The colligative properties

Liceo Scientifico G. Fracastoro (Verona)
The colligative properties
Author:
Daniela Sinigaglia
a.s. 2015_2016
This work is licensed under a Creative Commons “Attribution 4.0 International” license.
Contents
1
INTRODUZIONE
4
2
PROGETTAZIONE DEL MODULO
6
3
DESCRIZIONE DEL MODULO
7
4
DESCRIZIONE DELLE UNITÀ
4.1 Unit 1: What is CLIL/Why CLIL . . . . . . . . . . . . . . . . . .
4.2 Unit 2: What do you know about ice cream, salt on the highway
in winter or frozen frogs? How are ice cream , salt and frozen frogs
related? . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
4.3 Unit 3: : How the frozen frogs can survive? . . . . . . .
.
4.4 Unit 4: The main concepts of the colligative properties .
.
4.5 Unit 5: Making ice-cream! . . . . . . . . . . . . . . . . .
.
4.6 Unit 6: The connection between colligative properties and the real
world . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .
4.7 Unit 7: Let’s summarize . . . . . . .
. . . . . . . . . . . .
4.8 Unit 8: Let’s prepating the final task
. . . . . . . . . . . .
4.9 Unit 9: Let’go to present the product
. . . . . . . . . . .
9
9
ACTIVITIES
5.1 Unit 1 . . . . .
5.1.1 Activity
5.1.2 Activity
5.2 Unit 2 . . . . .
5.2.1 Activity
5.3 Unit 3 . . . . .
1
.
1
2
.
1
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
10
11
13
14
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
15
16
17
18
20
20
20
20
21
21
21
5.5
5.6
5.7
5.8
Unit 5
5.5.1
5.5.2
5.5.3
Unit 6
5.6.1
5.6.2
Unit 7
5.7.1
5.7.2
Unit 8
5.8.1
5.8.2
5.8.3
5.8.4
5.8.5
. . . . . . .
Activity 2a
Activity 2b
Activity 4 .
. . . . . . .
Activity 1 .
Homework .
. . . . . .
Activity 1
Activity 2
. . . . . .
Activity 1
Activity 2
Activity 3
Activity 4a
Activity 4b
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
6 VALUTAZIONE
6.1 QUESTIONARIO DI VALUTAZIONE DEL PROGETTO CLIL
PER STUDENTI . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
44
4
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
31
31
32
34
37
37
37
38
38
39
40
40
41
42
42
42
INTRODUZIONE
L’attività è stata proposta ad una classe quarta ad indirizzo Scienze applicate del
Liceo Scientifico Fracastoro di Verona, la classe è attualmente composta da 18
studenti generalmente attenti e partecipi a lezioni, attività didattiche e disponibili
a mettersi in gioco nei riguardi di nuove proposte. La scelta del modulo didattico
è giustificata dall’esigenza di sviluppare tale argomento come programma di studi
e nello stesso tempo dalla possibilità di impostare il lavoro anche secondo un approccio laboratoriale.
Da un punto di vista disciplinare il progetto si propone di esaminare alcune proprietà colligative delle soluzioni (abbassamento crioscopico ed innalzamento ebulloscopico) e le loro relazioni con la natura e la vita quotidiana. IL successo di questo
modulo dipende dalla capacità dell’insegnante di dimostrare l’interconnessione di
discipline scientifiche. (Perchè le rane che vanno in ibernazione, lo spargere , il
sale sulle strade e nebbie ghiacciate , il fare il gelato senza gelatiera sono eventi
apparentemente correlati? Quali concetti della fisica e della chimica possiamo utilizzare per interpretarli e spiegarne le interconessioni?)
Le attività si sono articolate in momenti di discussione in classe e di lavoro di
gruppo nei laboratori. In sintesi poche lezioni frontali, uso di , esemplificazione
e ripetizione dei concetti veicolati in lingua inglese, learning by doing , problem
solving. Gli studenti hanno lavorato individualmente, ma anche in gruppo sia in
classe sia in laboratorio.
Come valutazione finale gli studenti hanno progettato e presentato una presentazione multimediale in lingua inglese in cui hanno inserito in modo autonomo
video trovati in rete ma non proposti in classe e video di esperimenti effettuati da
loro a casa (un gruppo ha anche inserito lo script). Oltre a questo momento di
valutazione sommativa ho previsto anche momenti di valutazione formativa quali
interventi, spiegazioni date ai compagni, momenti di riflessione sul percorso fatto.
Ho somministrato anche un questionario di valutazione del modulo che comprendeva anche un autoriflessione per lo studente.
PROGETTAZIONE DEL
MODULO
School
Teacher – responsible
for the
CLIL
project Other teachers
Class involved
Subjects involved
Level of language
competence of the
class
Project
phases:
(Month – phase)
Resources
Locations, materials
LICEO SCIENTIFICO FRACASTORO
DANIELA SINIGAGLIA
4 B LICEO SCIENZE APPLICATE
CHIMICA
B1 INTERMEDIATE
1 fase (agosto-settembre): scelta dell’argomento e riflessione sulla metodologia Clil funzionale allo sviluppo del modulo;
definizione del progetto nelle linee generali e in- dividuazione
delle UD; ricerca, analisi, ricerca dei mate- riali.Comunicazione
al DS della classe coinvolta. 2 fase ( settembre-novembre):
Comunizazione in Collegio dei Do- centi e nel Consiglio di
classe; svolgimento della UD, valu- tazione
disciplinare,
valutazione del percorso, relazione nel consiglio di classe di
quanto emerso a fine progetto.
Lim, laboratorio di informatica, laboratorio di chimica., programmi per la produzione di presentazioni, mappe mentali,
lavagne interattive e condivise, ambienti per la condivisione del
materiale.
DESCRIZIONE DEL
MODULO
Template 2 – The CLIL Module / UD – General Plan
The colligative properties of solution: theory and practice
1. What is CLIL / why CLIL
2. What do you know about ice cream, salt on the
highway in winter or frozen frogs?
How are ice cream , salt and frozen frogs related?
3. How the frozen frogs can survive?
4. The colligative properties’main concepts
5. Make ice cream!
6. The connection between colligative properties
and the real world
7. Let’s go summarize
8. Let’s go to prepare the final task
9. Let’go to present the product
Teaching Units
Teacher
Daniela Sinigaglia
Discipline
Chimica
Agosto-Settembre: progettazione
Ottobre-Novembre: realizzazione
Timeline
Content (subjects)
Le proprietà colligative delle soluzioni e le loro applicazioni
nel mondo reale
Materials
Testi autentici reperiti sul web, modificati e adattati, testi di
produzione originale, animazioni e video didattici da risorse
web, software per la produzione di cross-words, ...
laricerca.loescher.it
onestop english.com
quizlet.com
riviste.unimi.it
thinkport.org
Relevant
rubistar.4teachers.org
webliography
module
Template 2 – The CLIL Module / UD – General Plan
Relevant
Coonan Carmel M. 2012 (seconda edizione).
La Lingua
Bibliography
Straniera Veicolare. Torino: Utet. Bentley Kay. 2010. The
TKT Course CLIL Module. Cambridge: Cambridge Univer- sity
Press.
