My CLIL Science Corner

  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...

  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 

  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...

  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...

Hi!  My name is  Eva and I have been part of the fascinating world of Education for 21 years (wow! Where has time gone?).     I have had the chance to teach and learn in different levels: from Infant School to 6th graders. I am a Primary School English teacher. I studied my Teaching Degree and my Pscychopedagogy Degree at the University of Girona.  My adventure in CLIL started in 2009, when I was given a paid leave by the Department of Education of Catalonia to receive training in CLIL at the University of Nottingham, where I learned from great teachers. In 2017, as head of studies, some teachers of my school and I engaged in an Innovative Project called "Generació Plurilingüe" (GEP) which aimed to introduce and implement CLIL in Catalan schools. I have also participated in eTwinning projects and I have received two National Quality Labels and two European Quality Labels. I am very curious and I am in constant training to keep developing professionall...