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ISTITUTO COMPRENSIVO “ MARIO RAPISARDI”

SCUOLA SECONDARIA DI PRIMO GRADO: “L. PIRANDELLO”

MODULO CLIL

Titolo del modulo:

GLOBAL WARMING

UNIT 1:

WHAT IS GLOBAL

WARMING

LESSON 1

LESSON 2

UNIT 2:

THE EFFECTS OF

GLOBAL WARMING

LESSON 1

LESSON 2

LESSON 3

UNIT 3:

CAUSES OF

GLOBAL WARMING

LESSON 1

LESSON 2

UNIT 4:

THE SOLUTIONS

LESSON 1

LESSON 2

UNIT 5:

PRODUCTION

LESSON 1

LESSON 2

LESSON PLAN

‘Global Warming’

Teachers: Antonia Messineo Ruggieri Giovanna

Class: II D Starting date Ending date

Subject Area: Geography

Cross-curricular subjects: History – Geography - Social studies - English

UNIT ONE

UNIT TOPIC: What is ‘Global Warming’?

N° of lessons: 2 Timing: about 3 hours

WALT (WE ARE LEARNING TO) Through this Unit children will learn to: recognize the characteristics of Global Warming

LESSON ONE

Learning objectives

timing Teaching procedure/ Activities

Interaction Language identification (Lexis and structures)

Teaching aids and learning materials used

Behavioural objectives -To listen to the classmates in a respectful way -To play and work in group nicely. -To complete the given tasks. -To work in group and adopt a “Think/Pair/Share” approach. Language objectives

5’ 25’

Warm up: Introducing the topic and the CLIL project Main Activities: Step 1:

Brainstorming

The teacher (T) writes ‘Global Warming on the board and elicits the students’ thoughts /

Whole class Whole class

“Do you know what CLIL is? – Why are we speaking English?” “What do you know about Global Warming? - You can tell me the words in Italian, but I’m going to write them in English on the board, pay attention!”

Blackboard Exercises book

-To know specific scientific language Key vocabulary Content objectives -To understand

the characteristics

of ‘Global

Warming’.

-To look for

images

40 m 30 m 20 m

foreknowledge about the topic in L1; the given keywords will be translated in English and written on the board. Step 2: Create

vocabulary posters

In groups of 3 or 4, students (SS) will make posters with words and pictures concerning ‘Global Warming’. Posters will be fixed on the walls. Step 3: Define

‘Global Warming’

In pairs, SS are asked to look for a definition of ‘Global Warming’ in the dictionary and write it in their exercise-book. Follow up: T asks SS to copy the keywords in different colours in their exercise-books.

Groupwork Pairwork Individual work

“Now, look at all these words: Greenhouse gases - ozone hole – air – UV rays… - Prepare posters with all these words and pictures about ‘Global Warming’. Put the posters on the walls of your class.” “Look for a definition of ‘Global Warming’ in the dictionary. Try to understand it. Write it in your exercise-book.” “To finish our lesson, let’s have some fun! Write the key words in different colours in your exercise-books”.

Posters, Drawing materials, Pictures Dictionaries Pens Exercise-books Exercise-books Felt-tip pens

Assessment: Observation grid

LESSON TWO

Learning objectives




Behavioural objectives -To listen to the

15 m.

Warm up: Brainstorming/ feedback

Whole class

“Do you remember last lesson’s keywords? – Which

Blackboard Exercise-book

classmates in a respectful way -To play and work in group nicely. -To complete the given tasks. -To work in group and adopt a “Think/Pair/Share” approach. Language objectives -To know specific scientific language Key vocabulary Content objectives -To understand

the characteristics

of ‘Global

Warming’.

30 m. 15 m.

T asks SS to recall last lesson’s keywords and writes them on the board. Main Activity: Step 1:

T asks SS to read their definition of ‘Global Warming’ in turns. Together SS choose the best definition and write it in the centre of a poster. Follow up: One student (S) reads a definition at the time and the other S must guess the word to which it refers.

Whole class Pairwork

are they?” “In turns, read your definitions of Global Warming. Together choose the best definition and write it on a poster for your class. “To finish our lesson, let’s have some fun! In pairs, one student reads a definition and the other must guess to which word it’s referring to.”

Posters, Drawing material Exercise-book


UNIT: TWO

The effects of ‘Global Warming’

UNIT TOPIC: The effects of the ‘Global warming’


WALT (WE ARE LEARNING TO) Through this Unit children will learn about the Global Warming’s effects.

LESSON 1

Learning objectives




Behavioural objectives -To listen to the classmates in a respectful way -To play and work in group nicely. -To complete the given tasks. -To work in group and adopt a “Think/Pair/Share” approach. Language objectives -To know specific scientific language Key vocabulary Content objectives -To understand

the effects of the

Global Warming.

-To search images

20 m 60 m

Warm up: Brainstorming / Feedback T invites SS to remember the last lesson’s activities. Main Activities: Step 1: Word

definition: Each group chooses one or two among the following words: Greenhouse gases – Deforestation – Ozone hole – Melting glaciers – Hurricanes – Rising sea levels, and finds the proper definition using a dictionary. Then SS copy it in their exercise-books.