Pre-requisites Conoscere e padroneggiare in L1 la terminologia specifica rel- ativa
content
al concetto di soluzione e soluto, concentrazione, legami chimici,
passaggi di stato, primo principio della termidinam- ica.
Aims Objectives –
content(measurable)
Aims Objectives –
language(measurable)
Objectives – study
/ learning skills
Cross - curricular
objectives
Procedures
(classroom
management)
Assessment
Remedial work /
reinforcement
Saper definire le proprietà soluzioni e saperle utilizzare, risolvere problemi, effettuare esperimenti, analizzare ed interpretare dati. Prevedere risultati. Applicare I concetti acquisiti per
interpretare fenomenti del mondo che ci circonda.
Utilizzare lessico chiave, frasi verbali, strumenti discorsivi per
comprendere testi tecnici scritti e orali (animazioni, video, interviste) in generale e in dettaglio relativi al tema affrontato, per
saper descrivere immagini, confrontare fare previsioni, de- duzioni
relativamente ad un particolare fenomeno osservato, interagire
in piccoli gruppi o in classe per discutere gli argo- menti
affrontati.
Capacità di applicare quanto appreso a contesti diversi, in- tra
ed interdisciplinari; capacità
di interpretare correttamente
situazioni e fatti conosciuti; capacità di analizzare le informazioni dimostrando abilità di giudizio
Saper utilizzare, ricercare, informazioni per costruire presentazioni; saper utilizzare informazioni per interpretare informazioni in contesti diversi (vedi imparare ad imparare)
Lezione partecipata con utilizzo di materiali multimediali(lim)
attività in coppia o a piccoli gruppi e talvolta individuale.
Attività di laboratorio Utilizzo di LS; L1 sarà utilizzata solo per
I concetti più complessi.
Verifica formativa e sommativa ( produzione di una presentazione)
Attività di rinforzo e revisione linguistica e di contenuti
7
DESCRIZIONE DELLE UNITÀ
4.1
Unit 1: What is CLIL/Why CLIL
Objectives:
• Content: to know the principles of Clil
• Language: Comparative adjectives, transitional words/phrases for compare/contrast
such as however, but, besides, though, although, yet, whereas, on the one
hand/on the other hand, in contrast, superlatives, present tense, past tense,
because clauses to explain the differences, past tense, conditional.
Skills: Recognize the teacher’s role and the student’s role in CLIL; identify
the differences, analysing / categorizing / comparing, identify the advantages
and disadvantages of the clil’s method, to sum up Clil, to identify what could be
diffi- cult for the students in the clil method.
Description: The teacher explains the students what they’ll have to do: the
aim is to understand what is CLIL and why is a good idea to do science using this
method. The teacher can show for example two videos about clil and ask to note
ideas, concepts, key words about what and why clil can be a good method for the
class. Discussion time: the students take their own notes and discuss in group.
Problem question: Find advantages and disadvantages to learn Science using CLIL.
Activity 1 (6 min.): show the videos and ask the students to note ideas, concepts, key words about this teaching method while they are watching the videos
(see section 5.1.1).
Activity 2 (10min): Divide the class in group, hand out one copy of the
chart to each group and ask students to complete the chart. Get feedback from the
groups, encouraging students to use comparative adjectives transitional words/phrases
for compare/contrast such as however, but, besides, though, although, yet, whereas, on
the one hand/on the other hand, in contrast, superlatives (see section 5.1.2).
Activity 3 (10min): display the chart on whiteboard, pick one student from each
group and ask to explain their ideas. Write the main ideas in the chart on
whiteboard.
Activity 4 (10min) (whole class) pick one/two students and ask them to
summarize the main points of the lesson and to identify the difficulties that they
could meet using clil in science. (the most frequent answers were: speaking ,
reading and the comprehension of concepts, because we don’t know specific words
and/or we don’t speak English fluently; it is a n engaging way to learn ).
Materials: links to videos
• video 1: https://www.youtube.com/watch?v=FEgY- _KFkKc
8
• video 2: https://www.youtube.com/watch?v=9HhVnG0AYfI
4.2
Unit 2: What do you know about ice
cream, salt on the highway in winter or
frozen frogs? How are ice cream , salt and
frozen frogs related?
The teacher begins the lesson summarising the last lesson asking to one-two students to help him/her. This moment is a good opportunity to see again the specific
vocabulary: and to improve speaking skills. To reach all that the teachers can ask to
the students to use their mobile phone/or tablet to implement a lino.com page or the
glossary on quizlet.com. Access prior knowledge and capture student interest by
asking them the following questions: "Why is salt put on highways during icing weather
conditions? Can animals that are frozen be brought back to life? What happens to
human red blood cells, tissues, and organs when they are frozen?" Ac- cept all
reasonable answers and facilitate discussion within the class. The teacher can continue
saying: Today we are going to begin a study of a specific colligative
property used by frogs, in the making of ice cream and in melting ice on
the roads ."
Objectives:
• Content: to know colligative properties of solution , the effects of salt on
highway, calculate freezing point depressio
• Language: present tense, past tense, because clauses, conditional tense,
modal verbs
Skills: describe colligative properties using examples, explain why salt decrease the freezing point and increase the boiling point of a solvent. Calculate the
depressed freezing point of a salt solution. Recognize the interconnection between the
physical and biological systems
Activity 1 (30 min) : The lesson has to be done in the technological room or
your students have to have a tablet or a pc. Show the videos and ask students to
write down the words that they don’t know. Give the students the glossary’s
worksheet or say to them to go on the quiz let website. In quizlet.com you can
share your tests, flash card glossary with your class. Ask to add the new words to
the glossary; the students can then search the translations and meanings on a
dictionary (see section 5.2.1).
Activity 2 (15 min):
While viewing video at https://www.youtube.com/watch?v=TYJvwxwvLw Watch together the video (3’59”) but TURN OFF THE VOLUME. Ask the
students to explain what the scientists and Alan are doing in the forest. Keep the volume
off
and continue watching until the frogs are frozen, then PAUSE the tape. Ask if it is
possible for the frog to be still alive. CONTINUE with the tape until the frogs are
9
around again. Have students describe what is remarkable about the Canadian wood
frogs’ ability to survive in cold weather.
Post viewing video: How will the students use the information they gathered
while viewing the video? After the video students will engage in Activity 3.
Activity 3 (20 min):ask the students to complete the K and W portion of the Ice
Cream KWL Chart, the frogs’ one, what they already know about ice cream and
frozen frogs and to brainstorm into areas what they do not know about it. Hand out
one copy of the chart to (KWL) each student and ask them to complete the chart with
a partner. The students will be asked to complete the third chart’s part in the activity
2 of the lesson 6. Get feedback from the groups, encouraging students to use present
tense, past tense, because clauses,conditional tense modal verbs.
Materials: worksheets, video (https://www.youtube.com/watch?v=TYJvw xwvLw)
4.3
Unit 3: : How the frozen frogs can survive?
