Liceo Scientifico G. Fracastoro (Verona)

The colligative properties

Author:Daniela Sinigaglia

a.s. 2015_2016

This work is licensed under a Creative Commons “A t-tribution 4.0 International” license.

Contents

1 INTRODUZIONE 4

2 PROGETTAZIONE DEL MODULO 6

3 DESCRIZIONE DEL MODULO 7

4 DESCRIZIONE DELLE UNITÀ 94.1 Unit 1: What is CLIL/Why CLIL . . . . . . . . . . . . . . . . . .4.2 Unit 2: What do you know about ice cream, salt on the highway

9

in winter or frozen frogs? How are ice cream , salt and frozen frogsrelated? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

4.3 Unit 3: : How the frozen frogs can survive? . . . . . . . . . . . . . 114.4 Unit 4: The main concepts of the colligative properties . . . . . . . 134.5 Unit 5: Making ice-cream! . . . . . . . . . . . . . . . . . . . . . . . 144.6 Unit 6: The connection between colligative properties and the real

world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154.7 Unit 7: Let’s summarize . . . . . . . . . . . . . . . . . . . . . . . . 164.8 Unit 8: Let’s prepating the final task . . . . . . . . . . . . . . . . . 174.9 Unit 9: Let’go to present the product . . . . . . . . . . . . . . . . 18

ACTIVITIES 205.1 Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

5.1.1 Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205.1.2 Activity 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

5.2 Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215.2.1 Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

5.3 Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

1

5.5 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315.5.1 Activity 2a . . . . . . . . . . . . . . . . . . . . . . . . . . . 315.5.2 Activity 2b . . . . . . . . . . . . . . . . . . . . . . . . . . . 325.5.3 Activity 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

5.6 Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375.6.1 Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375.6.2 Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

5.7 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385.7.1 Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385.7.2 Activity 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

5.8 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405.8.1 Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405.8.2 Activity 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415.8.3 Activity 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425.8.4 Activity 4a . . . . . . . . . . . . . . . . . . . . . . . . . . . 425.8.5 Activity 4b . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

6 VALUTAZIONE 446.1 QUESTIONARIO DI VALUTAZIONE DEL PROGETTO CLIL

PER STUDENTI . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

INTRODUZIONE

L’attività è stata proposta ad una classe quarta ad indirizzo Scienze applicate delLiceo Scientifico Fracastoro di Verona, la classe è attualmente composta da 18studenti generalmente attenti e partecipi a lezioni, attività didattiche e disponibilia mettersi in gioco nei riguardi di nuove proposte. La scelta del modulo didatticoè giustificata dall’esigenza di sviluppare tale argomento come programma di studie nello stesso tempo dalla possibilità di impostare il lavoro anche secondo un ap-proccio laboratoriale.

Da un punto di vista disciplinare il progetto si propone di esaminare alcune pro-prietà colligative delle soluzioni (abbassamento crioscopico ed innalzamento ebullo-scopico) e le loro relazioni con la natura e la vita quotidiana. IL successo di questomodulo dipende dalla capacità dell’insegnante di dimostrare l’interconnessione didiscipline scientifiche. (Perchè le rane che vanno in ibernazione, lo spargere , ilsale sulle strade e nebbie ghiacciate , il fare il gelato senza gelatiera sono eventiapparentemente correlati? Quali concetti della fisica e della chimica possiamo uti-lizzare per interpretarli e spiegarne le interconessioni?)

Le attività si sono articolate in momenti di discussione in classe e di lavoro digruppo nei laboratori. In sintesi poche lezioni frontali, uso di , esemplificazionee ripetizione dei concetti veicolati in lingua inglese, learning by doing , problemsolving. Gli studenti hanno lavorato individualmente, ma anche in gruppo sia inclasse sia in laboratorio.

Come valutazione finale gli studenti hanno progettato e presentato una pre-sentazione multimediale in lingua inglese in cui hanno inserito in modo autonomovideo trovati in rete ma non proposti in classe e video di esperimenti effettuati daloro a casa (un gruppo ha anche inserito lo script). Oltre a questo momento divalutazione sommativa ho previsto anche momenti di valutazione formativa qualiinterventi, spiegazioni date ai compagni, momenti di riflessione sul percorso fatto.Ho somministrato anche un questionario di valutazione del modulo che compren-deva anche un autoriflessione per lo studente.

PROGETTAZIONE DELMODULO

School LICEO SCIENTIFICO FRACASTOROTeacher – responsi-ble for the CLILproject Other teach-ers

DANIELA SINIGAGLIA

Class involved 4 B LICEO SCIENZE APPLICATESubjects involved CHIMICALevel of languagecompetence of the class

B1 INTERMEDIATE

Project phases:(Month – phase)

1 fase (agosto-settembre): scelta dell’argomento e rifles-sione sulla metodologia Clil funzionale allo sviluppo del modulo;definizione del progetto nelle linee generali e in- dividuazionedelle UD; ricerca, analisi, ricerca dei mate- riali.Comunicazioneal DS della classe coinvolta. 2 fase ( settembre-novembre):Comunizazione in Collegio dei Do- centi e nel Consiglio diclasse; svolgimento della UD, valu- tazione disciplinare,valutazione del percorso, relazione nel consiglio di classe diquanto emerso a fine progetto.

Resources Loca-tions, materials

Lim, laboratorio di informatica, laboratorio di chimica., pro-grammi per la produzione di presentazioni, mappe mentali,lavagne interattive e condivise, ambienti per la condivisione delmateriale.

DESCRIZIONE DELMODULO

Template 2 – The CLIL Module / UD – General Planmodule The colligative properties of solution: theory and practice

Teaching Units

1. What is CLIL / why CLIL2. What do you know about ice cream, salt on the highway in winter or frozen frogs?How are ice cream , salt and frozen frogs related?3. How the frozen frogs can survive?4. The colligative properties’main concepts5. Make ice cream!6. The connection between colligative propertiesand the real world7. Let’s go summarize8. Let’s go to prepare the final task9. Let’go to present the product

Teacher Daniela SinigagliaDiscipline Chimica

TimelineAgosto-Settembre: progettazioneOttobre-Novembre: realizzazione

Content (subjects) Le proprietà colligative delle soluzioni e le loro applicazioninel mondo reale

Materials Testi autentici reperiti sul web, modificati e adattati, testi diproduzione originale, animazioni e video didattici da risorse web, software per la produzione di cross-words, ...

Relevant webliography

laricerca.l o esc her.itonesto p english.comquizlet.com riviste.unimi.it think p ort.org rubistar.4teac hers.org

Template 2 – The CLIL Module / UD – General PlanRelevant

Bibliography Coonan Carmel M. 2012 (seconda edizione). La LinguaStraniera Veicolare. Torino: Utet. Bentley Kay. 2010. TheTKT Course CLIL Module. Cambridge: Cambridge Univer- sityPress.

Pre-requisites -content Conoscere e padroneggiare in L1 la terminologia specifica rel- ativa

al concetto di soluzione e soluto, concentrazione, legami chimici,passaggi di stato, primo principio della termidinam- ica.

