different types of exercises and ways to work (individually, in pairs and in groups). Show them that at the end of the book they will find a glossary with the words highlighted in blue and bold.



The Yes/No cards are an easy and quick way to know if the students are following the class and they understand you. Ask them to raise their cards from time to time (see page ??).



The wall cards hanging around the class are aimed at helping students to make questions in case they have doubts.

SLIDE 5: Tell your students enthusiastically that it is time to start.

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15

Assessment: 

Participation: rubric and daily performance chart

Skills

Addressed:

Interaction:

^{T-SS, ---}

Grouping:

(1.1 a, b)

(1.1 c)

Timing:

^20'

Answer Key:

^{1.1 A)}

Brush your teeth Wash your clothes

Do the washing-up Clean the house

Drink water Water the plants 1.1 B)

We need water for all the actions mentioned in the activity so no circles should be made.

1.1 C)

Possible answers:

We use water to swim

We use water to grow vegetables We use water to wash the car We use water to live

Activity 1.2

Description and instructions:

Now that students know when we use water, ask them to imagine a world without water and tell you the consequences. Let them tell you a few examples and add them to the slide 7 in the power point presentation. Then, have them to work in groups sharing their ideas and writing them down. Use the language structures contained in the language tips as they are suitable for the students' level.

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16 Once the exercise has been corrected, draw students' attention to the importance of water since we all need it to live (slide 8).

Materials: 

'Science in English' power point presentation (slides 7 and 8)



Student's book page 9

Assessment: 

Participation and attitude: rubric and daily performance chart

Skills

Addressed:

Interaction:

^{T-SS, S-S}

Grouping:

Timing:

^10'

Answer Key:

Without water, we can't wash our clothes Without water, we can't wash our cars If there is no water, people can't swim If there is no water, people can die If there is no water, animals can't live If there is no water, vegetables can't grow Without water, we can't water the plants

Activity 1.3

Description and instructions:

After every lesson, students have to complete this bubble speech in which they jot down what they have learnt during the session.

Materials: 

Assessment:

^---

Skills

Addressed:

Interaction:

^---

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as uses of water and its importance.

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17

Resources: 

Computer



Projector



Digital board



Whiteboard



Marker



Prezi.com



Memory Game Maker 3.1



Internet connection

Materials: 

Prezi presentation



Student's book



Taboo cards (see CD-ROM: Materials' folder)



Taboo help-cards (see CD-ROM: Materials' folder)



Memory game (see CD-ROM: Materials folder)

Assessment: 

Participation and attitude: rubric and daily performance chart (see CD-ROM: Assessment folder)

Warm-up Activity

Description and instructions:

At the beginning of every lesson, take five minutes to ask students what they remember about the previous session.

Materials: 

Assessment: 

Skills

Addressed:

Interaction:

^T-SS

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as uses of water and its importance.

Session 2

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18

Intro: Presentation

Description and instructions:

Before playing the prezi presentation try to elicit some information from students by asking them where we can find water in the world.

Then, visit the following link http://prezi.com/avvrojuwsox4/the- hydrosphere/ and explain how water is distributed on Earth (see the box below). In case, the prezi cannot be used a power point presentation has been created.

The teacher should ask students to raise their yes/no cards from time to time so that he/she can make sure they follow his/her explanations.

Materials: 

Prezi presentation http://prezi.com/avvrojuwsox4/the- hydrosphere/



The Hydrosphere power point presentation

Assessment:

^---

Skills

Addressed:

Interaction:

^T-SS

Grouping:

^---

Timing:

^10'

Answer Key:

^---

Guidelines for the prezi presentation:

SLIDE 1: The Earth is 70% water and 30% land. All the water in the world is called the hydrosphere.

SLIDE 2: The hydrosphere can be found in three different states: solid, liquid and gas.

Some examples of solid water are ice and glaciers. Some examples of liquid water are the rain and drinkable water. Lastly, an example of gas water is clouds.

SLIDE 3: There are two types of water: fresh water and salt water. Ask your students if they know the difference and if they can give you an example of both types. Salt water represents a 97% of water in the world whereas fresh water is only a 3%. We can find salt water in oceans and seas. We can find fresh water in glaciers, surface water, groundwater and in the atmosphere and living beings. Make sure they understand what living beings are. Some examples of surface water are rivers, lakes, swamps and streams.