Objectives:
• Content: explain the solute’s effect in a solution’s properties, investigate the different
behaviour of a glucose solution 1m , 2m, 4m and NaCl solution 1m, 2m, 4m
• Language: imperative forms, impersonal pronouns or second person, sequencing connectives( then, next, adverbs how to do things)
Skills: analyse data and compare the different results in the two situation (salt and
glucose) giving the reasons, recognize the interconnectedness of the physical and
biological systems, explain how a glucose solution (sugar water) can behave as an
antifreeze.
Activity 1 (15 min): in this activity students have an article about colliga- tive
properties in the real world and they have to use this article to understand some
concepts, review specific vocabulary and expand their vocabulary using three phases: p
rereading, while reading, after reading(see section 5.3.1).
Activity 2 ( 60 min): Can Glucose increase the boiling point of water ? Can
NaCl increase the boiling point of water? Which is the differ- ence?
This is a laboratory activity. The experience consists in the measurement of the
boiling temperature of 3 solutions – one of glucose, one of sucrose and one of NaClhaving the following concentrations: 1m, 2m, 4m. From the experiment we aspect that
the same concentrations of the glucose and saccarose solutions have the same
∆T. At the contrary, due to the fact that NaCl is an electrolyte, ∆T for the Nacl will
be different (see section 5.3.2).
Students are divided into six groups. Two groups test the glucose solution, two the
sucrose solution and two the solutions of NaCl. They measure the boiling tem- perature
of the solutions and then analyse the data and discuss the results at home individually.
Before the lab activity the teacher supported the comprehension of the recipe using a
10
pre-laboratory activity ( point A and B ). At the end of this experiment the students
discover by analysing the data and by plotting the boiling temperature of the different
solutions in function of different concentrations that the boiling point temperature
rise depends on the number of particles dissolved and doesn’t depend on the
dissolved substance and its concentration.
Homework: related to laboratory activity the students have to analyse data and
to answer to the questions. (see activity 2 lesson 3 point C and D).
Materials:copy of worksheets, materials for experiment described in the ac- tivity
2.
11
4.4
Unit 4: The main concepts of the colligative properties
Objectives:
• Content: to know ∆T= Keb* m *I and ∆T= Kcr* m *I , the van’t Hoff
factor
• Language: present tense • past tense • because clauses conditional
tense modal verbs
Skills: define ∆T= Keb* m *I and ∆T= Kcr* m *I , describe colligative properties using examples, explain why salt decrease the freezing point and increase
the boiling point. define the van’t Hoff factor. Calculate boiling point elevations
and freezing point depressions for both non-electrolyte and electrolyte solutions.
Predict what happens to a boiling point solution when we change the solvent (see
simulated experiment). Explain what the term colligative means.
Activity 1(10 min): the students compare their answers (see homework lesson 3) and the teacher can record the data about the students’ speech. (formative
assessment).
Activity
2
(35
min):
the
teacher
show
the
video
(http://www.youtube.co m/watch?v=z9LxdqYntlU that explains the
reasons behind and the match involved in the boiling point elevation and freezing
point depression. Learners listen to the video twice: first they understand the
concepts in general and the second time they have to complete a sentence. The
teacher, before showing the video, has to give the worksheet to the students and
have to explain them the concept that will be explained later in the video (see
section 5.4.1).
Activity 3 (30 min): this activity has to be done in the computer’s room (or
in the classroom, but your students have to have their tablet, or laptop) because the
students are involved in a simulated experiment http://group.chem.iastate.e
du/Greenbowe/sections/projectfolder/flashfiles/propOfSoln/colligati
v e.html. The teacher explains to the students that they have to choose
different solutes, different solvents, different solution’s concentration and to
observe what happens. Then they have to discuss together in group and complete
the worksheet in pairs (see section 5.4.2).
Activity 4 (15 min): the students have to do a padlet page https://padl
et.com/ about what they have learnt during the previous lessons and activities.
Padlet is is a virtual wall that allows people to express their thoughts on a common topic easily. It works like an online sheet of paper where people can put any
content (e.g. images, videos, documents, text) anywhere on the page. The teacher
explains how to built a padlet page (see section 5.4.3).
Homework:
properties.
the
students have
to resolve some problems
about
colligative
Materials: worksheet; videos, padlet.com, simulated experiment
4.5
Unit 5: Making ice-cream!
Objectives:
• Content: colligative properties, freezing point
• Language: because clauses, conditional tense, modal verbs, imperative forms,
impersonal pronouns or second person, sequencing connectives (then, next,
adverbs how to do things)
Skills: planning and carry out investigations, cooperating with others, locating and interpreting information, observing, recording results, summarizing, using
knowledge.
The teacher begins the lesson marking the homework with the whole class:
pick one /two students and ask them to tell the resolution of some exercise. The
teacher needs to emphasize the connection between the previous activities. First
students were asked what they know about ice cream. Then they observed a video
about frozen frogs and performed a series of investigation verifying what they observed in the video. Now they are making ice cream to determine a freezing point
depression. How are these events related? Focus the class by restating the overall
challenge question and discussing the colligative property of freezing point depression.
Activity 1 (10 min): To help the students the teacher can use a slide with
the frozen-frogs image, the ice cream image and the salt on the road image. From
discussion might be carried out by students the connection between these three
situations. About the frozen-frogs and the salts on the roads: the solute decreases
the freezing point of frog’s blood so they can live at lower temperature and decreases the freezing point of water on the roads so we can drive with safety on
snowy roads. During the discussion one student writes on the white board the
new words to expanding the vocabulary. The main activity of this lesson is the
laboratory activity “ Let’s Make Some Ice Cream!” It presents some complex concepts , so the teachers could do two prelab activities analysing the inquiry’s recipe
and what and why they could observe as results. It’s better to do this scaffolding
activity because the chemistry of ice cream hides some thermodynamics physical
concepts.
Activity 2a (pre-lab, 10 min) Let’s Make Some Ice Cream! The
recipe: In this activity the teacher divides students in groups and hand out one
copy of worksheet to each group asking the students to answer the question . Get
feedback from the groups, encouraging students to use language L2 (see section
5.5.1).
Activity 2b (pre-lab, 15 min) Let’s Make Some Ice Cream! what
and why we observe these results?: The teacher, using a text ,can explain
the thermodynamics concepts which are essential to understand the chemistry of
ice cream (see section 5.5.2).
Activity 3 (15 min): this activity is a brainstorming. The teacher picks
one student from each group and ask them their ideas. Another students go to the
lim and do a mind map.
Activity 4 (lab, 60 min) - Let’s Make Some Ice Cream!: In this activity students will be divided into lab partners/groups depending on the amount
of materials available. Safety and cleanliness should be emphasized prior to the
investigation. Students should not eat the material and all equipment should be
thoroughly washed prior to use. Hand out one copy of recipe to every students
and one copy with some question that can be used by the students to analysing
data and interpreting the results. The Teacher has to prepare the experiment’s
materials in the laboratory chemistry room (see section 5.5.3).
Homework: the students have to take again the initial flow chart (activity 3
lesson2) and complete the third column about ice cream, frozen-frogs and salt.
Materials: worksheet; materials to do activity 4.
