IS IT CONDUCTOR OR INSULATOR?

-

 ❤ HAPPY SUNDAY! ❤

I hope you are all fine and that you are not excessively overwhelmed due to the end of 2nd term. Today I am still grading, but I have stopped for a while to share with you session 4 of the ELECTRICITY UNIT we are doing this 2nd term.

Session 4 is about CONDUCTOR and INSULATOR materials It is quite an easy session and students enjoy a lot! (they want to test all the objects in the pencil case).

At the end of the session, you can discuss why certain objects around us are made of one material and not another.

Click on the image below to download this mini CLIL session. 


If you put it into practice, I will very happy to find out how the session worked with your students.

Stay tuned! Next session is about... RENEWABLE and NON RENEWABLE ENERGIES.

EVA 



Comments

Post a Comment

Popular posts from this blog

ACTIVITIES BASED ON BLOOM'S TAXONOMY

-
Image
Hi! I'm back!  Yes, I know. It has been a long time since my last post, but this school year is being a bit tricky for me. Today I would like to share to go on with ACTIVITIES BASED ON BLOOM'S TAXONOMY .  I am going to give examples for each level of the Bloom's taxonomy from low to high demanding.  Here I go: REMEMBERING :   It refers to recalling facts and basic concepts Filling in the gaps Multiple choice Spelling list Matching worksheet Labelling the pictures Name the parts of... UNDERSTANDING : It refers to explaining ideas and concepts Retelling the story in your words Collage Book report Speech overview Math computation Do a chart of similarities and differences APPLYING : It means using information in new situations Practising playing a board game Doing an experiment Planning a model construction Interviewing someone who... Solving a problem solving ANALYSING : This is drawing connections between ideas Constructing a graph to illustrate selected information M...
Read more

THE 3 As TOOL IN CLIL: Language FOR, Language OF and Language TRHOUGH

-
Image
  GOOD AFTERNOON! 💕 Well... or good evening or good morning, depending on when you are reading this post 😊 In this blog, I have already dealt with the following principles of CLIL: ☑ The 4 Cs ☑ Scaffolding ☑ Bloom's Taxonomy Today's post is about " The 3 As tool in CLIL ". Are you ready? 😉 The 3 As tool is used for planning CLIL lessons. Whereas the 4 Cs helps us in the overall planning of the unit, the 3 As tool is of great help when we plan the language our students will need in the activities we have planned. The 3 As stands for A nalyse,  A dd and A pply. Let's have a look at the three stages: 👉 Stage 1 : ANALYSE content for the language OF learning. This means the key phrases and the vocabulary needed. 👉 Stage 2 : ADD to content language FOR learning. This refers to metacognitive or learner's strategies, language for group/pairwork, understanding instructions, how to deal with not understanding... To me, this stage is highly important. If we wa...
Read more

TEACHING VOCABULARY AND GRAMMAR IN CLIL

-
Image
  Hi teachers, Today I would like to talk to you about teaching VOCABULARY and GRAMMAR in CLIL . Should we teach vocabulary and structures before starting a Science or Arts unit?  After years of teaching with a CLIL approach, I confess there isn't a specific way to do so. I am going to tell you about my experience as a CLIL Science teacher. From my point of view, it depends on the age you are teaching and your students' level of English. When I teach 6-9 year-olds , I usually spend the first two sessions to teach and revise the new vocabulary that they are going to need in the new unit. And you may wonder how I do it. At these ages, I like using flashcards or realia and to play games with them. You can find some ideas about how to use flashcards in the post my dear friend and colleague Núria and I prepared: Let's see it with an example. The CLIL unit " A Healthy Mind into a Healthy Body " was divided into differents parts: 1) Introduction to Food 2) Where does it ...
Read more