Aims Objectives –con-

tent(measurable)Saper definire le proprietà soluzioni e saperle utilizzare, ri-solvere problemi, effettuare esperimenti, analizzare ed inter-pretare dati. Prevedere risultati. Applicare I concetti acquisiti perinterpretare fenomenti del mondo che ci circonda.

Aims Objectives –lan-

guage(measurable)Utilizzare lessico chiave, frasi verbali, strumenti discorsivi percomprendere testi tecnici scritti e orali (animazioni, video, in-terviste) in generale e in dettaglio relativi al tema affrontato, persaper descrivere immagini, confrontare fare previsioni, de- duzionirelativamente ad un particolare fenomeno osservato, interagirein piccoli gruppi o in classe per discutere gli argo- mentiaffrontati.

Objectives – study/ learning skills Capacità di applicare quanto appreso a contesti diversi, in- tra

ed interdisciplinari; capacità di interpretare correttamentesituazioni e fatti conosciuti; capacità di analizzare le infor-mazioni dimostrando abilità di giudizio

Cross - curricularobjectives Saper utilizzare, ricercare, informazioni per costruire presen-

tazioni; saper utilizzare informazioni per interpretare infor-mazioni in contesti diversi (vedi imparare ad imparare)

Procedures(classroom

management)Lezione partecipata con utilizzo di materiali multimediali(lim)attività in coppia o a piccoli gruppi e talvolta individuale.Attività di laboratorio Utilizzo di LS; L1 sarà utilizzata solo perI concetti più complessi.

Assessment Verifica formativa e sommativa ( produzione di una presen-tazione)

Remedial work /reinforcement Attività di rinforzo e revisione linguistica e di contenuti

7

DESCRIZIONE DELLE UNITÀ

4.1 Unit 1: What is CLIL/Why CLIL

Objectives:

• Content: to know the principles of Clil

• Language: Comparative adjectives, transitional words/phrases for compare/contrastsuch as however, but, besides, though, although, yet, whereas, on the one hand/on the other hand, in contrast, superlatives, present tense, past tense,because clauses to explain the differences, past tense, conditional.

Skills: Recognize the teacher’s role and the student’s role in CLIL; identifythe differences, analysing / categorizing / comparing, identify the advantagesand disadvantages of the clil’s method, to sum up Clil, to identify what could bediffi- cult for the students in the clil method.

Description: The teacher explains the students what they’ll have to do: theaim is to understand what is CLIL and why is a good idea to do science using thismethod. The teacher can show for example two videos about clil and ask to noteideas, concepts, key words about what and why clil can be a good method for theclass. Discussion time: the students take their own notes and discuss in group.Problem question: Find advantages and disadvantages to learn Science using CLIL.

Activity 1 (6 min.): show the videos and ask the students to note ideas, con-cepts, key words about this teaching method while they are watching the videos(see section 5.1.1).

Activity 2 (10min): Divide the class in group, hand out one copy of the chart to each group and ask students to complete the chart. Get feedback from the groups, encouraging students to use comparative adjectives transitional words/phrasesfor compare/contrast such as however, but, besides, though, although, yet, whereas, onthe one hand/on the other hand, in contrast, superlatives (see section 5.1.2).

Activity 3 (10min): display the chart on whiteboard, pick one student from eachgroup and ask to explain their ideas. Write the main ideas in the chart onwhiteboard.

Activity 4 (10min) (whole class) pick one/two students and ask them tosummarize the main points of the lesson and to identify the difficulties that theycould meet using clil in science. (the most frequent answers were: speaking ,reading and the comprehension of concepts, because we don’t know specific wordsand/or we don’t speak English fluently; it is a n engaging way to learn ).

Materials: links to videos

• video 1: https://www.youtube.com/watch?v=FEgY - _KFkKc

8

• video 2: https://www.youtube.com/watch?v=9HhVnG0AYfI

4.2 Unit 2: What do you know about icecream, salt on the highway in winter orfrozen frogs? How are ice cream , salt andfrozen frogs related?

The teacher begins the lesson summarising the last lesson asking to one-two stu-dents to help him/her. This moment is a good opportunity to see again the specificvocabulary: and to improve speaking skills. To reach all that the teachers can ask tothe students to use their mobile phone/or tablet to implement a lino.com page or theglossary on quizlet.com. Access prior knowledge and capture student interest byasking them the following questions: "Why is salt put on highways during icing weatherconditions? Can animals that are frozen be brought back to life? What happens tohuman red blood cells, tissues, and organs when they are frozen?" Ac- cept allreasonable answers and facilitate discussion within the class. The teacher can continuesaying: Today we are going to begin a study of a specific colligativeproperty used by frogs, in the making of ice cream and in melting ice onthe roads ."

Objectives:

• Content: to know colligative properties of solution , the effects of salt on highway, calculate freezing point depressio

• Language: present tense, past tense, because clauses, conditional tense, modal verbs

Skills: describe colligative properties using examples, explain why salt de-crease the freezing point and increase the boiling point of a solvent. Calculate thedepressed freezing point of a salt solution. Recognize the interconnection between thephysical and biological systems

Activity 1 (30 min) : The lesson has to be done in the technological room oryour students have to have a tablet or a pc. Show the videos and ask students towrite down the words that they don’t know. Give the students the glossary’sworksheet or say to them to go on the quiz let website. In quizlet.com you canshare your tests, flash card glossary with your class. Ask to add the new words tothe glossary; the students can then search the translations and meanings on adictionary (see section 5.2.1).

Activity 2 (15 min):While viewing video at https://www.youtube.com/watch?v=TYJv -wxwvLw Watch together the video (3’59”) but TURN OFF THE VOLUME. Ask the students to explain what the scientists and Alan are doing in the forest. Keep the volumeoffand continue watching until the frogs are frozen, then PAUSE the tape. Ask if it ispossible for the frog to be still alive. CONTINUE with the tape until the frogs are

9

around again. Have students describe what is remarkable about the Canadian woodfrogs’ ability to survive in cold weather.Post viewing video: How will the students use the information they gathered while viewing the video? After the video students will engage in Activity 3.

Activity 3 (20 min):ask the students to complete the K and W portion of the IceCream KWL Chart, the frogs’ one, what they already know about ice cream andfrozen frogs and to brainstorm into areas what they do not know about it. Hand outone copy of the chart to (KWL) each student and ask them to complete the chart witha partner. The students will be asked to complete the third chart’s part in the activity2 of the lesson 6. Get feedback from the groups, encouraging students to use presenttense, past tense, because clauses,conditional tense modal verbs.

Materials: worksheets, video (https://www.youtube.com/watch?v=TYJv -w xwvLw )

4.3 Unit 3: : How the frozen frogs can sur- vive?

Objectives:• Content: explain the solute’s effect in a solution’s properties, investigate the different behaviour of a glucose solution 1m , 2m, 4m and NaCl solution 1m, 2m, 4m

• Language: imperative forms, impersonal pronouns or second person, se- quencing connectives( then, next, adverbs how to do things)

Skills: analyse data and compare the different results in the two situation (salt andglucose) giving the reasons, recognize the interconnectedness of the physical andbiological systems, explain how a glucose solution (sugar water) can behave as anantifreeze.

