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- 5th year of Primary Education.
- Group: 18 students
two groups with 5 students
two groups with 4 students
Environmental Education
- Unit based on CLIL for 3 H.
- Three lessons: environment, recycling and
pollution.
- Groups or couples.
- Attend to characteristics and preferences
of students.
- Educate for life.
- Building knowledge and critical attitudes.
- Significant learning.
Methodological strategies
CLIL
BLOM´S TAXONOMY
Co-operative Learning: SPIRE
- Create awareness.
- Maintain, care for and know the environment.
- Learn through another language.
Lesson 1: What we know about our environment?
Lesson 2: Recycling
Lesson 3: Pollution
- Opportunity to develop skills.
- Everyone must achieve the same goals.
- Support to achieve goals.
- Flexible activities, open and adapted to students
- Observation.
- Take note of activities carried out.
- Rubric to evaluate the students.
- No exams.
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What do we intend to evaluate?
- Understand the meaning of environmental education.
- Express curiosity about the subject.
- Respect the natural environment.
- Recognize the contamination of the human being.
- Sort waste.
- Use terms in English.
- Teamwork.
- Expression of ideas in English.
- Bloom’s Taxonomy of Learning Domains. (n.d.). Available in http://www.nwlink.com/~donclark/hrd/bloom.html
- Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content Language Integrated Learning. Cambridge: Cambridge University Press.
-Dale, L., Tanner, R., & van der Es, W. (2011). CLIL skills. Leiden: ICLON. Universiteit Leiden.
-Johnson, D. W., & Johnson, R. T. (1981). Effects of cooperative and individualistic learning on interethnic interaction. Journal of Educational Psycology. 73, 444-449.
THANKS FOR YOU ATTENTION.