PRO-CLIL: Providing Guidelines for CLIL Implementation in Primary and Pre-primary Education

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1 PRO-CLIL: Providing Guidelines for CLIL Implementation in Primary and Pre-primary Education Prof. Dr. Ute Massler Claudia Steiert Ein EU-Projekt zur Bereitstellung von Leitlinien für PH Weingarten das Fremdsprachliche Sachfachlernen in Englisch Kirchplatz 2 im Grundschul- und Vorschulbereich Weingarten Lesson Plan: I can touch Subject: Science Grade 3 Name: Anja Thurner, Julia Vogelsang Date: January 18 th 2008 Teacher: Kirtsen Müller-Kopf School: Braith-Grundschule Biberach University Teacher: Prof. Dr. Ute Massler

2 Name:Anja Thurner, Julia Vogelsang Date: January 18 th 2008 Teacher: Frau Müller-Kopf School:Braith-Grundschule Biberach Dozentin: Frau Prof. Dr. Massler Class 3 Topic: I can touch Subject: Science Subject Goals: - The pupils are supposed to understand that nerve endings transmit messages to the brain and that our brain interprets our senses. - The pupils are supposed to learn how our sense of touch works and how it is stronger in some parts of our body. - The pupils are supposed to know that our skin is an organ of sense. Materials and Equipment: box with different objects, worksheet, paper, red pen, transparency, OHP, quiz Linguistic Goals: - the pupils are supposed to learn new vocabulary - the pupils practice their English Time Scheduled progress Styles of learning Media Introduction to the topic ca. 10 min. Practical application ca 10 min Semi-circle with students. T1: Please come to the front and make a circle. T1 brings in a big box. T2: What is in your box? T1: I won t tell you what s in my box but maybe the students can find it out. Do you want to know what is in the box? Who wants to find out? T1 chooses one of the pupils. T1: Put your hand in the box and choose one object. What is it? Do you know? You can say it in German. If the student has problems with naming the object, T1 tells the student to say what he/she can feel. What do you feel? It s round. The class can also guess what it is. T2: How do you know what is in the box? Can you see it? T2 hands out coloured pieces of paper to form groups. T2: On each table there is a colour, go to the table with your colour. Explanation of experiments: First and second station T1: Your partner puts an object on your body. You have to tell him how much you feel. Then you have to fill it in the worksheet. (- for feeling nothing, + for feeling a little bit, ++ for feeling a lot) Third and fourth station T2: Here you have to feel what is inside the box. Write it down on the worksheet. Make a cross. plenum group work box with different objects worksheet, pencil, objects

3 T2: Now put all the things back in their place and come with your worksheet to the front, please. Talking about results: station 1+2 T2: Who felt all of the objects? (Raise your hand!) Who felt the stone on the back? Who felt the feather on their lips? Who felt the paper on your arm? Talking about results: station 3+4 T2: Who always felt the same with a glove and without a glove?... consolidation of learning content ca 10 min Explanation of sense of touch in the mother tongue: T1: Jetzt wollt ihr bestimmt alle wissen, wie, was und warum wir überhaupt Dinge fühlen. In unserer Hand, in unserem ganzen Körper liegen Nerven. Nerven sind Verbindungen bzw. ganz dünne Bahnen, die von der Hand zum Gehirn laufen. Sobald wir was mit der Hand bzw. mit der Haut erfühlen, wird dieses Gefühl, diese Nachricht an das Gehirn weitergeleitet und dort sagt es uns, dass wir z.b. etwas Hartes fühlen oder wenn das Gehirn diesen Gegenstand kennt, sagt es uns sogar, dass es ein Stein ist (am Post mit roter Linie zeigen, wie Nachricht von der Hand zum Gehirn geleitet wird). Habt ihr das verstanden? Ja? Ja wieso haben wir dann ohne Handschuh mehr gefühlt, als mit Handschuh? Weil wir mit unserer Haut fühlen (Oberfläche unserer Haut) und der Handschuh den direkten Kontakt unserer Haut und dem Objekt verhindert. plenum Worksheets T2: Imagine that you cannot feel. Why is feeling things so important to us? Yes, we can burn ourselves, or... expolration ca 15 min exploration ca. 3 min Concluding activity ca.3 min T2: Now go back to your seats. T2: Draw a red line from a picture to the hand and from the hand to the brain. Write in the brain what message the brain gets from the picture. T2: Please come to the front and fill in the transparency with the correct answers. Please, correct your worksheet. Individual work plenum Quiz to review the content. plenum quiz Paper, red pen transparency, OHP

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