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19

Activity 2.1

Description and instructions:

Ask students to match the words with the correct definition. An example is given. Read the example together and elicit the next answer. Then have students to work individually.

Materials: 

Assessment:

^---

Skills

Addressed:

SLIDE 4: An ocean or a sea is a big body of salt water.

SLIDE 5:



A glacier is big persistent body of ice. Make sure they understand what persistent means.



Groundwater is the water located beneath the ground. A drawing on the whiteboard could be useful to help students understand the meaning of 'beneath the ground'.



Surface water is all the water that is above the ground. You could use the same drawing to explain the difference between surface water and groundwater.



Atmosphere and living beings. We can find water in the atmosphere. For example, there is water in the air although we cannot see it. An example of visible water in the atmosphere are the clouds. Living beings have water inside. Our bodies are 70% water, that is why it is important to drink water.

We need to regain the water we lose when we sweat, we go to the toilet or we cry.

SLIDE 6: Let's define the four examples of fresh water.

 A river is a permanent water course. That means water is always flowing, from January to December.

 A stream is a small water course fed by rain. It is like a small river that only flows when it rains. If it doesn't rain, there is no water flowing.



A lake is a body of water surrounded by land.



A swamp is an area where the ground is inundated all year round. A drawing could be done to explain the concept.

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20

Interaction:

^---

Grouping:

Timing:

^10'

Answer Key:

River →Permanent water course Stream→ small water course fed by rain Lake →Body of water surrounded by land Glacier→ Big persistent body of ice Swamp→ Inundated ground

Groundwater→ Water located beneath the ground surface Ocean→ Body of salt water that covers 70% of the Earth's surface

Activity 2.2

Description and instructions:

Ask students to turn on their computers and go to Moodle or any other place where you have uploaded the file (see CD...) . There they will find an interactive card game in which there are six pairs of cards laid face down and two cards are flipped face up over each turn. The object of the game is to turn over pairs of matching cards (a picture and its definition).

Materials: 

Memory game



Computer

Assessment:

^---

Skills

Addressed:

Interaction:

^---

Grouping:

Timing:

^10'

Answer Key:

→Permanent water course

→ Small water course fed by rain

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21

→Body of water surrounded by land

→ Big persistent body of ice

→ Inundated ground

→ Big body of salt water

Activity 2.3

Description and instructions:

Ask students to meet in pairs and give each pair a set of seven taboo cards. This is a word guessing game in which a student has to define the word written in the card without using that word and the other student has to guess the word. Then, they swap roles.

A set of adapted cards have been designed in case some students have difficulties. These cards have four possible definitions but only two of them are correct. They should be able to identify the right ones and tell them to the other student.

Materials: 

Taboo cards



Taboo help-cards

Assessment: 

Skills

Addressed:

Interaction:

^S-S

Grouping:

Timing:

^15'

Answer Key:

Students should say something similar to the following definitions:

River →Permanent water course Stream→ small water course fed by rain Lake →Body of water surrounded by land Glacier→ Big persistent body of ice Swamp→ Inundated ground

Groundwater→ Water located beneath the ground surface

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22 Ocean→ Body of salt water that covers 70% of the Earth's surface

Activity 2.4

Description and instructions:

Have your students to complete this bubble speech in which they jot down what they have learnt during the session.

Materials: 

Assessment:

^---

Skills

Addressed:

Interaction:

^---

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as types of water, examples of fresh and salt water, some definitions ...

Session 3

Resources: 

White board



Marker



Prize (i.e. chocolate coins)



Assistant teacher

Materials: 

Jigsaw texts (see CD-ROM: Materials' folder)



Separate answer sheet (see CD-ROM: Materials' folder)

Assessment: 

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23

Warm-up Activity

Description and instructions:

Take five minutes to ask students what they remember about the previous session.

Materials: 

Assessment: 

Skills

Addressed:

Interaction:

^T-SS

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as types of water, examples of fresh and salt water, and some definitions of water bodies.

Activity 3.1

Description and instructions:

Tell students you are going to play a game in which they will have to learn lots of things and then explain them to their group-mates. The group that learns the most will have a prize.