Whole class Groupwork

“What do you remember about the last lesson’s activities? - Do you remember what ‘Global Warming’ means?” “Choose one or two words among: Greenhouse gases – Deforestation – Ozone hole – Melting glaciers – Hurricanes – Rising sea levels. - In groups, elaborate a definition of the words. Write them in your exercise-books. You can find definitions in the dictionary or browsing the Internet.

Blackboard Notebook Dictionary Internet Pens Exercise-books

20 m 20 m

Step 2: Open

class discussion, Note-taking

Each group explains to the class the meaning of the chosen words. SS take notes.

step 3: Follow

up – Memory Game

SS write the definitions and the referring words on cardboards. Then they use them to play ‘Memory’.

Whole class Groupwork

Now, in turns each group explains the meaning of their words to the class. – You can take notes of what your classmates say or write keywords. “To finish our lesson, let’s have some fun! – Write the words and the definitions on different pieces of cardboard.” “Let’s play ‘Memory’!”

Pens Exercise-books Self-made flashcards Pens Felt-tip pens


LESSON 2

Learning objectives




Behavioural objectives -To listen to the classmates in a respectful way -To play and work in group nicely. -To complete the given tasks. -To work in group and adopt a “Think/Pair/Share” approach. Language objectives -To know specific scientific language Key vocabulary Content objectives

15 m. 30 m.

Warm up: Brainstorming / Feedback T asks SS to recall the last lesson’s activities and the effects of ‘Global Warming’. Main Activity: Step 1: Create

vocabulary

posters

SS read the definitions they found during the last lesson and copy them on paper sheets that they will put on the

Whole class Whole class

“What did we talk about last lesson? – What are the effects of ‘Global Warming’? Together read the definitions you found during the last lesson’s activities and write them on paper sheets. Use different colours and make drawing. Then put them on

Blackboard Exercise-books Posters, Drawing materials Pictures

-To understand

the effects of the

Global Warming.

15 m.

walls of the classroom. Follow up:

Interview In pairs, SS will interview his/her classmate about the meaning of the words, improving pronunciation.

Pairwork

the walls of the classroom. “To finish our lesson, let’s have some fun! In pairs, interview your partner as if you were from the local TV station and ask him/her if he/she knows what … is.”

- -


LESSON 3

Learning objectives





the effects of the

Global Warming.

-To search images

20 m 40 m 40 m

Warm up: Brainstorming / Feedback T asks SS to recall the last lesson’s activities and the effects of ‘Global Warming’. Main Activities: Step 1:

Re-order T gives each group of SS some sheets. Each sheet contains a part of the Global Warming process history. SS must read and re-order the parts. Step 2:

Discussion and questionnaire

T distributes a questionnaire. In

Whole class Groupwork Groupwork

“What did we talk about last lesson? – What are the effects of ‘Global Warming’?” “Today we’re going to talk about the history of the Global Warming process. Each sheet contains a part of this process. Put the parts in order. You can use a dictionary or browse the Internet if you need it.” “This is a questionnaire. Together discuss about the Global Warming process

Blackboard Exercise-books Vocabulary Internet Pens Exercise-books Questionnaire Pens notebook

20 m

each group SS discuss about the Global Warming process and answer the comprehension questions. Follow up: Reading In turns, SS read aloud the text about the Global Warming process.

Whole class

and find the answers to the comprehension questions. “Now, one at the time, we’ll read the text out aloud.

Text

Assessment: Observation grid; Questionnaire.

UNIT THREE

Causes of ‘Global Warming’

UNIT TOPIC: Causes of the Global Warming


WALT (WE ARE LEARNING TO) Through this Unit children will learn what are the causes of the ‘Global Warming’

LESSON 1

Learning objectives





the causes of the

Global Warming.

-To search image

20 m 20 m 40

Warm up: Brainstorming / Feedback T invites SS to remember the last lessons’ activities. Main Activities: Step 1:

Listening T reads a text about the causes of Global Warming. SS must try to understand 1) what the text is about; 2) which are the causes. Step 2:

Questionnaire

Whole class Whole class Pairwork

“What did we talk about during the last lessons? – What are the effects of ‘Global Warming’? – Do you remember the history of the Global Warming process?” “Now I will read a text. Listen carefully and try to find out what it is about.” (1st task) “Now that you know it’s about the causes of Global Warming, try to find out which are these causes according to the author.” (2nd task) “Now read the text and together answer

Blackboard Exercise-book - - Text with questions

m 40 m

T gives the text and a questionnaire to each couple of SS. In pairs, SS will read the text and answer the questions. T goes around the class and corrects the answers in the SS’ exercise-books.

Follow up: Reading SS read the text out aloud, one at the time.

Whole class

the questions, writing the answers in your exercise-books.” “Read the text.” “Now it’s your turn.”

Pens Exercise-books Text


LESSON 2

Learning objectives





the causes of the

Global Warming.