4.6
Unit 6: The connection between colligative properties and the real world
Objectives:
• Content: the application of colligative properties in the real world
• Language: because clauses , present tense, past tense,conditional tense
modal verbs, sequencing connectives (then, next, adverbs how to do things.),
specialistic vocabulary, cause-effect connectives.
Skills: comparing data, collecting and organising informations,
summarising,using knowledge, to be aware of ourselves learning processes.
The teacher begins the lesson summarising the previous one and asking to
one-two students to help her. This moment is a good opportunity to see again the
specific vocabulary and to improve speaking skills. To reach all that he teacher
can ask the students to use their mobile phone/or tablet to build a lino.com page
or the glossary on quizlet.com that the students have be began in the previous
activity (activity 1 lesson2).
Activity 1 (15 min): the students compare in group their homework and
then the teacher calls one student to the LIM to do a summarising map to collect
the whole class ideas. The aim of this activity is to help the learners to became
aware of the learning processes (see section 5.6.1).
Activity 2 (25 min): : the teacher explains the goals of this activity: to
identify the connection between ice cream, frozen-frogs and salt. To reach this
aim they have to use the map(see activity 1 lesson 6) they have to identify the
common concepts between ice cream, frozen-frogs and salt. The class should carry
out the following idea: between ice cream, frozen-frogs and salt the connection is
the property of a solute dissolved in a solution to decrease the freezing point of solvent. This chemistry concepts can be used to understand some physical-chemical
and biological events.
Homework: the students must see at home the two parts of the video and
must complete the worksheet (see section 5.6.1).
Materials: worksheet.
4.7
Unit 7: Let’s summarize
Objectives:
• Content: revision of the main concepts of the module
• Language: because clauses , present tense, past tense, conditional tense
modal verbs, sequencing connectives( then, next, adverbs how to do things.),
specialistic vocabulary, cause-effect connectives.
Skills:listening, speaking, comparing data, collecting and organising informations, summarising, using knowledge, to be aware of ourselves learning processes.
Activity 1: the aim of this activity is to review the module concepts in pair
using the previous homework and the worksheet Collaborative Annotation Chart
(see section 5.7.1).
Activity 2: The aim of this activity is to review and to consolidate the module’s concepts. During the lessons the students have been involved both theoretical
and practical activities, so they could use a padlet page to understand what knowledges they learnt during these activities (see section 5.7.2).
The teacher can propose one of her padlet page to the students telling them her
objectives. She can do this activity in the computer classroom, but if the students
have mobile phones or tablets they can do it on them too. (the teacher have to
share the padlet page’s link by drop box). This activity is also an opportunity
to introduce new concepts/ideas about the topic (photos, other videos, their examples about the applications of colligative properties in the real world). In this
activity padlet can be used as a tool to develop the 4Cs of Clil in a collaborative
way.
Materials: worksheet; padlet.com
4.8
Unit 8: Let’s prepating the final task
Objectives:
• Content: Identify key ideas and details to create a concise, engaging presentation. Identify the steps involved in planning a comprehensive presentation
• Language: imperative forms, impersonal pronouns or second person, sequencing connectives( then, next, adverbs how to do things), specific words
Skills: selecting, ordering, reflecting and evaluating the informations
The teacher explain the final task and the assessment criteria to the students.
She can do this discussing the rubric together. The aim of this lesson is also to
support the students to hand over their final task. The teacher could:
1. Clarify to the students what is going to be said and to be written;
2. Help students notice the language they need to use at a word and sentence
level
3. Help learners think about who they are speaking or writing to and why they
are speaking or writing
4. Help learners to choose a way to file the materials they searched and they
think to select for their presentation
Activity 1: brainstorming activity: the teacher explain the final task and the
assessment criteria to the students and presents the evaluation rubric (see
section5.8.1).
Activity 2: which tool can I choose for presentation? The teacher could reach
this aim by showing some presentations ( power point, prezi) to support the students to identify the better tool and to compare two different tools to present
a topic in a conference (see section 5.8.2).
Activity 3: what is going to be said and to be written? Which language
and sentence level did I use? The teacher could reach this aim proposing again
the presentations in the activity 2 to support the students to identify the sections they probably have to insert in the presentation, to note the main aspects that they have to consider when they are planning a presentation about
a topic. If she thinks it may be useful she can propose also a specific guide
(at
http://www.biosurvey.ou.edu/swan/PowerPointGuidelines.pdf .
That all should raise the students’ interest and encourage conversation
opportunities (see section 5.8.3).
Activity 4: how can I file and share the materials that I have searched
for the presentation? To help learners to choose a way to file the materials
that they have searched and they think to select for their presentation, the teacher
could:
• show them a simple symbaloo webmix and ask them to discuss that in pairs
about its usefulness in a planning presentation topic.
• give them a practice task (in group) about symbaloo
(see section 5.8.4 and 5.8.5)
Materials: worksheet; presentations, padlet.com, simulated experiment, symbaloo.com
4.9
Unit 9: Let’go to present the product
Objectives:
• Content: to be able a presentation about the topic.
• Language: because clauses , present tense, past tense, conditional tense
modal verbs, sequencing connectives( then, next, adverbs how to do things.),
specialistic vocabulary, cause-effect connectives, passive.
Skills: listening, speaking, comparing data, collecting and organising informations, summarising, using knowledge, to be aware of ourselves and of our classmates
learning processes. To be able to give a feedback
In this lesson, the students have to present them products. Teacher gives them
a copy of the rubric evaluation. A the end of the presentation of each group the
students are asked to evaluate their classmates’ performance. At the end of all
presentations the teacher gives to students a questionnaire to evaluate the module. Few days after the students’ presentations the teacher give to students her
evaluations and discusses with the learners about the results of the questionnaire.
Materials: evaluation rubric; LIM, link to photos about “make ice cream”
and the the students’ products:
• Photos:
https://www.dropbox.com/sh/21c5o1p0nfiz6e3/AACrGVLcvtl
RNzwJc3r7iagwa?dl=0
• Group 1:
https://www.dropbox.com/sh/taq82kyq5v7tdz8/AABnKl3EYet
hH5wWeswyju9ea?dl=0
• Group 2:
https://www.dropbox.com/sh/hkchw7ut7ukxgch/AACSx2sr6W3
8VVvO9xZWxaPpa?dl=0
• Group 3:
https://www.dropbox.com/sh/3p5l161karh6ms1/AAD{_}35gwZ
pkTLYuQO3nHdOwSa?dl=0
• Group 4:
https://www.dropbox.com/sh/3p5l161karh6ms1/AAD{_}35gwZ
pkTLYuQO3nHdOwSa?dl=0
• Group 5: https://www.dropbox.com/s/ur6krw2vxtivqbj/colligative_
%20properties{_}%20group5.pptx?dl=0
• Group 6:
https://www.dropbox.com/s/9y14x964jxw7wsw/colligative{_}%
20properties{_}%20group6.zip?dl=0
ACTIVITIES
5.1
5.1.1
Unit 1
Activity 1
While you are wacting the videos note ideas, concepts, key words about this teaching method.
5.1.2
Activity 2
Complete the chart to identify the advantages and disadvantages about the CLIL
method.
ADVANTAGES
Teacher speaks less
Students have an active
role in the lesson
To cooperate with others
To use L2 in an authentic
situation
Others...
