Task 17

Create a Glogster

The last activity for the subject ICT is devoted to create a Glogster, which is a kind of virtual poster you design online choosing photos, audios and videos and writing the text you like. It is a very interesting tool for our students, as we can show them an example, and then ask them to do one themselves as a final project of a subject.

Our Glogster is about cheetah, as we are still following the topic of the biodiversity as in the previous posts. Our poster is an example of what students of first year of ESO have to do in the science subject at the end of the unit.

In this particular case, students will need to choose an animal, and then look for information and write a description of it. They will also need to find a video or audio related to the animal and, of course, photos. The Glogster webpage offer a lot of nice elements to customize your poster, so it is a very creative way of learning.

Task 16

Create an ESL video

In this post we want to share an ESL video. ESL is a website that allows us to choose a video from Youtube and use it to create quizzes for our students. We can add the transcription and assess their listening skills, their vocabulary skills or the grammar skills through as many questions as we like to ask them. We need also to provide three possible answers so the students choose the correct one. When students finish the quiz, they can check their score.

We have selected a video about plants and fungi, as we wanted to continue with the same topic we chose for the CLIL unit. We have prepared ten listening comprehension questions students need to answer after watching the video. Both the video and the questions are very easy to understand as they are designed for students in the first year of ESO.

Feel free to try our quiz!

Task 15

Create a Webquest

The post we show you today is about the creation of a Webquest, which is an online tool to provide a guided learning using Internet resources. In our case, we have created 6 activities related to the CLIL unit we designed in the previous posts about classification of living beings.

The main things students need to do is to look for specific information in a given webpage, watch videos and ask questions about them, surf the Internet to make a little research to classify a living organism, look for the missing words of some sentences on a webpage, and finally check what they have learned doing playing two games.

Here you are our webquest:

A WEBQUEST ON THE CLASSIFICATION OF LIVING ORGANISMS

Activity 1: Read the information in this website http://www.softschools.com/science/biology/classification_of_living_things/ and complete the missing words of the sentences:

a. ____________ is the most basic classification of living things is.

b. Humans are in the ____________.

c. The second level in the classification of living things is ____________.

d. Organisms in each class are divided into ____________.

e. The genus is used to determine ____________.

f. The most specific classification of living beings is ____________.

g. ____________ is a way to describe the generic name for an organism.

h. The main criterion for an organism to be placed in a particular species is ____________.

i. A ____________ is a checklist of characteristics that determines how organisms are grouped together.

j. Organisms of a ____________ have even more in common than those in an entire ____________.


Activity 2: Watch the video Classification of Living Things in this link https://www.youtube.com/watch?v=vqxomJIBGcY and write a short description about it.
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Activity 3: Take a look to the example of the full scientific classification of the Eastern Gray Squirrel in the table. Then, choos an animal and ook in the internet for its full classification (kingdom, phylum, class, order, family, genus and species). You can use the Wikipedia to look for the information.

Activity 4: Watch the video https://www.youtube.com/watch?v=dCm5CcQhU-c about classifying vertebrate animals and answer the following questions:

a. Which are the two main groups of animals?

__________________________________________________________________________________________________________________________________________________________________

b. How many groups of vertebrate animals are there? Write their names.

__________________________________________________________________________________________________________________________________________________________________

c. Can you give two examples of animals from each of the groups?

__________________________________________________________________________________________________________________________________________________________________

d. Now, give three examples of invertebrate animals.

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e. They drink milk from their mums, they have hair and they breathe with lungs. Which group of animals are we talking about?

__________________________________________________________________________________________________________________________________________________________________

Activity 5: Go to http://www.sciencekids.co.nz/sciencefacts/earth/amazonriver.html and find the missing information:

a. The length of the Amazon River: _______________.

b. The majority of the Amazon River runs through: _______________.

c. A meat eating type of fish that lives in the Amazon River: _______________.

d. Population of the largest city along the Amazon River: _______________.

e. Continent where we find the Amazon River: _______________.

f. Countries Amazon River runs through: An animal that is known to attack larger animals: _______________.

g. Number of species of fish in the Amazon River: _______________.

h. The largest city along the Amazon River: _______________.

i. One of the largest snakes in the world: _______________.

j. Length of the Amazon River during the wet season: _______________.

Activity 6: Let’s play a bit! Click the links and check if you have learned about the classification of living things:

Game 1.

Game 2.

Task 14

Publication of materials on Issuu

This post is related to the previous one, as it consists just on the publication of the three CLIL sessions we created for students in 1^st of ESO.

Issuu is an online platform to publish our own materials, portfolios, books and any other kind of documents. The documents uploaded on Issuu can be seen on a browser, where they seem like printed publications, with a format which allows seeing two pages at the same time, like a book. It is also very easy tool to use, as we just need to go to the website, create a free account and select our documents.

Here you can read our CLIL three-sessions unit, hope you like it!

