- 1. CLIL LESSON PROJECTEQUIVALENT FRACTIONS
2. CLIL LESSON PROJECTTEACHER'S NAME: Joan Villarroya Bustos
Title of the lesson: EQUIVALENT FRACTIONS Date: Tuesday, 27th
January Unit of study: FRACTIONS Level and group: 6th level Group B
Number of children: 20 pupils 3. CLIL LESSON PROJECTINTRODUCTION
The equivalent fractions project was chosen from an initial
resource found in the Internet. I thought it could be interesting
to be worked in English. My purpose was to include all the issues
learned in Anderson & Krathwohl taxonomy, and I think this aim
was achieved. 4. CLIL LESSON PROJECTThe activities go from a short
and theorical introduction of the Maths content till an assessment
test. But the development of the unit is made up of a great amount
of hands-on and manipulative activities where children learn
through analysing, applying or creating. About the language there
is a language for learning that was already planned, but I noticed
the importance of predicting the language through learning and the
language from learning. 5. CLIL LESSON PROJECTI chose this
class-group because I'm not their English teacher, so this way I
avoided to do the same class in other groups (A and C). The
classroom lay out is by corners, so the main part of the lesson is
collaborative and children predict, report and compare in groups.
The communication should be basic. Maths contents are priority, but
the activities lead important language contents, too. I HOPE YOU
LIKE IT! 6. CLIL LESSON PROJECT THE LESSON PLAN Background
Information:The class group has not got pupils with special needs.
They studied the content of fractions in the last school year and
they start this course the fractions with this lesson.Competencies
involved: Lear ning to lear n: creating their own knowledge from
manupilatives Linguistic and audiovisual communicative: using ICT
for learning and communicate their learning and ideas, from the
language for and through learning. Mathematic: discovering and
analyzing introduced contents.Lear ning objectives: 1. To identify
equivalent and non equivalent fractions. 2. To explain if two
fractions are equivalent by saying They are equivalent or They are
not equivalent. 3. To understand and express the reasons why two
fractions are equivalent. 4. To create equivalent fractions from
one initial fraction, manipulatively or in a Maths worksheet. 5. To
say fractions correctly using cardinals for numerators and ordinals
for denominators. 7. CLIL LESSON PROJECT A ssessment: -Identify
equivalent fractions -Explain if two fractions are equivalent and
why -Create equivalent fractions -Call fractions correctly 8. CLIL
LESSON PROJECTBloom's Taxonomy: Creating Evaluating Analysing
Applying Understanding Remembering 9. CLIL LESSON PROJECT ICT
RESOURCES
http://www.youtube.com/watch?v=j7WhRMvlQwohttp://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/http://www.mathsisfun.com/equivalent_fractions.htmlhttp://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_
10. CLIL LESSON PROJECT LESSON DEVELOPMENT Activity 1Explanation
about numerator (top) and denominator (bottom) Explanation about
how to call the fractions Explanation about what and why are
equivalent fractions Introduction of the language content on the
blackboard Photo in the next slide 11. CLIL LESSON PROJECT 12. CLIL
LESSON PROJECT Activity 1.1.:-The fractions song -10 m. -Read and
listen to the song to learn to call fractions. -Whole group
-Skills: LR -Digital
boardhttp://www.youtube.com/watch?v=j7WhRMvlQwo 13. CLIL LESSON
PROJECT ACTIVITY 2 (5 corners) 5-10 minutes per corner Create
shapes that repr esent fractions Lego blocks Ss-Ss and Ss-T SL
-Children build structur es that ar e r epr esented by equivalent
fractions and they explain why they ar e. 14. CLIL LESSON PROJECT
-Fold and r e-fold a paper with a colour ed ar ea (1/4) One paper
with shaded Ss-T SL -Pupils have got a paper wher e is shaded. They
fold it as they want and explain what fr action r epr esents the
shaded ar eas now. They ar e equivalent . 15. CLIL LESSON PROJECT
-Colour the same part of equal circles divided differ ent. 4
circles with the same size but Ss-T SL -Use crayons to color the
given birthday cakes so that one-half of each cake is chocolate,
one-four th vanilla, and one-four th strawberry. They do the same
in all the circles (8, 12 and 16 pieces) and notice equivalent
fractions 16. CLIL LESSON PROJECT -A pizza storyThe pizza stor y
Ss-Ss RWSL -They read a stor y about equivalent fr actions and they
ex plain Who is cor r ect, Zeb or Niko? 17. CLIL LESSON PROJECT -Fr
action str ips Fr action str ips wor ksheet S-S and Ss-T SL -They
obser ve the fr actions str ips sheet and expr ess differ ent
equivalent fr actions. 18. CLIL LESSON PROJECT A CTIVITY 3 -The
legend of Dick and Dom S-T On-line interactive game Digital board
LRS They play an interactive game where they watch a story and
solve the problems that appear about equivalent fractions.This game
didn't go, so we changed it by another on-line
activityhttp://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_fractions/play/
19. CLIL LESSON PROJECT EXTRA ACTIVITY EXCHANGED BY THE LAST ONE
DRAG AND DROP THE
FRACTIONShttp://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm
20. CLIL LESSON PROJECT Activity 4-A nswer the questions (A
ssessment activity of the lesson) -They do a test in an individual
grid wher e they tick the right answer. When the activity is
finished theyll correct their own sheet by checking the answers in
the digital board and they express why fractions are equivalent.