Activity 1 (15 min): in this activity students have an article about colliga- tiveproperties in the real world and they have to use this article to understand someconcepts, review specific vocabulary and expand their vocabulary using three phases: prereading, while reading, after reading(see section 5.3.1).

Activity 2 ( 60 min): Can Glucose increase the boiling point of water ? Can NaCl increase the boiling point of water? Which is the differ- ence?

This is a laboratory activity. The experience consists in the measurement of theboiling temperature of 3 solutions – one of glucose, one of sucrose and one of NaCl-having the following concentrations: 1m, 2m, 4m. From the experiment we aspect thatthe same concentrations of the glucose and saccarose solutions have the same∆T. At the contrary, due to the fact that NaCl is an electrolyte, ∆T for the Nacl willbe different (see section 5.3.2).

Students are divided into six groups. Two groups test the glucose solution, two thesucrose solution and two the solutions of NaCl. They measure the boiling tem- peratureof the solutions and then analyse the data and discuss the results at home individually.Before the lab activity the teacher supported the comprehension of the recipe using a

10

pre-laboratory activity ( point A and B ). At the end of this experiment the studentsdiscover by analysing the data and by plotting the boiling temperature of the differentsolutions in function of different concentrations that the boiling point temperaturerise depends on the number of particles dissolved and doesn’t depend on thedissolved substance and its concentration.

Homework: related to laboratory activity the students have to analyse data andto answer to the questions. (see activity 2 lesson 3 point C and D).

Materials:copy of worksheets, materials for experiment described in the ac- tivity2.

11

4.4 Unit 4: The main concepts of the colliga- tive properties

Objectives:

• Content: to know ∆T= Keb* m *I and ∆T= Kcr* m *I , the van’t Hofffactor

• Language: present tense • past tense • because clauses conditional tense modal verbs

Skills: define ∆T= Keb* m *I and ∆T= Kcr* m *I , describe colligative prop-erties using examples, explain why salt decrease the freezing point and increasethe boiling point. define the van’t Hoff factor. Calculate boiling point elevationsand freezing point depressions for both non-electrolyte and electrolyte solutions.Predict what happens to a boiling point solution when we change the solvent (seesimulated experiment). Explain what the term colligative means.

Activity 1(10 min): the students compare their answers (see homework les-son 3) and the teacher can record the data about the students’ speech. (formativeassessment).

Activity 2 (35 min): the teacher show the video(http://www.youtube.co m/watch?v=z9LxdqYntlU that explains thereasons behind and the match involved in the boiling point elevation and freezingpoint depression. Learners listen to the video twice: first they understand theconcepts in general and the second time they have to complete a sentence. Theteacher, before showing the video, has to give the worksheet to the students andhave to explain them the concept that will be explained later in the video (seesection 5.4.1).

Activity 3 (30 min): this activity has to be done in the computer’s room (orin the classroom, but your students have to have their tablet, or laptop) because thestudents are involved in a simulated experiment http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/propOfSoln/colligativ e.html . The teacher explains to the students that they have to choosedifferent solutes, different solvents, different solution’s concentration and toobserve what happens. Then they have to discuss together in group and completethe worksheet in pairs (see section 5.4.2).

Activity 4 (15 min): the students have to do a padlet page https://padlet.com/ about what they have learnt during the previous lessons and activities.Padlet is is a virtual wall that allows people to express their thoughts on a com-mon topic easily. It works like an online sheet of paper where people can put any

content (e.g. images, videos, documents, text) anywhere on the page. The teacher explains how to built a padlet page (see section 5.4.3).

Homework: the students have to resolve some problems about colligativeproperties.

Materials: worksheet; videos, padlet.com, simulated experiment

4.5 Unit 5: Making ice-cream!

Objectives:

• Content: colligative properties, freezing point

• Language: because clauses, conditional tense, modal verbs, imperative forms,impersonal pronouns or second person, sequencing connectives (then, next,adverbs how to do things)

Skills: planning and carry out investigations, cooperating with others, locat-ing and interpreting information, observing, recording results, summarizing, usingknowledge.

The teacher begins the lesson marking the homework with the whole class:pick one /two students and ask them to tell the resolution of some exercise. Theteacher needs to emphasize the connection between the previous activities. Firststudents were asked what they know about ice cream. Then they observed a videoabout frozen frogs and performed a series of investigation verifying what they ob-served in the video. Now they are making ice cream to determine a freezing pointdepression. How are these events related? Focus the class by restating the overallchallenge question and discussing the colligative property of freezing point depres-sion.

Activity 1 (10 min): To help the students the teacher can use a slide withthe frozen-frogs image, the ice cream image and the salt on the road image. Fromdiscussion might be carried out by students the connection between these threesituations. About the frozen-frogs and the salts on the roads: the solute decreasesthe freezing point of frog’s blood so they can live at lower temperature and de-creases the freezing point of water on the roads so we can drive with safety onsnowy roads. During the discussion one student writes on the white board thenew words to expanding the vocabulary. The main activity of this lesson is thelaboratory activity “ Let’s Make Some Ice Cream!” It presents some complex con-cepts , so the teachers could do two prelab activities analysing the inquiry’s recipeand what and why they could observe as results. It’s better to do this scaffoldingactivity because the chemistry of ice cream hides some thermodynamics physicalconcepts.

Activity 2a (pre-lab, 10 min) Let’s Make Some Ice Cream! Therecipe: In this activity the teacher divides students in groups and hand out one

copy of worksheet to each group asking the students to answer the question . Getfeedback from the groups, encouraging students to use language L2 (see section5.5.1).

Activity 2b (pre-lab, 15 min) Let’s Make Some Ice Cream! whatand why we observe these results?: The teacher, using a text ,can explainthe thermodynamics concepts which are essential to understand the chemistry ofice cream (see section 5.5.2).

Activity 3 (15 min): this activity is a brainstorming. The teacher picksone student from each group and ask them their ideas. Another students go to thelim and do a mind map.

Activity 4 (lab, 60 min) - Let’s Make Some Ice Cream!: In this ac-tivity students will be divided into lab partners/groups depending on the amountof materials available. Safety and cleanliness should be emphasized prior to theinvestigation. Students should not eat the material and all equipment should bethoroughly washed prior to use. Hand out one copy of recipe to every studentsand one copy with some question that can be used by the students to analysingdata and interpreting the results. The Teacher has to prepare the experiment’smaterials in the laboratory chemistry room (see section 5.5.3).

Homework: the students have to take again the initial flow chart (activity 3lesson2) and complete the third column about ice cream, frozen-frogs and salt.

Materials: worksheet; materials to do activity 4.

4.6 Unit 6: The connection between colliga-tive properties and the real world

Objectives:

• Content: the application of colligative properties in the real world

• Language: because clauses , present tense, past tense,conditional tensemodal verbs, sequencing connectives (then, next, adverbs how to do things.),specialistic vocabulary, cause-effect connectives.

Skills: comparing data, collecting and organising informations, summarising,using knowledge, to be aware of ourselves learning processes.