DISADVANTAGES
5.2
Unit 2
5.2.1
Activity 1
Look at the glossary. Insert the others words (related to topic’svideo) that you
don’t know searching the meaning on a on line dictionary. You can use your PC
or your tablet to imployement the glossary on line. (quizlet.com)
5.3
Unit 3
5.3.1
Activity 1
• Before reading:
Mach the words in column A with their definitions in column B You can
do
the
exercise also
on
line,
it
is
shared on
quizlet.com
(https://quizlet.com
• While reading:
Read the text carefully. Underline any words you don’t understand and look them up in the dictionary. You can use your mobile phone.
Deep-Frozen Frogs
(Adaptedfrom
http://voices.nationalgeographic.com/2013/08/21/howthe- alaska- wood- frog- survives- being- frozen/)
There are a number of creatures, from reptiles and insects to marine life,
that possess some level of free tollerance, but few can perform the trick
quite like Rana sylvatica. The tiny amphibians can survive for weeks with
an incredible two-thirds of their body water completely frozen—to the point
where they are essentially solid frogsicles. Even more incredible is the fact
that the wood frogs stop breathing and their hearts stop beating entirely
for days to weeks at a time. In fact, during its period of frozen winter hibernation, the frogs’ hearts freeze, their lungs freeze, their eye lenses freeze.
Everything freezes," she said. When temperatures drop a frog’s liver starts
producing glucose. That glucose acts like antifreeze and helps keep liquids
from freezing inside cells and killing them. When the temperature starts to
rise, thawing begins. It can take up to 12 hours to fully defrost.
Why do they use salt to melt ice on the road in the winter?
(adapted from
http://science.howstuffworks.com/nature/climate- w
eather/atmospheric/road- salt.htm) If you live in a place that
has lots of snow and ice in the winter, then you have probably seen the
highway department spreading salt on the road to melt the ice.¬ You may
have also used salt on ice when making home-made ice cream. Salt lowers
the freez- ing/melting point of water, so in both cases the idea is to take
advantage of the¬ lower melting point. When you add salt, that
temperature drops: A 10-percent salt solution freezes at 20 F (-6 C), and a
20-percent solution freezes at 2 F (-16 C). On a roadway, this means that
if you sprinkle salt on the ice, you can melt it. The salt ¬dissolves into the
liquid water in the ice and lowers its freezing point. If you ever watch salt
melting ice, you can see the dissolving process happen – the ice immediately
around the grain of salt melts, and themelting spreads out from that point.
If the temperature of the roadway is lower than 15 F or so, then the salt
really won’t have any effect – the solid salt cannot get into the structure of
the solid water to start the dissolving process. In that case, spreading sand
over the top of the ice to provide traction is a better option.
Making ice-cream:
(adapted
http://science.howstuffworks.com/nature/climateeather/atmospheric/road- salt.htm)
from
When you are making ice cream, the temperature around the ice cream
mixture needs to be lower than 32 F if you want the mixture to freeze. Salt
mixed with ice creates a brine that has a temperature lower than 32 F.
When you add salt to the ice water, you lower the melting temperature of
the ice down to 0 F or so. The brine is so cold that it easily freezes the ice
cream mixture.
• After reading:
a ) Read the text again. Match the following statements as true
or false and correct the false statements. To do the exercise
go to quizlet.com and mark true or false. You have to do the
flash cards exercies too.
b Fill in the gaps with the words below: liver, hearts, , lower, freeze
tolerance, dissolves, water , melting, mixture , add, lower.
Deep-Frozen Frogs: There are a number of creatures, from reptiles
and insects to marine life, that possess some level of
, but
few can perform the trick quite like Rana sylvatica. The tiny amphibians can survive for weeks with an incredible two-thirds of their
body
completely frozen to the point where they are essentially solid frogsicles. Even more incredible is the fact that the wood
frogs stop breathing and their
stop beating entirely for days
to weeks at a time. In fact, during its period of frozen winter hibernation, the frogs’ physical processes. Their hearts freeze, their lungs
freeze, their eye lenses freeze. Everything freezes," she said. When
temperatures drop a frog’s
starts producing glucose. That
glucose acts like antifreeze and helps keep liquids from freezing inside
cells and killing them. When the temperature starts to rise, thawing
begins. It can take up to 12 hours to fully defrost.
Making ice cream: When you are making ice cream, the temperature
around the ice cream
needs to be lower than 32 F if you want
the mixture to freeze. Salt mixed with ice creates a brine that has a
temperature lower than 32 F. When you
salt to the ice water,
you
r the melting temperature of the ice down to 0 F or so.
The brine is so cold that it easily freezes the ice cream mixture.
5.3.2
Activity 2
A Read the laboratory procedure, discuss with your group and complete the following exercies.
PROCEDURE:
(a) put your solution (glucose 1m or sucrose 1m or NaCl 1m)in a beaker
(b) measure the temperature
(c) put the beaker on a hotplate
(d) heat the solution
(e) register the most value of temperature
(f) register the most value of temperature
(g) repeat from number 1 with 2m solution and with 4m solution
B Complete the sentences making predictions about what you think
will happen. The boiling point of the glucose 1m solution will .be
,
than
. The boiling point of the glucose 2m solution will .be
,
than
. The boiling point of the glucose 4m solution will .be
,
than
I think that if we change the sugar The boiling point
.
I think that if we use NaCl The boiling point
.
C After laboratory activity complete the following with the results
of the experiments:
Chemicals
Glucose
Solution’s molality
1
2
4
Sucrose
1
2
4
NaCl
1
2
4
Teb *C
D At home Work individually, think and write your answers.
(a) What did you think would happen to the different solutions?
(b) What did your base your predictions on?
(c) Were you surprised by any of the results?
5.4
Unit 4
5.4.1
Activity 2
Read
the
sentences,
listen
to
the
video
(http://www.youtube.com/watch? v=z9LxdqYntlU), listen to
the video again and then complete the sen- tences.
1. Colligative properties are properties that are due
solution and not to
of the solute.
of particles in
2. Vapor pressure lowering, , boiling point elevation, and freezing point depression are
.
3. The boiling point elevation can be calculated using the formula
where ∆Tb is the boiling point elevation, is the
and m is molality.
4. The freezing point depression can be calculated using the formula ∆Tf =
Kfm, where ∆Tf is the freezing point depression,
is the
and m is molality.
5. 5. For electrolyte solutions, the
is added to account for the
that the solute will dissociate into in solution. For
,
the van’t Hoff factor = 1.
6. The equation change to account for this factor ∆Tb = Kbm becomes ∆Tb
= iKb m and ∆Tf = Kf m becomes ∆Tf = iKf m, where i is the number of
particles each solute molecule produce in solution.