S-T RWSL Final test with 10 questions Digital board Char t for the
answershttp://www.mathsisfun.com/equivalent_fractions.html 21. CLIL
LESSON PROJECT R E F L E C T IN G O N M Y P R O JE C T O F E Q U IV
A L E N T F R A C T IO N S F irs t o f a ll, I w o u ld lik e to m
e n tio n th a t in m y o p in io n th e p e rfo rm a n c e o f th
e p ro je c t w a s s u c c e s s fu l b e c a u s e a ll th e p u
p ils s h o w e d m o tiv a te d a n d th e y le a rn th e s u b je
c t a n d th e la n g u a g e c o n te n ts o f th e w o rk e d le
s s o n . S o th e d id a c tic a im s w e re a c h ie v e d . T h
e p e rfo rm a n c e o f a n y le s s o n n e v e r is e x a c tly
e q u iv a le n t (u s in g w o rd s o f th e u n it a s a jo k e )
a s y o u h a d im a g in e d , b u t it d o e s n t m e a n th a t
its a n e g a tiv e is s u e . I h a d p la n n e d th e le s s o n
fo r o n e h o u r a n d a h a lf, b u t it to o k m o re tim e . N
o p ro b le m fo r th is b e c a u s e th e tu to r o f th e g ro u
p h a d le t m e to s p e n d a ll th e w is h e d tim e . 22. CLIL
LESSON PROJECTIn th e c la s s ro o m th e re w e re tw o m o re te
a c h e rs ; th e y w e re th e tu to r a n d o n e te a c h e r in
p ra c tic e s o f u n iv e rs ity . It w a s g re a t b e c a u s
e in th e c o rn e rs a c tiv itie s th e a tte n tio n to th e p u
p ils w a s h ig h e r. Its e a s y to p la n in a C L IL le s s o
n th e la n g u a g e fo r le a rn in g , b u t it m o re d iffic u
lt to m a n a g e th e c o m m u n ic a tio n b e tw e e n p u p
ils a n d th e la n g u a g e th ro u g h le a rn in g . T h e w o
rd th a t a p p e a re d in s o m e p re s e n ta tio n s o f M o d
u le 5 w a s re a lly rig h t: S c h a ffo ld in g . Its a v e ry
im p o rta n t is s u e fo r m a n a g in g th e le s s o n d e v e
lo p m e n t a n d p u p ils le a rn in g . 23. CLIL LESSON PROJECT
U s in g n e w te c h n o lo g ie s s o m e tim e s is a ris k b e
c a u s e a t th e e n d y o u d e p e n d o n th e m , o f th e m
a c h in e s . T h e re w a s o n e a c tiv ity th a t w e c o u ld
n t d o d u rin g th e le s s o n p e rfo rm a n c e b e c a u s e
it d id n t g o . I h a d p re p a re d o n e e x tra a c tiv ity
in o rd e r to s u b s titu te it if it h a p p e n e d , s o I n o
tic e d th a t it h a d b e e n a g re a t id e a th e e x tra a c
tiv ity w ith th e d ig ita l b o a rd , to o . In c o n lc u s io
n it w a s a n o rm a l le s s o n w e re p u p ils s h o w e d m o
tiv a te d a n d le a rn e d a lo t b e c a u s e a c tiv itie s w
e re m a in ly h a n d s o n a n d m a n ip u la tiv e s . I m s a
tis fie d w ith it. M y p ro je c t p re s e n ta tio n w ill b e
th ro u g h a v id e o o f y o u tu b e , if it is p o s s ib le a
n d if I g e t y o u r p e rm is s o n . T h a n k s . 24. CLIL
LESSON PROJECT If you click on the next link you can watch the
video of the lessonhttp://www.youtube.com/watch?v=rg7TJPWTxJQ
