#classorganization

[chemicalreactionsworld-blog]

Module 2: Coperative learning and planning CLIL

A) IDENTIFYING THE COMMUNICATIVE SKILLS

CALP: Content Language

Elements  of a chemical reaction: reactant, product, symbol  of reaction, stoichiometric coefficient, state of matter

Types of  reactions: synthesis, decomposition,  single replacement, double replacement, oxidation and reduction,  precipitation, acid-base reactions

Other terms: bond, exothermic, endothermic, reaction rate, velocity of reaction,  reversibility

BICS: Basic Interpersonal Language

When working in the lab:

Step 1 : place each metal salt on a watch glass and add 2 or 3 drops of 3 M hydrochloric acid

Step 2: Pour about 3 – 5 mL or enough ethyl alcohol to cover the size of a 1 peso-coin in the first watch glass.

Step 3: Light with a match and observe the color of the flame

Step 4: Repeat procedure number 2 for each salt. Observe the color of the flame

In class:

Could you help me?

How do we say “ vas de precipitats “ in english?

All right so far?

How does it work?

Language through: Scaffolded Language.

Compare and contrast, in groups, the difference between physical and chemical changes.

In conclusion, the function of a catalyst is to increase the speed or velocity of a chemical reaction.

Express your opinion about the importance of acid rain. How can we do to solve this problema.

Describe the different steps we have to do to balance a chemical equation

B) COOPERATIVE LEARNING IN THE UNIT PLAN

ClassOrganization:

The organization will be in groups of three  or four depending on the number of students. This is not a whole group  activity. We are going to do it in the lab or in class with half group  because we need space to move around.

 Cooperative LearningTechnique 1:Jigsaw

 1.- Make groups of three or four students (  home groups ). The main topic will be types of chemical reactions. The  subtopics will be: combustion (nº1), acid-base reaction (nº2), precipitation  (nº3) and oxidation and reduction ( nº4)

2.- In the home group students read texts related  to the characteristics of their reaction, examples in real live, the  reactants and products involved, they see images about the subtopic and teacher  make sure that pupils understand the vocabulary, expressions, the main idea,  examples …

3.- Teacher ask the students to join in the  expert team. This is to meet number ones together, number twos and the threes  in different areas in the class. They put together all they have learnt with  the different texts and built a graphic or a map as a synthesis. They will  report back this information to their mates

4.- They come back to the original teams (  home groups ) and explain all the information to their partners as an expert.

5.-At the end, they all sit together and the  teacher ask them different questions about what they have learnt from their  mates

 Cooperative Learning Technique 2: Kagan structures

 Class organization:

This activity will be in pairs. In the first  round, the teacher suggests the couples. In the second round, pupils can  choose their partner

 We are going to do a rally coach activity to  practice balancing chemical equations. For this activity:

students sit next to each other  and they have a sheet of paper between them with the exercises that they have  to solve ( exercises of balancing chemical equations ordered in increasing  difficulty )

 In the first reaction, student A  solves the exercise while student B coaches it and encourages him/her

In the second reactionthe other  way round. Student B solves the exercise while student A coaches it and  encourages him/her

They continue doing exercises  until they finish or time is up

 c) PIKTOCHART INFOGRAPHY

 D) KWL

K: What do my students know about the topic before I started the unit?

Matter changes

The difference between physical changes and chemical changes

Some examples in real life for chemical changes

The difference between atoms and molecules

How to formulate certain compounds

W: What do I want my student to learn along this unit?

Recognize the reactants and products in a reaction

Explain what happens in a chemical reaction at atomic level

Define the observations that indicate a chemical reaction has occurred

Classify chemical reactions according to the main categories

Complete, write and balance chemical equations

Test the law of conservation of mass in the lab

Predict products and energy changes in a chemical reaction

Identify and test factors that affect the rate of chemical reactions

L: What have my students learnt at the end of this unit?

To recognize the reactants and products of a  real life chemical reaction

To be able to explain accurately what happens  in a chemical reaction at atomic level

To identify that a chemical reaction has  occurred by observing different changes produced

They  can classify chemical reactions in different types

They can complete, write and balance chemical  equations

To predict how much product or reactant is  needed or formed in a reaction

To predict products and energy changes in  real life chemical reactions

To change different factors in order to  modify the rate of a chemical reaction

E) MY PERSONAL THOUGHT

What did you learn? With this module 2 I have learnt to identify the different communicative skills related to my topic, design cooperative learning activities such as jigsaw and kagan structures. I have also learnt to make infographies with a new interesting tool. With the last activity I have become aware of the importance of  what my students are supposed to bring in to the lesson, what I want to teach to them and what it is supposed to be learnt at the end of the unit.

How did you learn? I learnt by reading all the materials that appear in this course, searching information in different websites and watching videos of different examples of cooperative learning techniques

Do you have any problem? the typical computer problems

Would you like to investigate a bit more about any subject? I find very interesting the different cooperative learning techniques

Which question do you propose to someone who read this post to help you with CLIL? Do you find interesting what is plublishe in this post? Are you missing any information?