Detailed instructions:

1. As students are already sitting in groups of four hand out a different text for every member of the group.

2. Every text has a character in the top left corner. Students with the same character join in groups of four.

3. Once they are sitting, remove two texts from every group. That will force them to cooperate. They have to read together and help each other to understand the text. Also, they have to memorize the information because later they will have to tell it to their mates without looking at the text. Ask your students to rehearse the explanation.

4. Once they have finished, ask them to hand in the text, go back to their base groups and share the information. While they are sharing the information let them know that the final punctuation of the group will not be a sum of every member's punctuation but an average. That way, they would be more willing to help each other.

5. After that, they have to answer the quiz individually. Give them a separate answer sheet.

6. Once they have handed in the answer sheet, project the correct answer and tell them to write it down in the quiz they have in the dossier. While they are doing it, you (and your assistant teacher) can correct the quizzes and find out who the winners

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24 are.

7. Finally, communicate the results

Materials: 

Student's book page 15-16



Jigsaw texts



Separate answer sheet

Assessment: 

Skills

Addressed:

Interaction:

^S-S

Grouping:

Timing:

^45'

Answer Key:

^Quiz:

1. C 2. A 3. B 4. A 5. A 6. B 7. A 8. C

Activity 3.2

Description and instructions:

Materials: 

Assessment:

^---

Skills Addressed:

Interaction:

^---

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student but it should include information such as the biggest lake, river or ocean in the world, where we can find glaciers, what glaciers are, the name of some oceans, rivers, lakes, islands...

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25

Resources: 

Computer



Projector



Digital board



MS Office



Video player



White board



Marker

Materials: 

'Water properties' power point presentation (see CD-ROM:

Presentations' folder)



Student's book



Solvency video (See CD-ROM: Materials folder)



Running dictation sheets (See CD-ROM: Materials' folder)



Calculator

Assessment: 

Participation and attitude: rubrics and daily performance chart (see CD-ROM: Assessment folder)

Session 4

Warm-up Activity

Description and instructions:

Materials: 

Student's book page18

Assessment: 

Skills

Addressed:

Interaction:

^T-SS

Grouping:

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26

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as the biggest lake, river or ocean in the world, where we can find glaciers, what glaciers are, the name of some oceans, rivers, lakes, islands...

INTRO: PRESENTATION

Description and instructions:

Tell your students you are going to learn about water characteristics and properties. Then, show the 'Water properties' power point presentation.

They teacher should ask students to raise their yes/no cards from time to time so that he/she can make sure they follow his/her explanations.

Materials: 

'Water properties' power point presentation



'Solvency' video

Assessment:

^--

Skills

Addressed:

Interaction:

^T-SS

Grouping:

^--

Timing:

^10'

Answer Key:

^--

Guidelines for the power point presentation:

SLIDE 1: Water is made up of two molecules of oxygen and one molecule of hydrogen.

You could point at the drawing while you explain it.

SLIDE 2: One of the water properties is solvency. Water can dissolve many components.

We are going to watch a video that it will show us what solvency exactly is. Play the video.

If the link in the presentation does not work, open the file in a video player.

SLIDE 3: Another property of water is its climate moderator ability. Water can moderate the Earth's climate, the temperature. Let's have a look at these drawings. Ask the students to tell you what they can see in the first drawing. . In the first drawing, we could say it is summer time. The temperature outside it is higher than that of water so water absorbs heat and the temperature outside is reduced. As a result, water temperature increases.

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27

Activity 4.1

Description and instructions:

Ask students to meet in pairs and do exercise 4.1 on page 19. Identify the first property all together so that they know how to do it. Tell your students that some properties can be used more than once.

Materials: 

Assessment: 

Skills

Addressed:

Interaction:

^S-S

Grouping:

Timing:

^10'

Point at the drawing while explaining. Now, let's see what happens in winter. Ask the students to tell you. In the second drawing, it is winter.

The temperature outside is lower than that of water so water emits heat and the temperature outside is increased. As a result, water temperature decreases. Point at the drawing while explaining. The cities next to the sea have milder temperatures.

This is because water moderates the temperature.

SLIDE 4: Another property of water is cohesion. Cohesion means that water is attracted to water. Thanks to cohesion, water can transport nutrients to the leaves in plants. Point at the drawing while explaining. You can also draw two drops that stick together forming an only drop and ask your students why that happens.

