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 88250 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
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
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
Rotating work stations Experiment (globe and sun)
Activities
Sounds
Daytime sounds or night time sounds? Decide if the sound is typical for daytime or night time. Circle the answer. 1. 2. 3. 4. 5. 6. 7.
Memory