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

Transcription

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: Day and night Subject: Science Grade 2 Name: Tabea Walz, Dorothee König, Stefanie Arnold Date: July 17 th 2008 Teacher: Frau Lanz School: Primary School Brochenzell University Teacher: Prof. Dr. Ute Massler, Claudia Steiert

2 Name:Tabea Walz, Dorothee König, Stefanie Arnold Date: January 17 th 2008 Teacher: Frau Müller-Kopf School: Brochenzell Primary School Dozentin: Frau Prof. Dr. Massler, Frau Steiert Class 2 Topic: day and night Subject: Science Subject Goals: - The pupils are supposed to understand why there is day and night. - The pupils are supposed to do experiments. - The pupils are supposed to distinguish between daytime and night-time activities. - The pupils are supposed to recognize typical daytime and night-time sounds. Linguistic Goals: - The pupils are supposed to learn new vocabulary. - The pupils practice their English skills. Materials and Equipment: booklet with worksheets, a globe, a flashlight, a paper doll, blue tack, glue, scissors, coloured pencils, pictures with activities, memory game, CD player Time Scheduled progress Styles of learning Media Introduction to the topic ca. 5 min. Role-Play: child is in bed and doesn t want to get up; mother tells him/her that it is daytime and he/she has to get up because it is light; child wants to know why there is day and night. (words: morning, night, night-time, day, daytime, dark, light, sun) plenum exploration ca 5 min consolidation of learning content ca. 8 min T; I will show you why we have day and night. T. sticks paper doll on the globe. T. turns globe and shines a flashlight on the globe. T. explains that the earth spins around and sun shines on one side of the earth. That s why we have day and night. T. points to certain parts of the earth. This is the sun. Here it is daytime. It s light. Here it is night-time. It s dark. T. points to certain parts of the earth. This is the sun. Here it is daytime. It s light. Here it is night-time. It is dark. T asks questions: Can you show me the sun? Can you show me where it is daytime/light? Can you show me where it is night-time/dark? plenum Individual work plenum a globe, a flashlight, a paper doll, blue tack

3 practical application ca. 10 min Now it s your turn. Teacher explains rotating work stations. 1. globe/sun 2. daytime and night-time activities 3. sounds of day and night 4. memory group work pupils booklet with worksheets, globe, a flashlight, a paper doll, blue tack, glue, scissors, coloured pencils, pictures with activities, memory game, CD player Concluding activity ca. 6 min Teacher and students talk about results of the experiments in German. T. introduces a rhyme Every day I see the sun. (with movements and pictures) Plenum Picture cards

4 Rotating work stations Experiment (globe and sun)

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6 Activities

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9 Sounds

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11 Daytime sounds or night time sounds? Decide if the sound is typical for daytime or night time. Circle the answer

12 Memory

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