Another property of water is adhesion. Adhesion means that water is attracted to other materials as well. Thanks to adhesion, water can make things wet. Make sure students understand the word 'wet'. For example, if I throw you a glass of water, what happens to your clothes? They get wet, but how? Water infiltrates in the fabrics, it doesn't go through because water is attracted to the fabrics.

SLIDE 5: Another property of water is its anomalous dilation. When water freezes, it gets bigger. Let's have a look at the pictures. In picture one, we can see a half-full bottle of water. Can you see the arrow that shows the level of water? Point at the picture while explaining. Now, we introduce the water in the freezer and after a few hours we can see than the water level has increased. That is due to the anomalous dilation.

SLIDE 6: Now let's talk about density. This concept it is very important because next day we will go to the lab to do an experiment related to density. Density is the amount of substance contained in 1cm³. As you can see in the chart, different materials have got different densities. How is that possible?

SLIDE 7: Substance is distributed in different ways in different materials. For example, the particles in iron are closer than those in water. Then, in 1cm³ there will be more iron particles than water particles. That means iron density is higher than water density. There is more substance in 1cm³ of iron than in 1cm³ of water.

How can we calculate density? Using this formula. Point at the formula and read it.

We will use the formula later in the exercises.

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28

Answer Key:

^1. ^Solvency

2. Adhesion

3. Climate moderator 4. Cohesion

5. Anomalous dilation 6. Cohesion

7. Climate moderator

Activity 4.2 a)

Description and instructions:

Hang two copies of the running dictation sheet around the class.

Then, students, who are already in groups of four, choose a different number from 1 to 4. Then you call out a number and the student with the same number will have to stand up, run to the nearest sheet of paper, read a sentence, run back to the group and tell his/her classmates the sentence. The rest of students have to fill in the gaps they will find in exercise 4.2 a) on page 20 from the student's book.

Tell students they can go back to read the sentence more than once if they need to.

Make sure students understand that every time they stand up and run, they have to read a different sentence. Every sentence in their student's book matches a sentence from the running dictation sheet.

Materials: 

Running dictation sheets



Assessment: 

Skills

Addressed:

Interaction:

^S-S

Grouping:

Timing:

^10'

Answer Key:

^1. Water is made up of three atoms of oxygen and two atoms of hydrogen.

2. Water can be solid, liquid and gas.

3. All materials have the same density.

4. Adhesion: Water gets bigger when it freezes.

5. Water can't make things wet.

6. Life is not possible without water.

7. Water can only dissolve two components.

8. Water can regulate the temperature

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29 9. Cohesion: two drops of water can't stick together

10.We need to drink water every day.

Activity 4.2 b)

Description and instructions:

Tell your students that some of the sentences in exercise a) are false.

Ask them to meet in pairs, find the wrong sentences and correct them. They should follow the example given.

Materials: 

Running dictation sheets



Assessment: 

Skills

Addressed:

Interaction:

^S-S

Grouping:

Timing:

^10'

Answer Key:

^1. ^F: Water is made up of two atoms of oxygen and one atom of hydrogen.

2. T

3. F All materials have different densities.

4. F Anomalous dilation: Water gets bigger when it freezes.

5. F Water can make things wet.

6. T Life is not possible without water.

7. F Water can only dissolve many components.

8. T Water can regulate the temperature

9. F Cohesion: two drops of water can stick together 10.T We need to drink water every day.

Activity 4.3 a, b and c

Description and instructions:

Tell your students to try to complete the purple box on page 21 to remember the definition of density. After that, explain to them that someone called John has given them a present and they have to find out what his job is. In order to do so, they will have to find the density (a), compare the result with the chart to know what the present is made of (b) and according to the results, circle a profession from the box (c).

Materials: 

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30

Activity 4.4

Description and instructions:

Materials: 

Assessment:

^---

Skills

Addressed:

Interaction:

^---

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as some water properties' names: cohesion, adhesion, climate moderator...the definition or explanation of these properties, etc.



