II Jornades de Formació deCentres amb Seccions Europees

M.E.C.-British CouncilProgramme

First Year in Secondary School:A New Challenge

Background

• M.E.C.-British Council Project starts in 1996• C.P. Na Caragol from Artà joins the project, this

implies 3 year old children start receiving 7 hourEnglish input and continue this way throughoutPrimary School

• 4 English lessons, 1 Science lesson in English, 1Art and Craft lesson in English and 1 hour ICT inEnglish

• Working team in the C.P. Na Caragol:– 3 native English Primary teachers– 3 English Primary teachers– ‘Link teacher’ between the Primary School and

Secondary

• I.E.S. Llorenç Garcías i Font is theSecondary School linked to the C.P. NaCaragol within the Project. All the childrenthat come from the Na Caragol can continuethe Project in Secondary, the children whowant to join the Project have to sit a test andhave an oral interview

• Not all the children within the group have ahigh command of English, it is not an elitenor a ‘ghetto’ but an attempt to achievefluency and competence in English, Catalanand Spanish.

At the High School• 3 hours Science (100 % English)• 5 hours English (1 of them is Drama)• 2 hours Technology

– 1 hour Computers (100 % Enlgish)– 1 hour Technology + workshop (20 % English)

• 2 hours ‘Actividades d’Estudi’• 1 hour Tutorial (50 % English, 50 %

Catalan)

Working Team

• English Department• Volunteers from:

– Chemistry and Physics Department– Technology Department

• M.E.C.-British Council Teacher

Key Points• Co-ordination time:

– 1 hour M.E.C.-British+Science– 1 hour M.E.C.-British+Technology– 1 hour M.E.C.-British+English– 1 hour all staff linked to the project

• Integrated Curriculum and main guidelinesprovided by the British Council (thank youMargaret Locke!)

• Great support from the Secondary School’sManagement Team

Natural Science First things first. . .

– ‘Full Resum’ / Summary Sheet:• Targets• Topics• Assessment• Minimums Required• Materials

Science Department Year 2004-2005 Subject: Natural Science Level: 1r d'ESO (BILINGUAL PROJECT)

TARGETS

.• To understand the concepts of dimension and distance within the field of Astronomy,

as well as to learn certain basic characteristics about our galaxy.• To explain the organisation of the Solar System and the characteristics of the

movements of the Earth and the Moon, as well as some of the historical concepts onthe Solar System.

• To describe the structure of the Earth’s layers.• To differentiate between the three states of matter according to their specific

properties (shape and volume).• To identify the general properties of matter (size, mass, density and temperature).• To define the concept of atom, element, molecule and pure substance; and to

differentiate between homogeneous and heterogeneous mixtures.• To use indicators and the pH scale to classify solutions as acidic, neutral or alkaline.• To know the layers and composition of the atmosphere. To differentiate between

some of the most common meteorological phenomena and understand how andwhy they happen.

• To list the main properties of water. To know the dynamics of the hydrosphere and todescribe the water cycle and its causes.

• To identify and study the properties and use of the most important rocks andminerals as well as their distribution and importance in Spain’s landscape.

• To identify the causes for the existence of life on our planet.• To explain the concept of an ecosystem, mentioning the relationships that exist

within it.• To understand that all living beings are made up of cells, and to describe the

characteristics of cells and the vital functions at a cell level.• To list the five kingdoms of living beings and to explain the most important

differences between them.• To recognise the common characteristics of all the species which make up the plant

kingdom.• To describe the characteristics which allow us to group animals into a kingdom and

to identify those which separate them into vertebrates and invertebrates.• To list the characteristics which allow us to separate the vertebrates into five groups.• To understand some of the effects of humans on the environment.• To use and spell properly in English the scientific vocabulary related to the topics

studied during the year.• To start acquiring scientific knowledge and applying scientific methodology.• To understand and express in English scientific messages correctly both orally and

in writing. To interpret diagrams, graphs, tables, simple mathematical expressions.• To participate responsibly in carrying out scientific activities. To know the name and

how to use properly the basic laboratory material.• To apply the knowledge acquired during the study of Natural Sciences in order to

enjoy the natural environment and to contribute to its conservation andimprovement.

TOPICS

FIRST TERM

• Exploring theUniverse

• Our planet: the Earth

SECOND TERM

• Water in our planet• The solid Earth:

rocks and minerals• Life on Earth. The

THIRD TERM

• The diversity of life.• The Plant Kingdom• The Vertebrates

GOVERN DE LES ILLES BALEARS

Conselleria d’Educació i CulturaI. E. S. LLORENÇ GARCÍAS I FONT

ASSESSMENT

Assessment will be continuous and a pupil’s report will be given out each term.The following will be valued:

- Daily effort and interest, tasks/reports on out door activities and long term tasks orprojects which must be given in in English (15%).- Class notebook/folder, collected and assessed at the end of each unit (10%).- Tests on each unit (65%). Catch up tests at the end of each term will be sat ifaverage mark of all tests for that term is not satisfactory.- Reports on lab work and experiments (10%).

