My CLIL Science Corner

  Hello! Hello! Today I would like to share with you the CLIL unit  I prepared for my 10-11 year-old students during the third term. Kids love animals whether they are vertebrates or invertebrates, don't they? Since they had already studied the vertebrates in L1, their teachers and I agreed to deal with the INVERTEBRATES .  Invertebrate animals are more present in our lives than we  think; that's why I decided to entitled this unit: WHAT INVERTEBRATES LIVE AROUND US? As usual, I follow the steps described in the post " How I plan a CLIL unit or project ". These are the activities that I planned: 1) DIFFERENCES BETWEEN VERTEBRATES AND INVERTEBRATES.  I  created a presentation with several slides. In slide 1 there were two groups of animals: Group 1 (vertebrates) and Group 2 (invertebrates). The title of this slide was : " What are the differences between these two groups of animals?   Students could already identify the characteristics of vertebrates, ...

  HIYA! What is STEM ? STEM stands for Science, Technology, Engineering and Mathematics . You may also have read STEAM. In this case,  the A stands for Art.  STEM or STEAM programmes aim to increase students' interest in Science, Technology, Engineering and Mathematics. Students are involved in a new way of learning and problem-solving. In STEM sessions students have an active role and they are engaged in hand-on activities. Moreover, they are developing the 21st-century skills they will need in their future workplace. I am not an expert in STEM, but I have started introducing some activities in my CLIL Science lessons and I promise my students love them! I love seeing their faces when they get their aim and their enthusiasm. Whether you are already teaching STEM or if you want to get started, here you have some STEM websites recommendations for your CLIL lessons. You can also adapt the activities for your students. 1) SCIENCE FOR KIDS :  https://www.sciencekids...

Good afternoon teachers! Have you realised it's just four weeks until the end of the school year? This countdown makes me feel stressed, but I had to share with you this tip my 6th graders shared with me two weeks ago. As you may have read in other posts, I use videos in my CLIL Science classes to clarify concepts, to introduce content... (you can also  read a post " Videos and Songs for your CLIL Science Lessons" ). This term my students are learning about "Invertebrate animals". I wanted them to search for their own information and I suggested them watching some videos I had found on Youtube. The content and the language were quite good for my students, but the character spoke too fast. When I arrived in class, I told them about the videos and explained them we were going to watch the videos several times because the character spoke too fast. Some of the students raised their hand and said: "Don't worry, Eva! You can slow down the playback speed"...

  Hi! Some weeks ago I wrote an article for the magazine of my school. In this article, I explain how CLIL has been implemented in our school. While writing this article, I came up with the idea of sharing with you the contents I teach in my CLIL Science lessons. In another post, I shared with you why in my school we decided to teach Science with a CLIL approach (click here to read the article), but I have not shared which contents I teach in my CLIL Science lessons. In the school where I am working at present, I have taught Science with 6-7 y/0 and 10-11 year-olds. UNITS CREATED FOR 6-7 YEAR-OLDS 👉 Move Your Body In this unit, students learn about: *Parts of the body and actions *How their bodies have changed from babyhood to childhood *Our senses (hearing, tasting, touch and smell) 👉 Recycle And Save The Planet In this unit, students learn about: *The materials objects are made of (paper, plastic, fabric, wood, glass...) *Natural or man-made objects/materials *The properties o...

  HAPPY SATURDAY!! Teachers,  Today I would like to share with you the session 6 of the ELECTRICITY unit I have been sharing during these last weeks. It is going to be FREE until Monday 12th, so hurry up to download this material. Then, it will be availabe in my TpT Store . This unit is a Jigsaw activity, a cooperative Learning technique. This session includes: * Lesson plan of the unit * Adapted information about Renewable and Non Renewable energies * Worksheet to track experts' information in pairs * Worksheet track all the experts' information I hope you like this cooperative learning technique and that your students have fun doing it. Eva ❤

  Good evening! How are you? I hope you are making the most of your Easter break.  In previous posts, I shared two of the sessions of the Electricity unit I implemented in my Science CLIL classes during the the 2nd term. Now it's time to share session 5: "Introduction to Renewable and Non renewable Energies".  It includes: 1) Lesson plan of the session 2) Link to the video "ELECTRICITY: ITS SOURCES. RENEWABLE AND NON RENEWABLE ENERGIES" BY SCIENCE FOR KIDS 3) A set of question to ask after watching the video (oral comprehension) 4) Worksheet to complete a mind map with the information from the video Click on the image to DOWNLOAD this material for FREE.  I will be very glad if you leave me a comment sharing how it has worked in your class or suggesting improvements. Eva ❤