Task 13

Create a CLIL template

In this post, we have created a CLIL template based on the one proposed by Isabel Pérez Torres in 2009. In our case, we have chosen a sciences unit from the curriculum of the first year of ESO, which is called Classification of living organisms.

We have followed the contents settled in the Centro para la Innovacióny el Desarrollo de la Educación a Distancia, a very useful site we found in the Ministerio de Educación, Cultura y Deporte webpage. In it, we can find the units from each course (from 1^st to 4^th of ESO) and for each subject.

In the template we specify the learning objectives of the unit, the main contents, the vocabulary and structures, the kind of discourse and the language skills so we can have an overall of the whole unit.

Click here to download the template.

1. Objetivos de aprendizaje  / Criterios de evaluación	·         Conocer la importancia de la biodiversidad así como su relación con los procesos evolutivos de los seres vivos. ·         Conocer la importancia de los fósiles para conocer la historia de la evolución de los seres vivos a lo largo del tiempo. ·         Valorar los impactos que se producen en la actualidad sobre la biodiversidad y los efectos de la extinción de las especies. ·         Saber qué es un sistema de clasificación así como las reglas de la taxonomía y la nomenclatura utilizadas en la clasificación de los seres vivos. ·         Saber las principales características que diferencia a los cinco reinos. ·         Conocer los principales criterios que permiten determinar a qué reino pertenece un ser vivo. ·         Conocer las principales características de las bacterias y su importancia en la naturaleza y para el ser humano. ·         Saber las principales características de las algas y los protozoos, sus tipos principales y algunos aspectos importantes relacionados con el ser humano.
2. Contenido de materia	·         La biodiversidad: concepto y características principales. ·         La clasificación de los seres vivos: los cinco reinos.
3. Contenido de Lengua / Comunicación
Vocabulario	Sustantivos: biodiversity, species, ecosystem, environment, climate, balance, human health, ivory, tusks, animal kingdom, fungi, stem, evergreen forest, Verbos: to evolve, to adapt, to ensure, to go extinct, to hunt, to depend on, to prevent, to sustain, to fear, to get rid of, to feed on, Adjectivos: powerful, bright, colourful, endangered, multicellular, unicellular. Especies: lion-tailed macaque, gulmohar tree, rhinoceros, neelgai.
Estructuras	Estructuras: ·         Identifying biodiversity of your own area:                 There is…, there are…                 ·         Describing an animal, plant, fungi, bacteria or algae:                  It lives in…,  it has got…, it is used for…, it feeds on… Contenido: ·         El presente: Present Simple. ·         El presente simple para describer seres vivos: It lives in the        forest, it is bright green… ·         Conjunciones causales y consecutivas: because.., therefore Classroom management: ·         Identifying living beings in their correct kingdom. ·         Recognising the biodiversity in their own area. ·         Describing living beings.
Tipo de discurso (descripción, narración, etc.)	Discurso expositivo.
Destrezas Lingüísticas	Reading: los alumnos deberán leer un texto sobre la biodiversidad para poder contestar a preguntes de verdadero o falso. Listening: los alumnos escucharán un audio referente a la biodiversidad y, mirando al texto, deberán completar las palabras que faltan. Writing: en la sesión 1, los alumnos deberán explicar brevemente las especies vegetales y animales de la zona en la que viven. En la sesión 3, deberán redactar unas líneas para describir al ser vivo que elijan. Speaking: en la sesión 1, los alumnos deberán comentar por parejas la biodiversidad que hay en la zona en la que viven. Además, en el proyecto de la unidad, los alumnos deberán presentar a sus compañeros los seres vivos típicos de la región que hayan elegido.

Task 12

Create a Webpage

This time we want to share our own webpage about learning English. It is a good tool for English teachers, as it allows them to be in touch with students and to make them work. Thanks to this tool, teachers can show students a great variety of resources (activities, videos, links, images, etc.) to make students practise English in a dynamic and funny way. Right now, our webpage is almost empty, but we will be completing it in the near future.

In our case, we have created the webpage on Weebly, which is a very easy site to freely create our own webpage for different uses. It is very intuitive, so everyone can build its own personal page very quickly.

Click here to visit our webpage and feel free to comment on it!

Task 11.5

Set of Hotpotatoes activities: 'cross'

Finally, we provide our students with a crossword based on some words from the song:

I bet my life cross

Crossword

Complete the crossword, then click on "Check" to check your answer. If you are stuck, you can click on "Hint" to get a free letter. Click on a number in the grid to see the clue or clues for that number.

										1
							2
		3				4
5
					6
7	8			9
10

Across: 2. I bet my ___________ on you 4. I've walked that road ______________ 6. But now I tell a ____________ truth 7. So many _____________ nights 10. I ____________ my life on you

Down: 1. I've been around the world but ___________ in my wildest dreams 3. Please _____________ me for all I've done 4. And please ____________ them when they say 5. Remember when I broke you down to ______________ 8. I've told a million _____________ 9. I know I took the _____________ that you would never want for me