This short video provides KS2 science pupils with ideas on how different sounds can produce different responses.
A professor plays a variety of sounds to Sam his assistant. Sam then indicates how she feels about each noise with a smiley, sad or neutral face.
The sounds include a vacuum cleaner, alarm clock and bird warbler, helping pupils develop an understanding about the different emotional responses sounds can produce.
This lesson starter stimulates discussion as pupils think about why they like certain sounds.
Found at: http://www.teachers.tv/
Un extracte de la introducció:
In this book, we recognise that as a teacher or student teacher you may have to move quickly from a low level of personal knowledge and understanding of science to a much higher level, as well as learn how to teach it to others! The following chapters are based on the three things you need to know:
- what science the teacher needs to know and understand;
- what science the pupils need to learn; and
- effective ways to teach that science in primary classes.
In England, this means that pupils have opportunities to learn the science required by the National Curriculum (DfEE/QCA, 1999). For you as a teacher, we take that science further so that the book complies with the TDA (Training and Development Agency for Schools) standards for subject knowledge (TDA, 2007: Q14, 15) and suggests ways to teach science, including many references to science investigations, thus strongly supporting your achievement of TDA standards related to subject teaching (TDA, 2007: Q10, 25). This means that you can approach the teaching of primary science with increasing confidence. In this chapter, we outline basic principles and ideas about teaching science that will set you on the right path to help you experience early success. The most important contributors to this success will be your own commitment to learn, reflect, and act to further pupil learning.
FOUND AT: www.ccn–clil.eu/
The book, published in March 2010 and written by Liz Dale, Wibo van der Es and Rosie Tanner, is a practical resource book for subject teachers working in Dutch bilingual (TTO) secondary schools. It is also relevant to other contexts.
CLIL Skills includes * Over seventy practical lesson ideas based on real classroom activities; Case studies from schools; Examples and illustrations from teachers; Useful theory explained in clear language; A glossary of useful terms; Teacher development activities
View the table of contents and sample pages (pdf) | The book publisher’s page
Així és descriuen en aquesta pàgina web:
Kids Science Experiments and Science Projects are full of fun, easy and exciting hands-on experiments that will help you answer a lot of questions asked by your children. These simple, safe and easy to follow science experiments and science projects can be achieved with everyday materials and recycled items found around your house. Help make learning fun and easy by trying some of these science experiments with your kid’s.
From now on, visiting the website of the CLIL 2010 CONFERENCE, we can see incoming sessions!
These sessions are divided into categories:
VOCATIONAL / PROFESSIONAL
RESEARCH + OTHER
ALL TITLES – coming soon –
ALL CONTRIBUTORS – coming soon –
This activity will be spread over at least a week. It combines skills from both the language and ICT programmes of study and is ideal for years 5 and 6.
After introducing what an auction is, pupils produce a professional-looking auction catalogue and then hold their own auction with a bid limit of 50p.
The spreadsheet is set up to automatically analyse and graph sales patterns in the auction.
The session ends with an antiques quiz.
Found at: http://www.ngfl-cymru.org.uk
As part of Guardian Weekly’s special debate Clil: Complementing or Compromising English Language Teaching, education professionals from around the world tell them how they are combining language and content in their classrooms. You can read, share and even write your own articles!
Now you can read a new article of an experience related to CLIL in Andorra. Click on the link to continue reading…
As a microstate bordering on France and Spain, the Principality of Andorra has historically been strongly influenced by the language and culture of its neighboring countries. This is so to the extent that education in the country was organized following the French and Spanish models exclusively up until 1982. That year the Escola Andorrana (Andorran school, EA henceforth) was founded as a means of imbuing education in the country with a national character. At the same time, the new system recognized Andorran intrinsic multicultural and multilingual character and articulated it at a curricular level. This sets it apart from the Spanish and French systems, still present in the country. (…)