Calculator

Assessment:

^---

Skills

Addressed:

Interaction:

^---

Grouping:

Timing:

^8'

Answer Key:

a) Density: 2.66 g/cm³

b) The present is made of wood c) John is a carpenter

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31

Resources: 

Laboratory



White board



Marker

Materials: 

Graduated cylinder



Two beakers



Scale



Salt



Eggs



Spoon



Fresh water

Assessment: 



Homework: checklist (see CD-ROM: Assessment folder)

Warm-up Activity

Description and instructions:

Materials: 

Assessment: 

Skills

Addressed:

Interaction:

^T-SS

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as some water properties' names: cohesion, adhesion, climate moderator...the definition or explanation of these properties, etc.

Session 5

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32

Activity 5.1

Description and instructions:

Present the materials you are going to use. Then, tell students they will set an egg into salt and fresh water. Ask them to write down what they think is going to happen. Will the egg float or sink? Tell them to follow the diagram to make sentences.

Materials: 

Assessment:

^---

Skills

Addressed:

Interaction:

^---

Grouping:

Timing:

^8'

Answer Key:

Any answer is possible as in this stage we are only asking students to make a hypothesis:

If I put an egg in salt water I think it will sink/float If I put an egg in fresh water I think it will sink/float

Activity 5.2

Description and instructions:

Students join in the same groups they work during normal lessons.

Give each group two beakers, a spoon, two eggs, some salt, some fresh water, a scale and a graduated cylinder. Tell students to follow the procedure written on pages 25-27 (See some guidelines in the box below) and to complete the exercise they find. Help them out throughout the process.

In case there is no time for students to finish, the teacher should have all materials prepared to show students the result of the experiment and make them reflect on how it is possible that the egg floats in salt water but sinks in fresh water.

Materials: 



Two beakers, two eggs, a spoon, some salt, some fresh water, a scale and a graduated cylinder.

Assessment: 

Participation and attitude: rubrics and daily performance chart

Skills

Addressed:

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33

Interaction:

^S-S

Grouping:

Timing:

^30'

Answer Key:

Approximate results:



Fresh water density: 1.0 g/cm³



Salt water density: 1.1 g/cm³



Egg density: 1.05 g/cm³ or higher than that of fresh water but lower than that of salt water.



The egg floats in salt water because it is less dense than salt water. However, the egg sinks in fresh water because it is denser than fresh water.

Guidelines for the experiment:

Fresh water density:

1. Find the mass of the empty graduated cylinder. Tell your students to press the button 'tare' on the scale when they have seen the weight of the cylinder.

2. Then tell them to fill a beaker with fresh water and to pour it into the graduated cylinder ,which is still on the scale, until 50 ml level.

3. Find the mass of the fresh water

4. Calculate the density. Write down the formula on the white board. You already have the volume (50ml).

Salt water density:

1. Pour fresh water into a beaker.

2. Add some salt and stir until it dissolves. Make sure students add as much salt as they can dissolve since it is important that the density of salt water is higher than that of fresh water.

3. Follow the same procedure as above (fresh water: steps 1 to 4).

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34

Activity 5.4 a and b

Description and instructions:

Once they all have finished, ask them to write down why they think the egg floated on salt water but sank in fresh water. Tell them to follow the diagram to make sentences in exercise a) and to select the correct option in exercise b). Conclude the lesson with a summary of what you have experienced and why it happened.

Materials: 

Assessment:

^---

Skills

Addressed:

Interaction:

^---

Grouping:

Timing:

^10'

Answer Key:

^A)



The density of an egg is higher than that of fresh water



The density of an egg is lower than that of salt water B)



We need that the density of the object is lower than the density of the liquid.

Egg density:

1. Find the mass of the egg by weighing it on the scale.

2. Find its volume by setting it into a graduated cylinder and calculating the water displaced (water displaced= water after setting the object - water before setting the object)

Sink or float?

1. Pour fresh water into one beaker and salt water into another one.

2. Gently, set an egg into beaker 1 and another egg into beaker 2.

3. Observe what happens. (the egg should float on salt water and sink in fresh water)

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35

Homework: Activities 5.5, 5.6 and 5.7

Description and instructions:

Students video record the experiment found on pages 30-33. Give them the opportunity to do it individually, in pairs or small groups. If they decide to do it in pairs or groups, remind them they all have to speak during the recording. Once they have recorded the experiment they have to upload it to Moodle or give it to the teacher in any other format.