Keys:
∆Tb = Kbm Kb Boiling point elevation constant Kf freezing point depression constant
the number
of particles
van’t Hoff
factor number of ions non-electrolyte solutions
5.4.2
Activity 3
Freezing Point Depression and Boiling Point Elevation – Virtual Lab
(Adapted from
- http://teachers.sduhsd.net/rkessler/Chem/Che
%20docs/colligativeprope rty_virtuallab.pdf
and
https://sites.google.com/a/northgwinnett.com/rstroud/gifted\begingr
o
up\let\relax\relax\endgroup[Pleaseinsert\PrerenderUnicode{âĂŘ}in
topre
amble]chemistry/gifted\begingroup\let\relax\relax\endgroup[Pleasei
nse
rt\PrerenderUnicode{âĂŘ}intopreamble]spring\begingroup\let\rela
x\rela
x\endgroup[Pleaseinsert\PrerenderUnicode{âĂŘ}intopreamble]sem
ester/g ifted- ).
Go to
http://group.chem.iastate.edu/Greenbowe/sections/projectf
ol der/flashfiles/propOfSoln/colligative.html.
Fill in the following table with information from the lab. The data
will pop up when you start an experiment.
H2O table
Solvent BP(°C) FP(°C) KB KF
H2O
CCl4
CHCl3
C6H6
CS2
C4H10O
DIRECTIONS PLEASE READ BELOW
Perform the experiment with the listed parameters and record the lowest or highest temperatures on the thermometer. Switch should be set
to hot to record boiling point changes and cold to record freezing point
changes.
• Set all solvents to 200 g.
• Set all solutes to 10 g.
• Run the experiment for water with all four solutes for FP and BP changes.
• Repeat for all other solvents and run with all four solutes for FP and BP
changes.
table
Solute New BP (°C) New FP (°C) BP (°C) FP (°C)
table
Solute
New BP (°C)
New FP (°C)
BP (°C)
FP (°C)
BP (°C)
FP (°C)
table
Solute
New BP (°C)
New FP (°C)
table
Solute
New BP (°C)
New FP (°C)
BP (°C)
FP (°C)
BP (°C)
FP (°C)
BP (°C)
FP (°C)
table
Solute
New BP (°C)
New FP (°C)
table
Solute
New BP (°C)
New FP (°C)
Analysis:
1. Which solvent had the highest boiling point? Why do you think this is?
2. For the water table, rank the solutes on the basis of changing the boiling
points from the smallest change to the greatest change.
3. Explain why certain solutes do a better job of changing the boiling point
than others.
4. Even though we set all the solutes to be 10 g, the molalities were not the
same. Calculate the molality of each 10 g solute in 200 g solvent.
Ex: 10 g NaCl, m =
m 0.200 Kg H2O, 58 g NaCl
5.4.3
Activity 4
Go to padlet.com and do a padlet page to summarize the main concepts,
ideas that you have learnt in the previous lessons and activites. In this
activity you can also use the teacher’s notes and /or reading the guide
at
http://www.kennesaw.edu/elearning/2014tutorials/Padlet_In
structio ns_and_D2L_Final2.pdf.
5.5
Unit 5
5.5.1
Activity 2a
Read the pre-lab questions, think individually and then answer together
with your laboratory group.
Pre-Lab questions
1. What is the freezing point depression?
2. Is freezing an exothermic or endothermic process?
3. Is melting an exothermic or endothermic process?
4. How does the energy flow? (from where to where?)
How Can I do Ice Cream? The ingredients are ... why?
• Ice
• Salt
• Sugar
• Milk
• Vanilla extract
• 1 small bottle (500 ml)
• 1 bag
1. Which of the 5 ingredients do u want IN the ice cream?
2. Which of the 5 ingredients should NOT be in?
3. Why are there 1 bottle and 1 bag?
Read the question, think individually and then answer together with
your laboratory group.
5.5.2
Activity 2b
(Adapted from Science@work II - Module 2: illusrating exothermic and endothermic reactions)
Pre-Lab questions:
1. Individually read the text. Together with your laboratory group
do a flow chart explaining what happens when the ice, salt, and
the ingredients for the ice cream are near each other.
Ice has to absorb energy in order to melt, changing the phase of water from a
solid to a liquid. When you use ice to cool the ingredients for ice cream, the
energy is absorbed from the ingredients and from the outside environment
including your hands, when you are holding the bag of ice. When you add
salt to the ice, it lowers the freezing point of the ice, so even more energy
has to be absorbed from the environment in order for the ice to melt...
2. Draw a diagrams to show the pahses’ changes of ingredients for
ice cream and mixture ice-salt
T (C )
T ime(min)
5.5.3
Activity 4
Ice Cream lab (adapted from
http://www.thirteen.org/edonline/ntti/r
esources/lessons/s_freeze/freeze3.pdf
Procedure:
1. Weight a small bottle (500ml). Register the value
2. Put in the small bottle (500ml) 50 ml of milk, 2 g of powdered sugar, vanilla,
50 ml of cream
3. Weigh and register the value
4. Put the mixture in the refrigerator
5. Weight 767 g of ice and take its temperature
6. Put in a bag 233 g of salt and 767g of ice
7. Mix the mixture quickly and take the temperature
8. Take the bottle and take the temperature
9. Insert the bottle in the bag, close the bag
10. Roll up all that in a rag
11. Roll up it back and forth for 5 minutes
12. Take the temperature of ice cream and observe its state
13. Take the temperature of salt/ice mixture
14. Weigh the water that is in the bag
15. Taste your product!
16. Be sure to dispose of the ice mixture and left over product as well as spoons
and paper towels according to your instructor’s directions
17. Wash your hands and work area before leaving the lab
Data Chart
Procedure step
Description
1
Temperature of ice in Ziploc bag
2
Temperature of milk
3
Temperature of flavor plus milk
4
Temperature of ice with salt added
5
Temperature of milk after shaking 1 minute
6
2 minutes
7
3 minutes
Measurement
8
4 minutes
9
5 minutes
10
6 minutes
11
7 minutes
12
8 minutes
13
9 minutes
14
10 minutes
Observations:
Analysis and Application Questions:
1. What happened shortly after you added the salt to the ice cubes? Was the
temperature above or below the freezing temperature for water?
2. What is the only factor that could have caused the changes shown in question
1? What does this tell you about the freezing point temperature of salt water
compared to fresh water?
3. Heat energy is needed to change phase from a solid to a liquid. List the
possible sources of the heat needed for this phase change in your baggie.
Which source do you think is the best possibility and why?
4. In looking at the temperature changes shown on your data table, explain
how the energy flow of the baggie system resulted in your tasty treat for an
end product. Where is the energy flowing from and where is it going to?
5. In the radiator of your car you put a combination of antifreeze and water
to keep your car engine cool in the summer and prevent the radiator from
freezing in the winter. Explain how you think this works in terms of what
you saw in the experiment you just did.
Teacher Resource Sheet for Ice Cream Lab Answers for Analysis and
Application Questions:
1. What happened shortly after you added the salt to the ice cubes? Was the
temperature above or below the freezing temperature for water? (The ice
started to melt as the salt ions broke apart and interfered with the crystal
lattice of the water molecules bonds. The ice water that is formed is actual
ly below freezing: super-cooled.)
2. What is the only factor that could have caused the changes shown in question
1? What does this tell you about the freezing point temperature of salt
water compared to fresh water? (The breaking of bonds requires an addition
of energy which comes from the ice. The ionic compound breaking down
during the addition of the salt and ice. The freezing point temperature
of salt water is less than that of fresh water.)