MINIMUMS REQUIRED

In order to pass this subject, pupils will have to show that:• They have acquired the scientific vocabulary and knowledge as well as the skill to apply

scientific methodology.• They understand and express scientific messages correctly both orally and in writing and that

they interpret diagrams, graphs, tables, and simple mathematical expressions.• They have acquired enough knowledge on the topics studied through the year.• They have kept a neat notebook and taken care of the different material given out

through the year.• They have given in the projects and tasks on time.• They have had a positive attitude both during the class and during the outdoor

activities.

MATERIALS

1. Class notebook: size A4 (with at least 80 pages).

2. 30 cm ruler and pair of compasses.

3. Black or blue pen, pencil, rubber, glue stick and coloured pencils.

• Self-made Units, exercises and handouts +photocopies + newspaper articles + .....lotsof imagination!

• Notebook:– Exercises (daily homework)– Set English-Catalan glossary at the end of each

unit– Summary in Catalan– Spelling mistakes take points off unless they

correct them

UNIT 2OUR PLANET- THE EARTH

2. 1. Mathematical Geography: Important lines of Latitude. The Earth’s tilt.2.2 The Earth´s movements and their consequences

2.2.1 Rotation2.2.2 Revolution (and tilt)

2.3. The Moon2.3.1. The Lunar Phases2.3.2. Eclipses

2.3.1.1. Solar Eclipses2.3.1.2. Lunar Eclipses

2.4. Earth’s Layers2.4.1. Outer layers2.4.2. Inner layers

2. 1. Mathematical Geography: Important lines of Latitude. The Earth’s tilt.

2.2 The Earth´s movements and their consequences2.2.1 Rotation

Rotation is the movement of the Earth around its own axis.Earth spins anticlockwise. The time for one complete revolution is under 24 hours. The axis

around which the Earth rotates is an imaginary line that runs from the North Pole to theSouth Pole. This axis is tilted 24º approximately.

Rotation explains why we have day and night. The direction of the spin makes the Sun appear torise from the east and set towards the west.

2.2.2 Revolution (and tilt)As well as spinning on its axis, the Earth is moving around the Sun and it takes 365 ¼ days to

go round once. This is why every four years the year has an extra day. The years with 366days are called leap years.

The movement of the Earth around the Sun is called revolution. This together with theEarth’s tilt is the reason why we have seasons. The seasons are at different times ofthe year depending on the part of the planet we are in.

ArcticCircle

Tropic ofCancer

Equato

Tropic ofCapricorn

AntarcticCircle

UNIT 5

AIR AND ATMOSPHERE

5.1. Earth’s Primitive Atmosphere

5.2. The Air we breathe is a mixture

5.3. The Layers of the Atmosphere

5.4. Air Pressure

5.5. The Weather

An atmosphere is a mixture of gases surrounidng a heavenly body with sufficientgravity to maintain it. Only the Earth´s atmosphere has been well studied. The science thatstudies the atmosphere is called meteorology.

5.1. EARTH’S PRIMITIVE ATMOSPHERE

Since the Earth was formed, its atmosphere has changed a lot . . .4500 million years ago, gases trapped in the inside of the hot recently formed Earth

escaped to form its atmosphere. That ancient atmosphere was made of carbon dioxide, nitrogen,water vapour, methane and ammonia . . . it had NO oxygen.

As the Earth cooled, the water vapour condensed forming clouds. A long period ofcontinuous rainfall came and the seas and oceans were formed. The oceans were full withchemical elements which combined between them forming molecules, mixtures . . . and lifeappeared!

The first forms of life were small bacteria and algae, they used the carbon dioxide andother gases and produced oxygen. After a long period of oxygen production the atoms ofoxygen combined and produced ozone. The ozone molecules formed the ozone layer, whichprotected Earth from the UV radiations . . . This implied life could come out of the oceans andthe colonization of Earth could start.

5.2. THE AIR WE BREATHE IS A MIXTURE

The constituents of the atmosphere are nitrogen, 78. %; oxygen, 21 %; argon, 0.93%;carbon dioxide, 0.03%; and minute traces of neon, helium, methane, krypton, hydrogen, xenon,and ozone. The lower atmosphere contains varying amounts of water vapour, which determineits humidity.

This pie chart represents the percentages of gases in the atmosphere.

These percentages are not constant throughout the atmosphere.They vary depending to altitude. Why do you think there is less and lessoxygen as we climb up a mountain?

