CLIL TEMPLATE

Area: Natural Science

Title of the unit: The Gaseous Part of the Earth                                                       Level: 1 ESO

           

1. Objectives		Explain the origin of the gases which make up the atmosphere; in particular, oxygen, the product of photosynthesis. Learn about the atmosphere’s components and their most important characteristics. Identify the links between humidity, condensation and precipitation. Recognise the difference between climate and weather. Recognise the importance of air for living things. Identify the relationship between the atmosphere’s components, photosynthesis and respiration. Explain the greenhouse effect and learn about the dangers related to its increase. Learn about some of the effects of air pollution and how this affects living things.
2. Content		The atmosphere’s origin. The composition and structure of the atmosphere. Changes in the air’s composition. Functions of the atmosphere. Atmospheric pressure. Atmospheric phenomena caused by wind. Atmospheric humidity. Atmospheric phenomena caused by water vapour. Climate and Weather. The importance of air for living things and their health. The destruction on the ozone layer. The increase in the greenhouse effect.
3. Language content / Communication	Vocabulary	Terminology related to the atmosphere, its composition, its functions, atmospheric phenomena, climate and environmental issues (air pressure, altitude, troposphere, stratosphere, evaporation, ozone, radiation, convection, greenhouse effect, global warming etc.)
	Structures	Grammar structures needed to explain the composition or the processes that take place at the atmosphere (Ex: present simple).
	Skills /Discourse	§  Use the correct scientific terminology in texts and argumentation involving scientific content.   §  Understand and interpret messages about natural sciences.
4. Contextual and cultural elements		This unit is totally connected with the natural environment that rounds students and they will know what happens with the atmosphere in which they live and the air they breathe.
5. Cognitive processes		The student must develop a number of cognitive processes in order to do the proposed activities and tasks. They must develop the skills of knowledge acquisition, comprehension, application, analysis, synthesis, memorization and evaluation.
6. Tasks		The tasks in this unit have to do with group projects in which students will have to create scientific projects in order to observe the weather.
6. Activities		The activities in this unit are exercises that consist in checking students’ knowledge about the topic. In this sense, they will have to do activities of specific vocabulary and reasoning.   §  Explanation and reading of the content   §  Activities of vocabulary   §  Experimental project
7. Methodology
Distribution and sequencing		Session 1: presentation of the topic and explanation of the content. Teacher’s explanation of the theory on the structure of the atmosphere. Then, students will do the activities related to the topic. Session 2:  teacher will explain theory on water cycle. Then students will do the activities individually. Session 3: students in groups will create a project to observe the weather.
Resources /materials		Text book, online resources, specific material for the project.
Basic competencies		§  Linguistic competence: This competence refers to the use of language (in this case especially the foreign language) as a tool for oral and written communication, learning, and self-regulation of thought, emotions and behaviour. Acquiring this competence means acquiring a fluency in oral and written language in various contexts related to the topic, so that students will should be able to explain, reason and debate about the atmosphere, climate and environmental issues.   §  Mathematical competence: acquiring mathematical competence means being able to use skills and approaches that allow one to reason mathematically, understand mathematical argumentation, express oneself and communicate in mathematical language, and use mathematical knowledge in combination with other types of knowledge.   §  Competence in knowledge and interaction with the physical world: This competence refers to the skill of interacting with the natural and man-made elements of the physical world, helping students to understand events, predict consequences and act in a way that contributes to improving and preserving their own living conditions and those of other people and living things.   §  Data processing and digital competence: Developing skill in this area involves using technological resources to resolve problems efficiently and having a critical, reflective attitude when it comes to assessing the information available.   §  Learning to learn: This competence is made up of two key elements: the first refers to students' ability to start learning, and the second to their ability to continue learning independently, and seek rational answers.   §  Autonomy and personal initiative: This competence refers to students being able to use their own judgement and have the initiative required to make and pursue individual choices and take responsibility for them.
8.      Assessment		Learn about the atmosphere’s structure and composition and the characteristics of its components. Identify how the atmosphere’s chemical components are related to different biological and meteorological processes. Learn about how the atmosphere protects life on our planet. Explain the effect the ozone layer has on the Earth’s surface. Explain the consequences of air pollution on global warming and how it affects living things. Identify the relationship between air quality and health, and learn about the main air pollutants. Percentage of assessment in this unit:        20 % participation and attendance        20 % activities and tasks        20 % final project        40 % exam