3. Heat energy is needed to change phase from a solid to a liquid. List the
possible sources of the heat needed for this phase change in your baggie.
Which source do you think is the best possibility and why? (The ice, the
milk, the salt, the air in the baggie, the heat from your hands. The milk is
the best source of heat energy for the melting process because it is a
liquid and stores more energy for the phase change than the air or salt do.
Your hands do not touch enough area to be effective sources of heat.)
4. In looking at the temperature changes shown on your data table, explain
how the energy flow of the baggie system resulted in your tasty treat for an
end product. Where is the energy flowing from and where is it going to?
(The energy flows from the milk to the ice. This removes enough energy to
bring about a phase change from liquid to solid.)
5. In the radiator of your car you put a combination of antifreeze and water
to keep your car engine cool in the summer and prevent the radiator from
freezing in the winter. Explain how you think this works in terms of what
you saw in the experiment you just did. (The material added in the
antifreeze to the water in radiators interferes with the bonding of water
molecules and the formation of the solid crystal lattice for ice. This wil l al
low the water to stay in a liquid form to circulate through the engine and
absorb the heat from the engine. In the summer, the same material raises
the boiling point of the water and keeps the very hot water from going to a
vapor phase. This al lows the water to circulate and absorb even more heat
energy from the engine – cooling your motor.)
5.6
5.6.1
Unit 6
Activity 1
This is a part of mind map about Colligative properties. It’s has been done by
Bubbls.com
5.6.2
Homework
Wacth and listen the two parts of videos , annotate the main concepts using the
table below and write comment/question/or response about what you understood.
Video part 1: https://www.youtube.com/watch?v=9i26eK6xyNI
Video part 2: https://www.youtube.com/watch?v=Y- wtTUPPeww
Comment/question Sample language support
The video’s part one
Comment/questions Sample language support
The video’s part two
Comment/questions Sample language support
5.7
5.7.1
Unit 7
Activity 1
Collaborative Annotation Chart Referring to homework in unit 6 you and
your partner must have a conversation using the language support about at least
three of your comments. As you record your partner’s response, paraphrase in
your own words what your partner said rather than writing their response word
for word.
Comment/question
video’s main points
Key ideas expressed
Significant ideas
Sample language support
One significant idea in this text is...
The first part video is trying to explain that...
The second part of video is tryong to explain
that
I can connect with what.....because...
This experience connects with
ideas/sections you connect with
my own experience that...
Something you have seen in your personal life
Something you have seen in other subjects
I have seen this concept/law... in ...when we
leant...
The video’s part one:
Comment/question Ssmple langusge support
The video’s part two:
Comment/question
5.7.2
Ssmple langusge support
Activity 2
Link at
http://it.padlet.com/sinigagliadaniela/colligative_property requires a password, write “daniela” and insert your contributions.
5.8
5.8.1
Unit 8
Activity 1
Final task:
You have to prepare a presentation lasting 10-12 minutes of the topic “colligative properties” to present at the class conference. In your presenation you can
insert video, experiment too.
Evaluation criteria
Student name:
Oral Presentation Rubric:
COLLIGATIVE PROPERTIES
CATEGORY
5
Preparedness
Student is completed The student is pre- The student is someprepared and has ob- pared, but it is clear what prepared, but it
viously rehearsed
that rehearsal
was is clear that re- hearsal
lacking
was lacking
Use of concepts
covered in module
Student
use
many
concepts
introduced
during the modle in an
appropriate
way at
different points in the
presentation
Student uses three or
more concepts
introduced during
the
module in an appropriate way
Student uses one or Student uses only onw
two of the concepts concept
from the
introduced
in
the module
and
in a
module
superficial way
Student does not use
any of the concepts
introduced during the
module
Contents
Shows a full understanding of the topic
Shows a good overall Shows a good under- Shows a superficial
understanding of the standing of parts
of understanding of a few
topic with some ar- the topic
parts of the topic
eas in depth
Does not seem to
understand the topic
very well (confused and
disorganized)
Speaks clearly
Speaks
clearly
and
distinctly through- out
the presentation. The
student is confi- dent
with presenting
Speaks
clearly
and
distinctly
at
times
during the presentation.
The student is
confident with presenting certain parts.
Engages the audi- ance
Speaks
clearly
and
distinctly most of the
time with some lapses.
Engages the audience
sometimes
Mumbles or can not be
understood, talks to the
board and not to the
audience
Originality
Product shows a large
amount
of original
thought. Ideas
are
creative and inventive
Product shows some
original thought. Work
shows new ideas and
insights
Uses other
people’s Uses other
people’s Uses other
people’s
ideas(giving
them ideas, but does not give ideas, but does not give
credit),
but there is them credit
them credit
little
evidence
of
original thinking
5.8.2
4
3
2
1
The student shows only Student does not seem
a basic
level of at
all prepared to
preparation and lit- tle present
rehearsal
Speaks
clearly
and
distinctly
some
of
the time with more
lapses. Does not really engage the audience
Activity 2
Watch the Prezi presentation and the power point presentation about colligative
properties. Complete the followng tables with your group and Identify advantages
and disadvantages to use ”PREZI” and “POWER POINT”
Link 1: https://prezi.com/zxakv_51myxl/colligative- properties/
link 2: http://web.tenafly.k12.nj.us/~hcoyle/Chemistry%20Power
%20Point s/16%20C%20Solutions/Solutions%20II%20Colligative
%20Properties.ppt
PREZI
Advantages
Disadvantages
POWER POINT
Advantages
Disadvantages
Activity_3_Lesson_8
Watch again the prezi presentation about colligative properties and with your group do
a map to summarize your ideas; you can consider the following question.
1. Which are our purpose, the key ideas to present?
2. Who is our audience?
3. How will we engage your audience?
4. Do we have to organize our ideas in an outline?
5. Do we have to incorporate visual or audio media, and create or locate these media
aids.
6. Do we need a tool to share our plan? Which tool?
7. An introduction that uses strategies to capture the audience’s attention
8. A body section that summarizes your main points and supporting details.
9. A conclusion that will help you ends on a memorable note.
10. Which is the layout?
Activity_4a_lesson_8
Link to https://www.symbaloo.com/home/mix/13ePGXT75N
With your group discuss about its usefulness in a planning presentation topic. Complete
the following chart to shareing the ideas of classmattes of your group and together
decide if you want to use to plan your presentation.
ADVANTEGEs
DISAVANTAGES
Activity_4b_lesson_8
First you have to search some informations, simulation's experiment,
animations about the topic, secondly sign you in symbaloo and do a
symbaloo page about what do you think could be important to file. With this
activity they share their ideas and learn to use a new tool to file materials. If
you want you can look at to the symbaloo's gallery. Do this activity with your
group and share your symbaloo with your classmattes on the web
VALUTAZIONE
La valutazione è da sempre un’azione complessa, che ogni insegnante è chiamato
ad esercitare nei confronti dell’apprendimento dei propri studenti; in un percorso
CLIL la stessa si complica ancor più perchè pone il problema di come valutare sia
l’aspetto disciplinare sia l’aspetto linguistico.