CONVECTION

1. Could you explain what a convection current is?

2. Does convection only occur in gases?

3. In the lab we did two experiments, in one we used iodine to show how convectioncurrents take place in air, in the other we used dye (potassium permanganate) toshow how these currents can also take place in liquids. Draw the apparatus used inboth experiments below. Draw arrows to show the movement of the currents ineach experiment. (remember the container we used is called a beaker).

4. Are convection currents important in the world we live in? Are they crucial in anynatural phenomena you know? And. . . in the position heaters have at home?

Climates and Natural LandscapesInstruments :Some of the instruments used to measure thedifferent elements of climate.The speed of the wind can be measured using a weather instrument called an anemometer. Thespeed can be recorded in many different units, including for example: miles per hour;kilometres per hour; metres per second; knots; the Beaufort Scale.

What are these instruments used for measuring?

a weather vane

a pluviometer a barometer

• Hands-on!– Home-made eclipse models– Measuring density– Separating methods– Water properties– Minerals

• Projects– in groups (posters on different topics related to

‘The Atmosphere’)– in pairs (information research)– individual (presenting a mineral to the rest of

the class)

• Assessment– Not 100 % based on exam marks– Daily work and participation are highly valued– Notebook, projects and hand-ins

» This is important so that students are not unfairlyassessed

ICT• 1 hour Computer Work

– 100 % English though computer programmesare in Spanish or Catalan

– 2 teachers at the same time– Carried out using worksheets or guided

learning using the overhead projector or aprojector

IT TECHNOLOGY EXAM – 29th of November 2004

GOOD LUCK!

1. Switch the computer on and type your ID number and passwordwhen requested.

2. Open a new document in Word.3. Put the name of your poem using a calligram.4. Type the poem and change the colour, font and size of the

text to one that goes with your poem.5. Select a picture that suits your poem from one of Word’s

files and wrap it.6. Make sure you like your work . . . and that it has no

spelling mistakes . . . and then ...7. Save your poem in your profile with the name: EXAM 29/11/04DON´T CLOSE THE WORD DOCUMENT, put your hand up and wait for the teacher tocome.

Technology Department, Year

Mark :

2. Reproduce the following sheets full size. They will be useful for you in lab work.

Name:Date:

Experiment:

1. Introduction

2.Apparatus

STIRRING ROD

BEAKER WITH A SOLUTION OF SALT (NaCI) AND WATER (H2O) TRIPOD

• 1 hour Technology or TechnologyWorkshop in Catalan though I assist thechildren in English– 2 teachers in the classroom– Some exercises and vocabulary taught in

English and Catalan• Types of wood, parts of the tree, . . .• Endangered species• Vocabulary related to Drawing and Design

• Our approach to Technology changed as thechildren were really stressed with thissubject at the beginning of the year

Drama• 1 hour per week• 2 teachers in the classroom• 1st Warm up games• 2nd Entirely self-created play• 3rd ‘The Tempest’ by William Shakespeare

HELPING EACH OTHER!– Activities in different learning areas are

combined to achieve a higher comprehensionand competence in English, some examples are:

• Google image search done in ICT related to thingsthat will be studied during Natural Science orEnglish

• Energy levels in Drama linked to the unit on Atomsand Molecules and Particle theory studied inNatural Science.

• Technology workshop used to prepare things forDrama

• ICT used to write and decorate poems previouslystudied in English

‘Extras’

• Native English assistant (1 hour every 2weeks as the assistant is not exclusivelylinked to the project but to the whole centre)

• English Bookfair• Theatre Play in English• Future link to UK Secondary School for

exchanges

Personal Experience. . .

WONDERFUL!– Excellent group– Weak students are encouraged by the working

spirit of the group– The children feel ‘nicely’ different– As there is a link teacher between Primary and

Secondary, children moving to Secondary nextyear feel safe and confident

NOT EVERYTHING ISWONDERFUL!

• Not all the children have the samecompetence in English, 2-4 need extra help,As there are 2 teachers in the classroom thisis achieveable and makes the groupheterogeneous, dynamic and ‘real’.

• Some children try to answer back in theirmother tongue, we have to be alert so as notto be driven to answer.

• No reference books for the kids to use• Scarce resources as there is no specific

budget linked to the Project• Loads of extra work required from

volunteering staff

‘. . .I dearly recommend all the schools andteachers to participate actively in promoting

the learning of a third, fourth, fifth,. . .language as it is an enrichning experience,both for children and teachers which helpsbring up children with strong minds and a

broader horizon infront of them. . . .’

Thank You!

María Pérez Galván I.E.S. Llorenç Garcías i Font e-mail: mariperezgalvan@yahoo.es