The teacher begins the lesson summarising the previous one and asking toone-two students to help her. This moment is a good opportunity to see again thespecific vocabulary and to improve speaking skills. To reach all that he teachercan ask the students to use their mobile phone/or tablet to build a lino.com pageor the glossary on quizlet.com that the students have be began in the previousactivity (activity 1 lesson2).

Activity 1 (15 min): the students compare in group their homework andthen the teacher calls one student to the LIM to do a summarising map to collectthe whole class ideas. The aim of this activity is to help the learners to becameaware of the learning processes (see section 5.6.1).

Activity 2 (25 min): : the teacher explains the goals of this activity: toidentify the connection between ice cream, frozen-frogs and salt. To reach thisaim they have to use the map(see activity 1 lesson 6) they have to identify thecommon concepts between ice cream, frozen-frogs and salt. The class should carryout the following idea: between ice cream, frozen-frogs and salt the connection isthe property of a solute dissolved in a solution to decrease the freezing point of sol-vent. This chemistry concepts can be used to understand some physical-chemicaland biological events.

Homework: the students must see at home the two parts of the video andmust complete the worksheet (see section 5.6.1).

Materials: worksheet.

4.7 Unit 7: Let’s summarize

Objectives:

• Content: revision of the main concepts of the module

• Language: because clauses , present tense, past tense, conditional tensemodal verbs, sequencing connectives( then, next, adverbs how to do things.),specialistic vocabulary, cause-effect connectives.

Skills:listening, speaking, comparing data, collecting and organising informa-tions, summarising, using knowledge, to be aware of ourselves learning processes.

Activity 1: the aim of this activity is to review the module concepts in pairusing the previous homework and the worksheet Collaborative Annotation Chart(see section 5.7.1).

Activity 2: The aim of this activity is to review and to consolidate the mod-ule’s concepts. During the lessons the students have been involved both theoreticaland practical activities, so they could use a padlet page to understand what knowl-edges they learnt during these activities (see section 5.7.2).

The teacher can propose one of her padlet page to the students telling them herobjectives. She can do this activity in the computer classroom, but if the studentshave mobile phones or tablets they can do it on them too. (the teacher have toshare the padlet page’s link by drop box). This activity is also an opportunityto introduce new concepts/ideas about the topic (photos, other videos, their ex-amples about the applications of colligative properties in the real world). In thisactivity padlet can be used as a tool to develop the 4Cs of Clil in a collaborativeway.

Materials: worksheet; padlet.com

4.8 Unit 8: Let’s prepating the final task

Objectives:

• Content: Identify key ideas and details to create a concise, engaging presen-tation. Identify the steps involved in planning a comprehensive presentation

• Language: imperative forms, impersonal pronouns or second person, se- quencing connectives( then, next, adverbs how to do things), specific words

Skills: selecting, ordering, reflecting and evaluating the informations

The teacher explain the final task and the assessment criteria to the students.She can do this discussing the rubric together. The aim of this lesson is also tosupport the students to hand over their final task. The teacher could:

1. Clarify to the students what is going to be said and to be written;

2. Help students notice the language they need to use at a word and sentence level

3. Help learners think about who they are speaking or writing to and why they are speaking or writing

4. Help learners to choose a way to file the materials they searched and theythink to select for their presentation

Activity 1: brainstorming activity: the teacher explain the final task and theassessment criteria to the students and presents the evaluation rubric (seesection5.8.1).

Activity 2: which tool can I choose for presentation? The teacher could reachthis aim by showing some presentations ( power point, prezi) to support the stu-dents to identify the better tool and to compare two different tools to presenta topic in a conference (see section 5.8.2).

Activity 3: what is going to be said and to be written? Which languageand sentence level did I use? The teacher could reach this aim proposing againthe presentations in the activity 2 to support the students to identify the sec-tions they probably have to insert in the presentation, to note the main as-pects that they have to consider when they are planning a presentation abouta topic. If she thinks it may be useful she can propose also a specific guide(at http://www.biosurvey.ou.edu/swan/PowerPointGuidelines.pdf .That all should raise the students’ interest and encourage conversationopportunities (see section 5.8.3).

Activity 4: how can I file and share the materials that I have searchedfor the presentation? To help learners to choose a way to file the materialsthat they have searched and they think to select for their presentation, the teachercould:

• show them a simple symbaloo webmix and ask them to discuss that in pairsabout its usefulness in a planning presentation topic.

• give them a practice task (in group) about symbaloo

(see section 5.8.4 and 5.8.5)Materials: worksheet; presentations, padlet.com, simulated experiment, sym-

baloo.com

4.9 Unit 9: Let’go to present the product

Objectives:

• Content: to be able a presentation about the topic.

• Language: because clauses , present tense, past tense, conditional tensemodal verbs, sequencing connectives( then, next, adverbs how to do things.),specialistic vocabulary, cause-effect connectives, passive.

Skills: listening, speaking, comparing data, collecting and organising informa-tions, summarising, using knowledge, to be aware of ourselves and of our classmates

learning processes. To be able to give a feedback

In this lesson, the students have to present them products. Teacher gives thema copy of the rubric evaluation. A the end of the presentation of each group thestudents are asked to evaluate their classmates’ performance. At the end of allpresentations the teacher gives to students a questionnaire to evaluate the mod-ule. Few days after the students’ presentations the teacher give to students herevaluations and discusses with the learners about the results of the questionnaire.

Materials: evaluation rubric; LIM, link to photos about “make ice cream”and the the students’ products:

• Photos: https://www.dropbox.com/sh/21c5o1p0nfiz6e3/AACrGVLcvtl

RNzwJc3r7iagwa?dl=0

• Group 1: https://www.dropbox.com/sh/taq82kyq5v7tdz8/AABnKl3EYet hH5wWeswyju9ea?dl=0

• Group 2: https://www.dropbox.com/sh/hkchw7ut7ukxgch/AACSx2sr6W3

8VVvO9xZWxaPpa?dl=0

• Group 3: https://www.dropbox.com/sh/3p5l161karh6ms1/AAD{_}35gwZ

pkTLYuQO3nHdOwSa?dl=0

• Group 4: https://www.dropbox.com/sh/3p5l161karh6ms1/AAD{_}35gwZ

pkTLYuQO3nHdOwSa?dl=0

• Group 5: https://www.dropbox.com/s/ur6krw2vxtivqbj/colligative_%20properties{_}%20group5.pptx?dl=0

• Group 6: https://www.dropbox.com/s/9y14x964jxw7wsw/colligative{_}%

20properties{_}%20group6.zip?dl=0

ACTIVITIES

5.1 Unit 1

5.1.1 Activity 1

While you are wacting the videos note ideas, concepts, key words about this teach-ing method.

5.1.2 Activity 2

Complete the chart to identify the advantages and disadvantages about the CLILmethod.

ADVANTAGES DISADVANTAGES

Teacher speaks less

Students have an active role in the lesson

To cooperate with others

To use L2 in an authentic situation

Others...

