Unit

A

IIS “Don L. Milani” Gragnano

Proff. Rita Cuomo , Teresa Gargiulo a.s. 2016/2017

Learners: Students of second year- Scientific High School

Disciplines: Chemistry-Mathematics (interdisciplinary unit)

Language of learning: English - A2/ B1 level

◊Lenght of time: 6 hours for Unit

◊Number of phases: 5

◊Learning outcomes:ContentCommunicationCognitionCulture

Module: Ideal gas laws

Unit 1: Boyle’s Law

Unit 2: Charles and Guy-Lussac’s Laws

CONTENT:

oGasesoMeasuresoInverse correlation

COMMUNICATION:

Language of Learning: oPresent tenseoPast tenseoComparative and superlativeoWh.questionsoPreposition

Language for Learning:oStrategies for readingoStrategies for understandingoStrategies for speaking

Language through Learning:oSpecific words

COGNITION:

oIdentify gases

oIdentify inversely (and directly in Unit 2) correlated

measures

oDraw a graph for inverse (and direct in Unit 2) correlation

oEvaluate different opinions about gases and measures

oWrite a report about gases, and inversely (and directly in

Unit 2) correlated measures

CULTURE:

oTo understand that there are different measures that

describe the gas behaviour

INTRODUCTION/REVISION:

Focus on students’ existing

knowledge about measures,

data collection, drawing graphs,

matter physical states “in a

friendly way”

Phase 1

Warm up activity - Brainstorming

The teacher introduces the title of the topic (i.e. Boyle’s Law) and she invites the

students to express a hypothesis about the subject

Glossary

ACTIVITY 2: Ideal gases

Understanding of the topic by means of

pictures (Slides n. 1-2-3) and video

(http://youtube.com/xxx)

Approximate and exploratory reading of an

article (Article 1: «Ideal gas»)

Phase 2

The students are supported to think about gases’ properties.

Firstly, they read quikly the article and observe the keywords.

Then, they read carefully the article

Glossary

Tasks: oTrue or FalseoFill in gaps

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gas laws)

Phase 3

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gas laws)

Phase 3

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gas laws)

Phase 3

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gas laws)

Phase 3

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gas laws)

Phase 3

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gas laws)

Phase 3

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gas laws)

Phase 3

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gas laws)

Phase 3

ACTIVITY 3: Ideal gases lawsInversely (and directly in Unit 2) correlated measures

Understanding of the topic by means of pictures (Slides n. 4-10),video (http://youtube.com/yyy)

Linear and sequential reading of an article (Article 2 «Ideal gaslaws)

Phase 3

Phase 3

The students analyze gas behaviour on particular conditions of temperature (Unit 1),

pressure and volume (Unit 2) by means of a careful and reflective reading

They search for main information and observe the keywords.

They identify inversely (and directly in Unit 2) correlated measures

Discussion

Glossary

Phase 3

Tasks: oJigsaw

Phase 3

Tasks: oJigsaw

Phase 3

Tasks: oJigsaw

Phase 3

Tasks: oJigsaw

Phase 3

Tasks: oJigsaw

Phase 3

Tasks: oJigsaw

Phase 3

Tasks: oJigsaw

Phase 3

Tasks: oJigsaw

Phase 3

Tasks: oJigsaw

ACTIVITY 4:

Laboratory experiments: Gas matters on different

pressure conditions and unvaried temperature condition,

etc. – to verify the ideal gas laws, for example:

Phase 4

Phase 4

The students analyze what happens when a gas matter is:

1.on different pressure condition and unvaried temperature condition – group works

(Unit 1);

2.on different temperature condition and unvaried pressure condition – group works

(Unit 2);

3.on different temperature condition and unvaried volume condition – group works

(Unit 2);

They collect data in a table.

They draw a graph through collected data (in computer lab using Excel or Geogebra).

Discussion: graphic comprehension and finding out of the law.

Glossary (especially for the language of mathematics that uses specialist vocabulary).

Phase 4

Tasks:

o To calculate the pressure of a gas matter on unvaried temperature, known the

volume (Unit 1);

o To calculate the volume of a gas matter on unvaried pressure, known the

temperature (Unit 2);

o To calculate the pressure of a gas matter on unvaried volume, known the

temperature (Unit 2).

o To identify the correct graph among different ones, given a function (Units 1-2)

WANT TO KNOW/ REINFORCEMENT/EXTENSION:

Learners understand the relation between pressure and

so between inversely correlated measures

Learners understand that gas behaviour changes if the

temperature changes.

ASSESSMENT/REFLECTION:

Construction and sharing of the knowledge

From the unit, what can you help someone else with?

What do you need more help with yourself?

What do you think was most interesting about the

unit?

Phase 5