Science class according to CLIL methodology

Objective:  

Hereby we wish to expose the structuring, construction and carrying out of an academic activity where sciences are mixed with the English language, this is a methodology by which it is sought that students can acquire significant learning in which they acquire knowledge of different subjects through one, in addition, this blog can be a script tool that allows other teachers to have a clear idea of how to implement a science class in conjunction with an English class.

Introduction: 

Education is that door that allows us to expand our knowledge to different topics, which is why it is important to take all the necessary guidelines to generate a truthful and meaningful education in students; Planning, developing and applying each of the guidelines for creating a class is of utmost importance, since each one brings with it a part that is fundamental to achieve the learning objectives that are desired in the students, in addition, it is It is important to follow each of the steps to be able to have order and follow-up on what you want to teach so that everything is coherent.

Activitys:

Presentation:

The teacher begins the class by talking to the students about the universe, more specifically the solar system, and also asks the students questions about it, for example:

  Had you previously learned this topic in English class?

  What is your favorite planet?

Do you think there could be more planets?

What is the order of the questions?, among others to verify previous knowledge.

After this, the teacher makes a complete presentation about the solar system in general where he presents an educational video on the topic to improve teaching and make learning easier.

Create groups of students in which they can discuss things they learned from watching the video and what captivated them most.

In addition, he specifies that science will be learned in an English class, which allows for meaningful learning and that Spanish can be used, but only as a last option.

Practice:

Taking into account the information previously received and the teacher's guidance, students will form collaborative groups and develop the following activities:

1. Draw and color and name all the planets in the solar system in correct order.

2. Answer the following questions.

What is the third planet in the solar system?

What is the color of the planet Mars?

What is the closest planet to the sun?

What is the name of the planet we live on?

What is the largest planet in the solar system?

What is the name of the planet that is surrounded by rings?

What is the name of the coldest planet in the solar system?

Production:

The students must continue in the collaborative groups they formed, then the teacher will have some color prints of the planets, the teacher will stand in front of the students and they will have to raise their hand, the first group to raise their hand will have the word, then 1 student in the group will have to say the correct name of the planet in English and come forward to write a sentence with the name of the planet. Taking into account that they have said the correct name of the planet shown in the image, otherwise the activity will continue until some group answers correctly.

Evaluation: 

The teacher asks the students to make a conclusion and reflect in front of the class and the topic seen will also be evaluated through the active school method, which takes into account the posture, development and participation in the class.

References: 

Hus, V., & Grmek, M. (2010). Didactic strategies in early science teaching. Taylor & Francis. https://www.researchgate.net/publication/254249619_Didactic_strategies_in_early_science_teaching

Enikő, S. (2013). Didactic Teaching Strategies For Successful Learning. Open this document with ReadSpeaker docReaderPadi.psiedu.ubbcluj.ro. http://padi.psiedu.ubbcluj.ro/pedacta/article_3_2_5.pdf.

Kennepohl, D. K. (2016). Teaching Science Online : Practical Guidance for Effective Instruction and Lab Work: Vol. First edition. Stylus Publishing. Situated Science Learning for Higher Level Learning with Mobile Devices, 10 (156-167). Recuperado de https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1302143&lang=es&site=eds-live&scope=site

Lamanauskas, V. (2011). Some Aspects of Natural Science Literacy and Competence of Primary School Teachers. Scientiasocialis.lt. http://www.scientiasocialis.lt/pec/node/files/pdf/vol36/5-9.Lamanauskas_Vol.36.pdf.

Ntuli, T. G., Nkanyani, T., & Mudau, A. V. (2022). The influence of instructional strategies on natural science teachers teaching practices in rural classrooms. International Journal of Research in Business & Social Science, 11(7), 258–266. https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=160276942&lang=es&site=eds-live&scope=site