Tell students to follow the instructions on pages 30-33. On page 29- 30, they have some language tips that can help them to explain the experiment. Ask your students to follow a similar procedure as the one followed in class: First, hypothesis; second, experiment and third, conclusions. They should complete the exercises and hand them in together with the recording.

Materials: 



Three glasses, some water, oil and vinegar.



A video camera, mobile phone or camera.



Computer and internet connection.

Assessment: 

Homework: checklist

Skills

Addressed:

Interaction:

^S-S

Grouping:

Timing:

^--

Answer Key:

5.5 Hypothesis Possible answers

I think water will float on the top of vinegar/oil I think water will mix with vinegar/oil

I think oil will float on the top of water/vinegar I think oil will mix with water/vinegar

I think vinegar will float on the top of water/oil I think vinegar will mix with water/oil

5.6 Results

Container 1: the two liquids (water and vinegar) mixed Container 2: The oil floated on the top of the water Container 3: The oil floated on the top of the vinegar.

5.7 Let's interpret the results

a) because they have different densities b) because they have the same density

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36



Water mixes up with vinegar because they have the same density



Oil floats on the top of both water and vinegar because its density is lower than that of water and vinegar.

Session 6

Resources: 

Youtube.com



Wordle.com



Computer



Internet connection



Digital board



MS Office



Moodle

Materials: 

'Water cycle' power point presentation (See CD-ROM:



Student's book



www.youtube.com/watch?v=HQJq4kOLmV4



www.youtube.com/watch?v=_VGoE5Gcy-A

Assessment: 



Homework: checklist (see CD-ROM: Assessment folder)

Warm-up Activity

Description and instructions:

Materials: 

Assessment: 

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37

Skills

Addressed:

Interaction:

^T-SS

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as how to calculate density and how things can float or sink depending on their density.

Activity 6.1

Description and instructions:

Tell students you are going to watch a video but they have to guess what is the video about. In order to do so, they have to look at the words in exercise 6.1 and discuss with a partner what they think the video is about.

Materials: 



www.youtube.com/watch?v=HQJq4kOLmV4

Assessment: 

Skills

Addressed:

Interaction:

^S-S

Grouping:

Timing:

^5'

Answer Key:



The video is about the water cycle

Activity 6.2

Description and instructions:

Tell students they are going to watch the video twice and they have to match the pictures with the process and order them with a number from 1 to 6.

Materials: 

Assessment:

^--

Skills

Addressed:

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38

Interaction:

^--

Grouping:

Timing:

^10'

Answer Key:

CONDENSATION (2)

DISCHARGE (6)

INFILTRATION (5)

EVAPORATION (1) PRECIPITATION (3)

SURFACE RUN-OFF (4)

Activity 6.3

Description and instructions:

Tell students you are going to watch a power point presentation but this time they will be the teachers. They will have to explain the water cycle. In order to do so, first they have to explain the six different processes in exercise 6.3. Remind them they can use the useful vocabulary.

Go around the class helping students and giving some hints. That way, they will feel prepare to participate in the explanation.

Materials: 

Assessment: 

Skills

Addressed:

Interaction:

^S-S

Grouping:

Timing:

^20'

Answer Key:



Evaporation and Evapotranspiration: When a drop is in the ocean,

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39 a lake, a river or a plant, the sun heats it. Then, water gets hot, turn into gas and goes up in the sky.



Condensation: When a drop is in the sky , it becomes part of a cloud.



Precipitation: When a drop is in a cloud, it gets cold and goes down again.



Surface run-off: When a drop falls down to land, it moves across the land forming rivers and streams.



Infiltration: When a drop has arrived at a river, it can get into the ground and reach an aquifer.



When a drop is in an aquifer, it is taken to the ocean again.

Activity: Presentation

Description and instructions:

Tell students they will have to explain the different processes in groups.

The teacher will be in charge of the introduction and the conclusion.

Also, he/she will have to complete students' explanations when necessary (see guidelines for the presentation in the box below).