5.2 Unit 2

5.2.1 Activity 1

Look at the glossary. Insert the others words (related to topic’svideo) that youdon’t know searching the meaning on a on line dictionary. You can use your PCor your tablet to imployement the glossary on line. (quizlet.com)

5.3 Unit 3

5.3.1 Activity 1

• Before reading:Mach the words in column A with their definitions in column B You cando the exercise also on line, it is shared on quizlet.com(https://quizlet.com

• While reading:

Read the text carefully. Underline any words you don’t under-stand and look them up in the dictionary. You can use your mo-bile phone.Deep-Frozen Frogs(Adaptedfromhttp://voices.nationalgeographic.com/2013/08/21/ how -the - alaska - wood - frog - survives - being - frozen/ )There are a number of creatures, from reptiles and insects to marine life,that possess some level of free tollerance, but few can perform the trickquite like Rana sylvatica. The tiny amphibians can survive for weeks withan incredible two-thirds of their body water completely frozen—to the pointwhere they are essentially solid frogsicles. Even more incredible is the factthat the wood frogs stop breathing and their hearts stop beating entirelyfor days to weeks at a time. In fact, during its period of frozen winter hi-bernation, the frogs’ hearts freeze, their lungs freeze, their eye lenses freeze.

Everything freezes," she said. When temperatures drop a frog’s liver startsproducing glucose. That glucose acts like antifreeze and helps keep liquidsfrom freezing inside cells and killing them. When the temperature starts torise, thawing begins. It can take up to 12 hours to fully defrost.

Why do they use salt to melt ice on the road in the winter? (adapted from http://science.howstuffworks.com/nature/climate - w eather/atmospheric/road - salt.htm) If you live in a place that has lots of snow and ice in the winter, then you have probably seen the highway department spreading salt on the road to melt the ice.¬ You may have also used salt on ice when making home-made ice cream. Salt lowers the freez- ing/melting point of water, so in both cases the idea is to take advantage of the¬ lower melting point. When you add salt, that temperature drops: A 10-percent salt solution freezes at 20 F (-6 C), and a 20-percent solution freezes at 2 F (-16 C). On a roadway, this means that if you sprinkle salt on the ice, you can melt it. The salt ¬dissolves into the liquid water in the ice and lowers its freezing point. If you ever watch salt melting ice, you can see the dissolving process happen – the ice immediatelyaround the grain of salt melts, and themelting spreads out from that point. If the temperature of the roadway is lower than 15 F or so, then the salt really won’t have any effect – the solid salt cannot get into the structure of the solid water to start the dissolving process. In that case, spreading sand over the top of the ice to provide traction is a better option.

Making ice-cream:(adapted fromhttp://science.howstuffworks.com/nature/climate -eather/atmospheric/road - salt.htm)

When you are making ice cream, the temperature around the ice creammixture needs to be lower than 32 F if you want the mixture to freeze. Saltmixed with ice creates a brine that has a temperature lower than 32 F.When you add salt to the ice water, you lower the melting temperature ofthe ice down to 0 F or so. The brine is so cold that it easily freezes the icecream mixture.

• After reading:a ) Read the text again. Match the following statements as true

or false and correct the false statements. To do the exercisego to quizlet.com and mark true or false. You have to do theflash cards exercies too.

b Fill in the gaps with the words below: liver, hearts, , lower, freezetolerance, dissolves, water , melting, mixture , add, lower.

Deep-Frozen Frogs: There are a number of creatures, from reptilesand insects to marine life, that possess some level of , butfew can perform the trick quite like Rana sylvatica. The tiny am-phibians can survive for weeks with an incredible two-thirds of theirbody completely frozen to the point where they are essen-tially solid frogsicles. Even more incredible is the fact that the woodfrogs stop breathing and their stop beating entirely for daysto weeks at a time. In fact, during its period of frozen winter hiber-nation, the frogs’ physical processes. Their hearts freeze, their lungsfreeze, their eye lenses freeze. Everything freezes," she said. Whentemperatures drop a frog’s starts producing glucose. Thatglucose acts like antifreeze and helps keep liquids from freezing insidecells and killing them. When the temperature starts to rise, thawingbegins. It can take up to 12 hours to fully defrost.

Making ice cream: When you are making ice cream, the temperaturearound the ice cream needs to be lower than 32 F if you wantthe mixture to freeze. Salt mixed with ice creates a brine that has atemperature lower than 32 F. When you salt to the ice water,you r the melting temperature of the ice down to 0 F or so.The brine is so cold that it easily freezes the ice cream mixture.

5.3.2 Activity 2

A Read the laboratory procedure, discuss with your group and com-plete the following exercies.PROCEDURE:

(a) put your solution (glucose 1m or sucrose 1m or NaCl 1m)in a beaker

(b) measure the temperature

(c) put the beaker on a hotplate

(d) heat the solution

(e) register the most value of temperature

(f) register the most value of temperature

(g) repeat from number 1 with 2m solution and with 4m solution

B Complete the sentences making predictions about what you thinkwill happen. The boiling point of the glucose 1m solution will .be ,than . The boiling point of the glucose 2m solution will .be ,than . The boiling point of the glucose 4m solution will .be ,than I think that if we change the sugar The boiling point .I think that if we use NaCl The boiling point .

C After laboratory activity complete the following with the resultsof the experiments:

Chemicals Solution’s molality Teb *C

Glucose 1

2

4

Sucrose 1

2

4

NaCl 1

2

4

D At home Work individually, think and write your answers.

(a) What did you think would happen to the different solutions?

(b) What did your base your predictions on?

(c) Were you surprised by any of the results?

5.4 Unit 4

5.4.1 Activity 2

Read the sentences, listen to the video(http://www.youtube.com/watch? v=z9LxdqYntlU ), listen tothe video again and then complete the sen- tences.

1. Colligative properties are properties that are due of particles insolution and not to of the solute.

2. Vapor pressure lowering, , boiling point elevation, and freezing point depres-sion are .

3. The boiling point elevation can be calculated using the formula where ∆Tb is the boiling point elevation, is the and m is molality.

4. The freezing point depression can be calculated using the formula ∆Tf =Kfm, where ∆Tf is the freezing point depression, is the and m is molality.

5. 5. For electrolyte solutions, the is added to account for the that the solute will dissociate into in solution. For , the van’t Hoff factor = 1.

6. The equation change to account for this factor ∆Tb = Kbm becomes ∆Tb

= iKb m and ∆Tf = Kf m becomes ∆Tf = iKf m, where i is the number ofparticles each solute molecule produce in solution.

Keys:

the number of particles

5.4.2 Activity 3

Freezing Point Depression and Boiling Point Elevation – Virtual Lab(Adapted from- http://teachers.sduhsd.net/rkessler/Chem/Che%20docs/colligativeprope rty_virtuallab.pdfand- https://sites.google.com/a/northgwinnett.com/rstroud/gifted\begingro

∆Tb = Kbm Kb Boiling point elevation constant Kf freezing point depression constant

van’t Hoff factor number of ions non-electrolyte solutions

up\let\relax\relax\endgroup[Pleaseinsert\PrerenderUnicode{âĂŘ}intopre amble]chemistry/gifted\begingroup\let\relax\relax\endgroup[Pleaseinse rt\PrerenderUnicode{âĂŘ}intopreamble]spring\begingroup\let\relax\rela x\endgroup[Pleaseinsert\PrerenderUnicode{âĂŘ}intopreamble]semester/g ifted - ).