  Hi teachers, How are you going? Some months ago I shared on my Instagram how my students do experiments and how they report results in our CLIL Science lessons.  Sometimes English and CLIL teachers complain because their students don't speak English in class. From my point of view, the most important issue we should take into account is that we offer students with motivating and meaningful situations, so that they are eager to use language. However, some of our students may not feel confident yet. In my case, my students are 10-11 year-old and they don't have a good command of English yet.  Here's when SCAFFOLDING should appear. Thanks to CLIL methodology , we can plan Language for Learning and Language of Learning in advance. This is a great opportunity to make sure our students have the language accessible to them. It is a good idea to have the structures and vocabulary they will need in a visible place, so that if a student needs to take a look at it, he/she can do...

  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 ...

  ❤ 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 

❤ ❤ HAPPY SATURDAY!!!! ❤ This term my students are learning about ELECTRICITY . I have put this teaching unit into practice several times and it is always a success! Kids get easily involved and they want to participate, especially when they do experiments or they create the electrical circuits. These are the sessions they have already done: 1) Introduction to Electricity 2) Experimenting with Static Electricity And now it's time to experiment with ELECTRICAL CIRCUITS to discover how electricity flows. They love when the bulb lights up. Here I want to share with you this session and you can download it for FREE ! Click on the image to achieve the materials of this unit: Did you miss SESSION 1 and SESSION 2 ? You can download them from my TpT store by clicking on the images below: If you want to get more resources you can subscribe and/or follow me on Instagram: @my_clil_science_corner Have a wonderful day, Eva💚

  Good morning! Do your students like doing experiments? I'm sure they do! Kids are so curious that experiments captivate their attention from the beginning to the end. At least, that's what I have observed in my Science classes and do you know which is one of the reasons why I love experiments too? ALL students get involved no matter what their level of English is or if they struggle with contents. I love seeing their faces when they discover what happens or when they realise their hypothesis has nothing to do with the result. I love their excited faces. The two experiments below where carried out with my 5th graders. They were learning about BUOYANCY and DENSITY.   The experiment about BUOYANCY is like magic. It is called "Dancing Raisins". Can raisins dance? Do raisins float? Find it out with this experiment. I must confess that as an adult, when I tried it at home before doing it at school, I enjoyed like a little girl. You can download the experiment direction...

Wow!  I have realised it has been a long time since I last came over... This school year is being a bit stressful..., but I have to find time for me and for YOU! As CLIL teachers, we often face with the difficulty to find texts adapted to our students' English level. Some years ago, I started adapting texts so that they were appropriate to the structures and vocabulary my students were familiar with. I assure you that all the effort and time invested in this purpose pays off. Let me tell you how I adapt texts in my CLIL classes. What I do is either I seach for a text and then I adapt it or I write the text myself. As you can see in the images below, I hightlight in bold the words I think they might not understand. They usually read the text by themselves and they underline the words they don't understand.  Then we read the text together and I make sure they are understanding it. Finally they answer the comprehension questions, but first I check they know what each question mea...

  Hey! What are you up to? I hope your are making the most of your holidays. Today I would like to talk about the importance of observation. Our kids are surrounded by a world full of stimuli. Plus, we are in a world which seems to be in fast motion. Science lessons are a good opportunity to slow down since many Science activities need patience to be fulfilled. Observation requires concentration on the animal, plant, rock, ... to be observed. However, we have to make sure that our students know how to observe properly. Therefore, we should offer them some guiding, which may vary depending on what they are observing. A couple of school years  ago I prepared the template belows. They are for observing animals. They are available for FREE in English, Spanish and Catalan in my TpT Store. If you click on the images, you will be directed to my TpT store and you will be avaible to download them.                       

MORNING!!! ☼ I have been absent for a while because I have taken some days off to enjoy the sea, travelling a little bit and catching up with some friends and family. But I'm back full of energy and willing to share with you a lot of new ideas. Some weeks ago I created some flashcards for my Science lessons. These flashcards are about "The Scientic Method" . In my Science lessons I encourage my students to discover the Science contents they are learning doing experiments and applying the Scientific Method . Why using the Scientific Method in your Science lessons? Keep reading!  1. Experiments make all students ask themselves questions about a situation, a problem... 2. Experiments make students think hypothesis and elicit what can happen if they do one action or another. 3. Experiments are a good chance to teach students it is fine to make a wrong hypothesis and that we can learn from mistakes. 4. Experiments -if done in small groups-can encourage discussion 5. After do...