Class sequence

Subject:   Science (Content and Language Integrated Learning)

1º Year High School.

Goals:

• To become a more sophisticated reader.
• To become a more fluently speaker.
• To identify socio-culturals aspects and become a more critical thinker.
• To expand the types of interaction with partners.
• To develop researching skills.  

Objetives:

                The students will be able to:

• Recognize words related with the new topic.
• Comprehend specific vocabulary when reading informative texts and watching videos related to the topic.
• Explain viewpoints throught conversations with the teacher and partners, and also writting statements.
• Use digital digital resources to share their knowledge with the whole class.

 Content:

• The biosphere.
• The four spheres oh the Earth.
• Environmental problems. 

Function:

• Giving opinion about specific topics.
• Debating with the class about the spheres of Earth.
• Describing environmental problems and how to solve them.

In the first lesson plan, the teacher worked with some images representing the biosphere (including living beings, water, forest, etc.) and some others which were not related at all with the biosphere, in which the students had to contrast those pictures, and, in this way, introducing this new topic to the class. After that, children had to write a list and a paragraph, talking about recycling materials and finally read their answers for the whole class.

CLASS 1:

a)    The teacher will ask the students to read the article “The world around us” from Janet Baxter, about the biosphere and air-pollution. After that, some of them will have to give their opinion and try to think in an appropriate tittle for the different paragraphs.

a)    The teacher will show to the class a pair of videos ( https://www.youtube.com/watch?v=VMxjzWHbyFM and https://www.youtube.com/watch?v=UXh_7wbnS3A&t=105s ) in order to debate and differenciate the four  spheres of the Earth.

CLASS 2:

a)    The students will have to work in groups and make a list of materials that are bad for our environment. After that they’ll have to make a short paragraph about which one of those materials are indispensable, which are not, and why. Each group will have to read their answers aloud.

b)    The teacher will ask different students to choose 3 materials from the list, which they think affects to our environment the more. He will write the answers on the blackboard, and after that, he will ask if there are alternative materials to produce them (e.g.: instead of plastic bags, we can use recycled paper bags). For the next class, each group will have to make a poster or a power point presentation. The topic will be provided by the teacher, giving them a list of topics by e-mail.

CLASS 3:

a)    The e-mail will include a list of topics, but just one of them will be chosen by each group. The topics will be:

·         The biosphere

·         Different living organisms

·         Environmental problems

·         Recycling materials

The students will have to give their opinion about each presentation and explain what they have learned about the other group’s works. 

	10	8	6	1-5	Score
TIME AND EFFORT	The student completes and presents the activities on time and in the correct way. His/her participation in class is very enthusiastic.	The student completes and presents most of the activities. He/she participates occasionally.	The student completes and presents some of the activities. He/she answers only when is asked.	The student does not do the activities. He/she does not participate. He/she demonstrates bad behaviour.
VOCABULARY	Perfect use of tenses.Use a variety of vocabulary, expressions, and synonyms related with the topic.	Well use of the vocabulary learned in class.	Use basic vocabulary and expressions. Use repetitively of some words.	The student presents significant diffilcuties at the moment of speaking and find it hard to understand the tasks.
FLUENCY	The student expresses smoothly and efficiently, not only with the tasks, but also during the participation in class.	Sometimes hesitate during the speaking but without interfering the communication itself.	Notorious effort at the moment of speaking. Sometimes does not use the correct tenses or expressions.	Hesitate too often when speaking, giving short answers and interfering with the communication.
COMPREHENSION	Comprehend easily and is able to complete the tasks with any problem.	Capable of comprehend what is given by the teacher, and able to answer most of the questions.	In some cases does not respond correctly or clearly. Needs a lot of help, and  repetition of explanations occasionally.	The student does not comprehend most of the topics or tasks. He/she Is not able to answer any of the questions in general.