Go to http://group.chem.iastate.edu/Greenbowe/sections/projectfol der/flashfiles/propOfSoln/colligative.html .

Fill in the following table with information from the lab. The data will pop up when you start an experiment.

H2O table

Solvent BP(°C) FP(°C) KB KF

H2O

CCl4

CHCl3

C6H6

CS2

C4H10O

DIRECTIONS PLEASE READ BELOW

Perform the experiment with the listed parameters and record the low-est or highest temperatures on the thermometer. Switch should be setto hot to record boiling point changes and cold to record freezing pointchanges.

• Set all solvents to 200 g.

• Set all solutes to 10 g.

• Run the experiment for water with all four solutes for FP and BP changes.

• Repeat for all other solvents and run with all four solutes for FP and BPchanges.

table

Solute New BP (°C) New FP (°C) BP (°C) FP (°C)

table

Solute New BP (°C) New FP (°C) BP (°C) FP (°C)

table

Solute New BP (°C) New FP (°C) BP (°C) FP (°C)

table

Solute New BP (°C) New FP (°C) BP (°C) FP (°C)

table

Solute New BP (°C) New FP (°C) BP (°C) FP (°C)

table

Solute New BP (°C) New FP (°C) BP (°C) FP (°C)

Analysis:

1. Which solvent had the highest boiling point? Why do you think this is?

2. For the water table, rank the solutes on the basis of changing the boilingpoints from the smallest change to the greatest change.

3. Explain why certain solutes do a better job of changing the boiling pointthan others.

4. Even though we set all the solutes to be 10 g, the molalities were not thesame. Calculate the molality of each 10 g solute in 200 g solvent.Ex: 10 g NaCl, m = m 0.200 Kg H2O, 58 g NaCl

5.4.3 Activity 4

Go to padlet.com and do a padlet page to summarize the main concepts,ideas that you have learnt in the previous lessons and activites. In thisactivity you can also use the teacher’s notes and /or reading the guideathttp://www.kennesaw.edu/elearning/2014tutorials/Padlet_Instructio ns_and_D2L_Final2.pdf .

5.5 Unit 5

5.5.1 Activity 2a

Read the pre-lab questions, think individually and then answer togetherwith your laboratory group.

Pre-Lab questions

1. What is the freezing point depression?

2. Is freezing an exothermic or endothermic process?

3. Is melting an exothermic or endothermic process?

4. How does the energy flow? (from where to where?)

How Can I do Ice Cream? The ingredients are ... why?

• Ice

• Salt

• Sugar

• Milk

• Vanilla extract

• 1 small bottle (500 ml)

• 1 bag

1. Which of the 5 ingredients do u want IN the ice cream?

2. Which of the 5 ingredients should NOT be in?

3. Why are there 1 bottle and 1 bag?

Read the question, think individually and then answer together with your laboratory group.

5.5.2 Activity 2b

(Adapted from Science@work II - Module 2: illusrating exothermic and endother- mic reactions)

Pre-Lab questions:

1. Individually read the text. Together with your laboratory groupdo a flow chart explaining what happens when the ice, salt, andthe ingredients for the ice cream are near each other.Ice has to absorb energy in order to melt, changing the phase of water from asolid to a liquid. When you use ice to cool the ingredients for ice cream, theenergy is absorbed from the ingredients and from the outside environmentincluding your hands, when you are holding the bag of ice. When you addsalt to the ice, it lowers the freezing point of the ice, so even more energyhas to be absorbed from the environment in order for the ice to melt...

2. Draw a diagrams to show the pahses’ changes of ingredients forice cream and mixture ice-salt

T (C )

T ime(min)

5.5.3 Activity 4

Ice Cream lab (adapted from http://www.thirteen.org/edonline/ntti/r esources/lessons/s_freeze/freeze3.pdf

Procedure:

1. Weight a small bottle (500ml). Register the value

2. Put in the small bottle (500ml) 50 ml of milk, 2 g of powdered sugar, vanilla,50 ml of cream

3. Weigh and register the value

4. Put the mixture in the refrigerator

5. Weight 767 g of ice and take its temperature

6. Put in a bag 233 g of salt and 767g of ice

7. Mix the mixture quickly and take the temperature

8. Take the bottle and take the temperature

9. Insert the bottle in the bag, close the bag

10. Roll up all that in a rag

11. Roll up it back and forth for 5 minutes

12. Take the temperature of ice cream and observe its state

13. Take the temperature of salt/ice mixture

14. Weigh the water that is in the bag

15. Taste your product!

16. Be sure to dispose of the ice mixture and left over product as well as spoons and paper towels according to your instructor’s directions

17. Wash your hands and work area before leaving the lab

Data Chart

Procedure step Description Measurement

1 Temperature of ice in Ziploc bag

2 Temperature of milk

3 Temperature of flavor plus milk

4 Temperature of ice with salt added

5 Temperature of milk after shaking 1 minute

6 2 minutes

7 3 minutes

8 4 minutes

9 5 minutes

10 6 minutes

11 7 minutes

12 8 minutes

13 9 minutes

14 10 minutes

Observations:

Analysis and Application Questions:

1. What happened shortly after you added the salt to the ice cubes? Was thetemperature above or below the freezing temperature for water?

2. What is the only factor that could have caused the changes shown in question1? What does this tell you about the freezing point temperature of salt watercompared to fresh water?

3. Heat energy is needed to change phase from a solid to a liquid. List thepossible sources of the heat needed for this phase change in your baggie.Which source do you think is the best possibility and why?

4. In looking at the temperature changes shown on your data table, explainhow the energy flow of the baggie system resulted in your tasty treat for anend product. Where is the energy flowing from and where is it going to?

5. In the radiator of your car you put a combination of antifreeze and waterto keep your car engine cool in the summer and prevent the radiator fromfreezing in the winter. Explain how you think this works in terms of whatyou saw in the experiment you just did.

Teacher Resource Sheet for Ice Cream Lab Answers for Analysis andApplication Questions:

1. What happened shortly after you added the salt to the ice cubes? Was thetemperature above or below the freezing temperature for water? (The icestarted to melt as the salt ions broke apart and interfered with the crystallattice of the water molecules bonds. The ice water that is formed is actually below freezing: super-cooled.)

2. What is the only factor that could have caused the changes shown in question1? What does this tell you about the freezing point temperature of saltwater compared to fresh water? (The breaking of bonds requires an additionof energy which comes from the ice. The ionic compound breaking downduring the addition of the salt and ice. The freezing point temperatureof salt water is less than that of fresh water.)

3. Heat energy is needed to change phase from a solid to a liquid. List thepossible sources of the heat needed for this phase change in your baggie.Which source do you think is the best possibility and why? (The ice, themilk, the salt, the air in the baggie, the heat from your hands. The milk isthe best source of heat energy for the melting process because it is aliquid and stores more energy for the phase change than the air or salt do.Your hands do not touch enough area to be effective sources of heat.)