15 m. 30 m. 30 m

Warm up: Brainstorming / Feedback T invites SS to remember the last lessons’ activities. Main Activities: Step 1: Reading

a diagram T invites SS to observe the diagram at page 204 in their geography book. SS write the answers to the T’s questions in their exercise-books. Step 2: Reading

a thematic map T invites SS to observe the thematic map at page 207 in their

Whole class Individual work Individual work

“Do you remember what we talked about during our last lesson? – What are the causes of ‘Global Warming’? “Open your Geography books at page 204. Look at the Diagram.” “Now listen to my questions and write the correct answer in your exercise-books. Are you ready? The first question is…” “Now turn to page 207. Look at the thematic map.” “Now listen to my questions and write the correct answer in

Blackboard Notebook Computer

Pens Exercise-book Geography book Pens Exercise-book Geography book

15 m

geography book. SS answer the T’s questions. Follow up: Reading and correcting. One S at the time reads his/her answers to the class and together they correct them.

Whole class

your exercise-books. Are you ready? The first question is…” “Now let’s correct the answers. Can you read your answer to question number one, please? – Is that correct? Do you all agree?”

Exercise-book


UNIT FOUR

The solutions

UNIT TOPIC: The solutions


WALT (WE ARE LEARNING TO) Through this Unit children will learn the possible solutions to Global Warming

LESSON 1

Learning objectives





the solutions to

the Global

Warming.

30 m 30 m

Warm up/Main Activities: Step 1:

Brainstorming T writes the words ‘Global Warming’ in the centre of the board and asks SS to say what they’ve learnt during the previous lessons. T writes the SS’ answers so as to form a mind-map that each S will copy in their exercise-books. Step 2: Create

a mind-map T writes the word ‘Solutions’ in the centre of the board, drawing

Whole class Pairwork

“Let’s make a mind-map all together. What do you remember about the Global Warming? Tell me the words and I will write them on the board.” “Now, copy the mind-map in your exercise-book.” “Compete the map looking at page 205 of your Geography book. Help yourself with the text.” “You can use the

Blackboard Exercise-book Blackboard Pens Exercise-book Geography book

-To search images,

vocabulary

20 m 20 m 20 m

arrows leaving the word to make an empty mind-map. With the help of a dictionary, SS will complete the map writing the solutions they can find at page 205 of their Geography book. Step 3:

Listening T reads the text “What do you do?”. SS listen carefully to understand. Step 4:

Questionnaire T gives the text and a questionnaire to each couple of SS. In pairs, SS will read the text and answer the questions. T goes around the class and corrects the answers in the SS’ exercise-books.

Follow up: Watching a video: “What is climate change”

Whole class Pairwork Whole class

dictionary.” “Now listen carefully. What is the text about?” “What are the things we can do?” “Now read the text and together answer the questions, writing the answers in your exercise-books.” “To finish our lesson, let’s have some fun! Let’s watch this video. It is about ‘Climate Change’.”

Dictionary Text Text Pens Exercise-books - -


LESSON 2

Learning objectives





the solutions to

the Global

Warming.

15 m. 30 m. 30 m 30 m 15 m.

Warm up: Listening to and singing a song T plays Jack Johnson’s “3R’s Song” that talks about ‘re-use, reduce, recycle’. Main Activities: Step 1: Fill in

the grid T gives SS an incomplete grid written in English. SS must complete the grid writing in English with the help of a dictionary and of the Geography book (page 208) Step 2: new

key vocabulary Each group explains the definition of the new words to the class. Then SS write the new words on paper sheets and put them on the walls of the classroom. Step 3:

Complete SS must complete the text “What can I do?” with the help of the graphic at page 208 of their Geography book. Follow up: Game: What’s the action? T shows SS flashcards representing actions preventing

Whole class Groupwork Whole class Pairwork Groupwork

“Do you remember which are the solutions we found during the last lesson? Now listen to this song and let’s see if the author found the same solutions.” “Let’s sing all together!” “Try to give a definition of these words. Look at page 208 of your Geography book. You can use the dictionary.” “Group one: can you explain the definition of… - Group two, it’s your turn: explain what … means.” “Now write the new words on these sheets. When you’ve finished we’ll put them on the walls.” “Read the text and complete it putting the missing words. Help yourself with the graphic at page 208 of your Geography book.” “To finish our lesson, let’s have some fun! Let’s play a game. I’ll show you some flashcards and you must say what actions

CD CD-player Exercise-book Pens Dictionary Geography book Paper sheets Pens Pens Exercise-book Geography book Flashcards

carbon dioxyde release in the atmosphere. SS must say what action they represent.

they represent.” “Well done! Group … won!”


UNIT FIVE

Final products

UNIT TOPIC: Production of materials to show during the ‘Green Day’ in Canicattì


WALT (WE ARE LEARNING TO) LESSON 1: POWER POINT Realising one or more PowerPoint files LESSON 2: Plastic model Realising a plastic model showing the Global Warming effects on the planet.

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