Materials: 



Teacher: 'Water cycle' presentation (slides 1-3 and 10-11)



Students: 'Water cycle' presentation (slides 4-9)

Assessment: 

Skills

Addressed:

Interaction:

^T-SS

S-SS

Grouping:

Timing:

^20'

Answer Key:



Evaporation and Evapotranspiration: When a drop is in the ocean, a lake, a river or a plant, the sun heats it. Then, water gets hot , turns into gas and goes up in the sky.



Condensation: When a drop is in the sky , it becomes part of a cloud.



Precipitation: When a drop is in a cloud, it gets cold and goes down again.

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40



Surface run-off: When a drop falls down to land, it moves across the land forming rivers and streams.



Infiltration: When a drop has arrived at a river, it can get into the ground and reach an aquifer.



When a drop is in an aquifer, it is taken to the ocean again.

Activity 6.4

Description and instructions:

Materials: 

Assessment:

^---

Guidelines for the power point presentation

: SLIDE 1: Cover and title.

SLIDE 2: The water cycle is the continuous movement on, above and below the Earth's surface. Water can change states (liquid, solid and gas) during the water cycle.

SLIDE 3: The water cycle has six processes: evaporation, evapotranspiration, condensation, precipitation, infiltration, surface run-off and discharge.

SLIDE 4-9: Complete the students' explanations when necessary (see answer key above).

SLIDE 10: The water cycle can regulate the temperature. For example, in the process of evaporation, water takes up energy from the surroundings and cools the environment. During the process of condensation, water releases energy to its surroundings, warming the environment.

SLIDE 11: Ask students why they think the water cycle is important. If they do not know the answer you could ask them what they think would happen if, for example, it didn't rain. The water cycle is important because it ensures there is water for everyone in the planet. It also purifies water, replenishes the land with freshwater, and transports minerals to different parts of the planet.

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41

Skills Addressed:

Interaction:

^---

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student but it should include information such as the water cycle processes and their explanation.

Homework: Cool Water Cartoon

Description and instructions:

Tell students to follow the instructions on page 39. They will have to watch a video and identify some water properties, water states and water cycle processes. In addition to this, they will have to say in what minute they can see those processes, states or properties. A model answer has been given to them in the exercise. Students have to answer in a forum the teacher has created on Moodle.

Materials: 



www.youtube.com/watch?v=_VGoE5Gcy-A

Assessment: 

Homework: cool water cartoon rubric

Skills

Addressed:

Interaction:

^--

Grouping:

Timing:

^--

Answer Key:



00.00-00.20: liquid



0.22-0.24: water is important to live (plants)



00.24-00.27: adhesion (water mixes with soap)



00.26-00.29: precipitation and liquid state



00.30-00.33: adhesion (wet hair)



00.38-00.42: adhesion (wet sponge)



00.45-00.47: cohesion and liquid state



00.49-00.51: solvency and/or adhesion



1.00: cohesion (three drops in one)



1.05-1.06: cohesion (three drops in one)

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42



1.16-1.18: cohesion



1.18-1.22: water is important to live (animals)



1.35-1.38: solid (ice)



1.37-1.39: surface run-off



1.41-1.50: gas



1.41-1.42: evaporation



1.42-1.44: condensation



1.50: precipitation



1.57-1.59: cohesion



2.00-2.08: cohesion



2.16-2.20: discharge



2.17-2.30: climate moderator

Session 7

Resources: 

Computer



Projector



Digital Board



Internet connection



Youtube.com



MS Office

Materials: 

'Saving water' power point presentation (see CD-ROM:



Student's book



www.youtube.com/watch?v=gtcZbN0Z08c&feature=channel



www.youtube.com/watch?v=dKdZYYmTT9A

Assessment: 

Presentation and attitude: rubrics and daily chart performance.

(see CD-ROM: Assessment folder)

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43

Warm-up Activity

Description and instructions:

Materials: 

Assessment: 

Skills

Addressed:

Interaction:

^T-SS

Grouping:

Timing:

^5'

Answer Key:

The answer will depend on the student though it should include information such as the name for the water cycle processes and their explanation.

Intro: Presentation

Description and instructions:

The teacher should make a connection between this session and the first session which was concluded saying that water was very important for living beings. Have a student to read the purple box on page 40. Highlight the importance of saving water and tell them that they are going to learn how to do it. Then, show the 'saving water' presentation (see guidelines for power point presentation).