4. In looking at the temperature changes shown on your data table, explainhow the energy flow of the baggie system resulted in your tasty treat for anend product. Where is the energy flowing from and where is it going to?(The energy flows from the milk to the ice. This removes enough energy tobring about a phase change from liquid to solid.)

5. In the radiator of your car you put a combination of antifreeze and waterto keep your car engine cool in the summer and prevent the radiator fromfreezing in the winter. Explain how you think this works in terms of whatyou saw in the experiment you just did. (The material added in theantifreeze to the water in radiators interferes with the bonding of watermolecules and the formation of the solid crystal lattice for ice. This wil l allow the water to stay in a liquid form to circulate through the engine and

absorb the heat from the engine. In the summer, the same material raisesthe boiling point of the water and keeps the very hot water from going to avapor phase. This al lows the water to circulate and absorb even more heatenergy from the engine – cooling your motor.)

5.6 Unit 6

5.6.1 Activity 1

This is a part of mind map about Colligative properties. It’s has been done byBubbls.com

5.6.2 Homework

Wacth and listen the two parts of videos , annotate the main concepts using thetable below and write comment/question/or response about what you understood.Video part 1: https://www.youtube.com/watch?v=9i26eK6xyNI

Video part 2: https://www.youtube.com/watch?v=Y - wtTUPPeww

Comment/question Sample language support

The video’s part one

Comment/questions Sample language support

The video’s part two

Comment/questions Sample language support

5.7 Unit 7

5.7.1 Activity 1

Collaborative Annotation Chart Referring to homework in unit 6 you andyour partner must have a conversation using the language support about at leastthree of your comments. As you record your partner’s response, paraphrase inyour own words what your partner said rather than writing their response wordfor word.

The video’s part one:

Comment/question Ssmple langusge support

The video’s part two:

Comment/question Ssmple langusge support

5.7.2 Activity 2Link at http://it.padlet.com/sinigagliadaniela/colligative_property re- quires a password, write “daniela” and insert your contributions.

Comment/question Sample language supportvideo’s main pointsKey ideas expressed

Significant ideas

One significant idea in this text is...The first part video is trying to explain that...The second part of video is tryong to explain

that

ideas/sections you connect withSomething you have seen in your personal life

I can connect with what.....because...This experience connects with

my own experience that...

Something you have seen in other subjects I have seen this concept/law... in ...when we leant...

5.8 Unit 8

5.8.1 Activity 1

Final task:You have to prepare a presentation lasting 10-12 minutes of the topic “colliga-

tive properties” to present at the class conference. In your presenation you caninsert video, experiment too.

Evaluation criteriaStudent name: Oral Presentation Rubric:

COLLIGATIVE PROPERTIES

CATEGORY 5 4 3 2 1

Preparedness Student is completedprepared and has ob-viously rehearsed

The student is pre-pared, but it is clearthat rehearsal waslacking

The student is some-what prepared, but itis clear that re- hearsalwas lacking

The student shows onlya basic level ofpreparation and lit- tlerehearsal

Student does not seemat all prepared topresent

Use of concepts covered in module

Student use manyconcepts introducedduring the modle in anappropriate way atdifferent points in thepresentation

Student uses three ormore concepts in-troduced during themodule in an appro-priate way

Student uses one ortwo of the conceptsintroduced in themodule

Student uses only onwconcept from themodule and in asuperficial way

Student does not useany of the conceptsintroduced during themodule

Contents Shows a full under- standing of the topic

Shows a good overallunderstanding of thetopic with some ar-eas in depth

Shows a good under-standing of parts ofthe topic

Shows a superficialunderstanding of a fewparts of the topic

Does not seem tounderstand the topicvery well (confused anddisorganized)

Speaks clearly Speaks clearly anddistinctly through- outthe presentation. Thestudent is confi- dentwith presenting

Speaks clearly anddistinctly at timesduring the presenta-tion. The student isconfident with pre-senting certain parts.Engages the audi- ance

Speaks clearly anddistinctly most of thetime with some lapses.Engages the audiencesometimes

Speaks clearly anddistinctly some ofthe time with morelapses. Does not re-ally engage the audi-ence

Mumbles or can not beunderstood, talks to theboard and not to theaudience

Originality Product shows a largeamount of originalthought. Ideas arecreative and inventive

Product shows someoriginal thought. Workshows new ideas andinsights

Uses other people’sideas(giving themcredit), but there islittle evidence oforiginal thinking

Uses other people’sideas, but does not givethem credit

Uses other people’sideas, but does not givethem credit

5.8.2 Activity 2

Watch the Prezi presentation and the power point presentation about colligative properties. Complete the followng tables with your group and Identify advantages and disadvantages to use ”PREZI” and “POWER POINT”Link 1: https://prezi.com/zxakv_51myxl/colligative - properties/link 2: http://web.tenafly.k12.nj.us/~hcoyle/Chemistry%20Power%20Point s/16%20C%20Solutions/Solutions%20II%20Colligative%20Properties.ppt

PREZI

Advantages Disadvantages

POWER POINT

Advantages Disadvantages

Activity_3_Lesson_8

Watch again the prezi presentation about colligative properties and with your group do a map to summarize your ideas; you can consider the following question.

1. Which are our purpose, the key ideas to present?

2. Who is our audience?

3. How will we engage your audience?

4. Do we have to organize our ideas in an outline?

5. Do we have to incorporate visual or audio media, and create or locate these media aids.

6. Do we need a tool to share our plan? Which tool?

7. An introduction that uses strategies to capture the audience’s attention

8. A body section that summarizes your main points and supporting details.

9. A conclusion that will help you ends on a memorable note.

10. Which is the layout?

Activity_4a_lesson_8

Link to https://www.symbaloo.com/home/mix/13ePGXT75N

With your group discuss about its usefulness in a planning presentation topic. Complete the following chart to shareing the ideas of classmattes of your group and together decide if you want to use to plan your presentation.

ADVANTEGEs DISAVANTAGES

Activity_4b_lesson_8

First you have to search some informations, simulation's experiment, animations about the topic, secondly sign you in symbaloo and do a symbaloo page about what do you think could be important to file. With this activity they share their ideas and learn to use a new tool to file materials. If you want you can look at to the symbaloo's gallery. Do this activity with your group and share your symbaloo with your classmattes on the web

VALUTAZIONE

La valutazione è da sempre un’azione complessa, che ogni insegnante è chiamatoad esercitare nei confronti dell’apprendimento dei propri studenti; in un percorsoCLIL la stessa si complica ancor più perchè pone il problema di come valutare sial’aspetto disciplinare sia l’aspetto linguistico.

Per questo in questo modulo CLIl ho preso in considerazione aspetti contenutis-tici e aspetti linguistici. La valutazione effettuata è stata sia formativa che som-mativa. Da sottolineare però che nella valutazione si è dato un peso minore allacompetenza linguistica in cui si è inoltre data una maggiore rilevanza alla efficaciacomunicativa rispetto alla correttezza.

Fin dall’inizio del modulo ho individuato verifiche formative per valutare ilprocesso di apprendimento e una verifica sommativa per valuare l’apprendimento.

Per valutare il processo di apprendimento ho previsto attività quali:un questionario (vedi sezione 6.1) che prevede la valutazione da parte dello

studente della fasi di progettazione e realizzazione del modulo, delle attività svolte,del grado di coinvolgimento, del livello raggiunto, nonchè infine l’identificazione deipunti di forza e di debolezza.Questo questionario è sia una valutazione formativa del tipo self assessment e unbuon feedback per il docente.

Sempre come momento formativo precedente la valutazione sommativa, ho dis-cusso con gli studenti gli aspetti della valutazione della presentazione, utilizzandouna presentazione relativa all’argomento e valutandola utilizzando la griglia di va-lutazione. Nel momento della valutazione sommativa ogni gruppo ha valutato lapropria prestazione e la prestazione degli altri gruppi.

Come verifica formativa ritengo importante (anche se non l’ho fatto) realizzareun portfolio che attraverso attività da svolgersi individualmente promuova rifles-sioni dello studente sul proprio processo di apprendimento: quali termini e qualinuovi contenuti ho appreso, quali nuove attività ho imparato in laboratorio, sonocapace di condurre una presentazione in modo chiaro utilizzando una terminologia

specifica, ho contribuito all’attività di gruppo, non sono ancora capace di. . . , cosaposso fare per migliorare I miei punti di debolezza.

Nel corso dell’erogazione del modulo varie volte ho chiesto agli studenti didescrivere il concetto principale della lezione in pochi minuti ed al termine dellalezione di scrivere, prima individualmente quindi in gruppo, alcune domande suconcetti non chiari che fossero stati affrontati nel corso delle attività . Infine con-sidero come momento di verifica formativa l’intera l’attività di pianificazione per laproduzione del prodotto richiesto come verifica sommativa (la presentazione mul-timediale). In questi momenti ho sempre seguito I gruppi e ascoltato le rilessionie considerazioni fatte dagli studenti in merito al compito assegnato. Questo mi hapermesso di rivedere alcuni aspetti delle lezioni successive.

Come raccogliere tutti questi elementi? Penso potrebbe essere molto funzionaleutilizzare la tabella riportata a pag 86 del testo the TKT course. ( questa è unidea che mi è venuta successivamente e quindi non sono riuscita a realizzare).

Per valutare l’apprendimento raggiunto ho individuato come task finale(prova sommativa) la realizazione di una presentazione in gruppo. Perchè questotipo di task come valutazione sommativa? Perchè risponde agli obiettivi disci-plinari e mi permette di valutare anche l’apprendimento della lingua sopratuttoper quanto concerne il lessico specifico; presupponendo una progettazione condi-visa tra I componenti del gruppo e l’uso di concetti appresi nel modulo, favoriscel’uso della lingua per comunicare e coinvolge processi cognitivi come classificare,ordinare, valutare e scegliere informazioni.

La verifica sommativa è stata valutata tramite la rubrica (vedi tabella a sezione5.8.1).

6.1 QUESTIONARIO DI VALUTAZIONE DEL PROGETTO CLIL PER STUDENTI

Il questionario è anonimo(tratto da: Proposte di strumenti e questionari di val-utazione e autovalutazione degli apprendimenti in percorsi CLIL Marina FedericiIstituto superiore “Contardo Ferrini” Verbania).

Fase di illustrazione del modulo

1. Quando l’insegnante di scienze ti ha proposto questo modulo hai pensato che:

a) avresti potuto migliorare la tua competenza in L2

b) avresti potuto migliorare la tua conoscenza della materia

c) avresti migliorato entrambe le discipline

d) avresti fatto una tremenda confusione

2. All’inizio del progetto quanto eri interessato ad imparare la materia at-traverso L2?

a) Moltissimo

b) Molto

c) Abbastanza

d) Non molto

e) Per niente

3. La proposta del progetto di modulo e relative dlucidazioni sui metodi ed obiettivi osno state presentate alla classe in modo:

a) Ottimo

b) Buono

c) Accettabile

d) Carente

e) Insufficiente

Fase di realizzazione del modulo

4. Ritieni che imparare una materia in L2 sia:

a) Molto utile

b) Utile

c) Non molto utile

d) Una perdita di tempo

5. Quale o quali altre discipline o quali argomenti ti piacerebbe imparare inL2?

6. Esprimi un giudizio sulla gestione del modulo da parte del docente:

a) Ottimo

b) Buono

c) Accettabile

d) Carente

e) Negativo

7. Complessivamente apprendere i contenuti della materia in L2 è stato:

a) Molto più facile del previsto

b) Più facile del previsto

c) più difficile del previsto

d) Molto più difficile del previsto

8. Cosa è stato più difficile fare in una lezione materia L2? (indica fino ad un massimo di tre scelte)

a) Capire l’insegnante di materia che parla L2

b) Comprendere concetti di base attraverso la lettura di testi

c) Comprendere concetti di base attraverso immagini ed animazioni

d) Memorizzare i concetti in L2

e) Eseguire gli esercizi

f) Esprimere oralmente in L2 quanto appreso

g) Lavorare in gruppo

h) Partecipare alla discussione

Esprimi un giudizio sulle attività svolte durante ilmodulo:

9. Presentazione dei contenuti, spiegazioni:

a) Chiare ed efficaci

b) Adeguate

c) Troppo veloci

d) Parziali

e) Difficili

f) Incomprensibili

10. Attività di problem solving o di applicazione:

a) Facile

b) Stimolante

c) Adeguata

d) Abbastana complicata

e) Difficile

f) Molto difficile

11. Come hai trovato i testi in lingua rispetto al tuo livello di competenze inL2?

a) Troppo semplici

b) Adeguati al mio livello di preparazione

c) Interessanti

d) Troppo numerosi

e) Troppo noiosi

f) Difficili

12. Cosa pensi ti abbia aiutato maggiormente nella comprensione degli argo- menti?

a) Gli esercizi

b) Le animazioni

c) Le spiegazioni degli insegnanti

47

d) Altro ...

13. Ritieni che il modulo si stato:

a) Troppo teorico

b) Ben bilanciato

c) Troppo pratico

14. Esprimi un giudizio sulla spiegazione dei metodi di valutazione:

a) Ottimo

b) Buona

c) Accettabile

d) Carente

e) Negativa

Interesse nel progetto:

15. Come ti sei sentito nell’attività di progetto?

a) Interessato

b) Curioso

c) Coinvolto

d) Attivo

e) Autonomo

f) Collaborativo con i compagni

Gli apprendimenti:

16. Come giudichi il tuo livello di conoscenze? approfondito/buono/superficiale

17. Come giudichi il tuo livello di competenza? approfondito/buono/superficiale

18. Come giudichi l’atmosfera che si è venuta a creare durante la realizzazionedel modulo?

19. Rifaresti questa esperienza di apprendimento? Perché?

20. Commenta fino ad un massimo di tre aspetti del modulo che ti sono piaciuti.

21. Commenta fino ad un massimo di tre aspetti del modulo che non hai ap- prezzato.