Per questo in questo modulo CLIl ho preso in considerazione aspetti contenutistici e aspetti linguistici. La valutazione effettuata è stata sia formativa che sommativa. Da sottolineare però che nella valutazione si è dato un peso minore alla
competenza linguistica in cui si è inoltre data una maggiore rilevanza alla efficacia
comunicativa rispetto alla correttezza.
Fin dall’inizio del modulo ho individuato verifiche formative per valutare il
processo di apprendimento e una verifica sommativa per valuare l’apprendimento.
Per valutare il processo di apprendimento ho previsto attività quali:
un questionario (vedi sezione 6.1) che prevede la valutazione da parte dello
studente della fasi di progettazione e realizzazione del modulo, delle attività svolte,
del grado di coinvolgimento, del livello raggiunto, nonchè infine l’identificazione dei
punti di forza e di debolezza.
Questo questionario è sia una valutazione formativa del tipo self assessment e un
buon feedback per il docente.
Sempre come momento formativo precedente la valutazione sommativa, ho discusso con gli studenti gli aspetti della valutazione della presentazione, utilizzando
una presentazione relativa all’argomento e valutandola utilizzando la griglia di valutazione. Nel momento della valutazione sommativa ogni gruppo ha valutato la
propria prestazione e la prestazione degli altri gruppi.
Come verifica formativa ritengo importante (anche se non l’ho fatto) realizzare
un portfolio che attraverso attività da svolgersi individualmente promuova riflessioni dello studente sul proprio processo di apprendimento: quali termini e quali
nuovi contenuti ho appreso, quali nuove attività ho imparato in laboratorio, sono
capace di condurre una presentazione in modo chiaro utilizzando una terminologia
specifica, ho contribuito all’attività di gruppo, non sono ancora capace di. . . , cosa
posso fare per migliorare I miei punti di debolezza.
Nel corso dell’erogazione del modulo varie volte ho chiesto agli studenti di
descrivere il concetto principale della lezione in pochi minuti ed al termine della
lezione di scrivere, prima individualmente quindi in gruppo, alcune domande su
concetti non chiari che fossero stati affrontati nel corso delle attività . Infine considero come momento di verifica formativa l’intera l’attività di pianificazione per la
produzione del prodotto richiesto come verifica sommativa (la presentazione multimediale). In questi momenti ho sempre seguito I gruppi e ascoltato le rilessioni
e considerazioni fatte dagli studenti in merito al compito assegnato. Questo mi ha
permesso di rivedere alcuni aspetti delle lezioni successive.
Come raccogliere tutti questi elementi? Penso potrebbe essere molto funzionale
utilizzare la tabella riportata a pag 86 del testo the TKT course. ( questa è un
idea che mi è venuta successivamente e quindi non sono riuscita a realizzare).
Per valutare l’apprendimento raggiunto ho individuato come task finale
(prova sommativa) la realizazione di una presentazione in gruppo. Perchè questo
tipo di task come valutazione sommativa? Perchè risponde agli obiettivi disciplinari e mi permette di valutare anche l’apprendimento della lingua sopratutto
per quanto concerne il lessico specifico; presupponendo una progettazione condivisa tra I componenti del gruppo e l’uso di concetti appresi nel modulo, favorisce
l’uso della lingua per comunicare e coinvolge processi cognitivi come classificare,
ordinare, valutare e scegliere informazioni.
La verifica sommativa è stata valutata tramite la rubrica (vedi tabella a sezione
5.8.1).
6.1
QUESTIONARIO DI VALUTAZIONE DEL
PROGETTO CLIL PER STUDENTI
Il questionario è anonimo(tratto da: Proposte di strumenti e questionari di valutazione e autovalutazione degli apprendimenti in percorsi CLIL Marina Federici
Istituto superiore “Contardo Ferrini” Verbania).
Fase di illustrazione del modulo
1. Quando l’insegnante di scienze ti ha proposto questo modulo hai pensato
che:
a) avresti potuto migliorare la tua competenza in L2
b) avresti potuto migliorare la tua conoscenza della materia
c) avresti migliorato entrambe le discipline
d) avresti fatto una tremenda confusione
2. All’inizio del progetto quanto eri interessato ad imparare la materia attraverso L2?
a) Moltissimo
b) Molto
c) Abbastanza
d) Non molto
e) Per niente
3. La proposta del progetto di modulo e relative dlucidazioni sui metodi ed
obiettivi osno state presentate alla classe in modo:
a) Ottimo
b) Buono
c) Accettabile
d) Carente
e) Insufficiente
Fase di realizzazione del modulo
4. Ritieni che imparare una materia in L2 sia:
a) Molto utile
b) Utile
c) Non molto utile
d) Una perdita di tempo
5. Quale o quali altre discipline o quali argomenti ti piacerebbe imparare in
L2?
6. Esprimi un giudizio sulla gestione del modulo da parte del docente:
a) Ottimo
b) Buono
c) Accettabile
d) Carente
e) Negativo
7. Complessivamente apprendere i contenuti della materia in L2 è stato:
a) Molto più facile del previsto
b) Più facile del previsto
c) più difficile del previsto
d) Molto più difficile del previsto
8. Cosa è stato più difficile fare in una lezione materia L2? (indica fino ad un
massimo di tre scelte)
a) Capire l’insegnante di materia che parla L2
b) Comprendere concetti di base attraverso la lettura di testi
c) Comprendere concetti di base attraverso immagini ed animazioni
d) Memorizzare i concetti in L2
e) Eseguire gli esercizi
f) Esprimere oralmente in L2 quanto appreso
g) Lavorare in gruppo
h) Partecipare alla discussione
Esprimi un giudizio sulle attività svolte durante il
modulo:
9. Presentazione dei contenuti, spiegazioni:
a) Chiare ed efficaci
b) Adeguate
c) Troppo veloci
d) Parziali
e) Difficili
f) Incomprensibili
10. Attività di problem solving o di applicazione:
a) Facile
b) Stimolante
c) Adeguata
d) Abbastana complicata
e) Difficile
f) Molto difficile
11. Come hai trovato i testi in lingua rispetto al tuo livello di competenze in
L2?
a) Troppo semplici
b) Adeguati al mio livello di preparazione
c) Interessanti
d) Troppo numerosi
e) Troppo noiosi
f) Difficili
12. Cosa pensi ti abbia aiutato maggiormente nella comprensione degli argomenti?
a) Gli esercizi
b) Le animazioni
c) Le spiegazioni degli insegnanti
47
d) Altro ...
13. Ritieni che il modulo si stato:
a) Troppo teorico
b)
Ben bilanciato
c) Troppo pratico
14. Esprimi un giudizio sulla spiegazione dei metodi di valutazione:
a) Ottimo
b) Buona
c) Accettabile
d) Carente
e) Negativa
Interesse nel progetto:
15. Come ti sei sentito nell’attività di progetto?
a) Interessato
b) Curioso
c) Coinvolto
d) Attivo
e) Autonomo
f) Collaborativo con i compagni
Gli apprendimenti:
16. Come giudichi il tuo livello di conoscenze? approfondito/buono/superficiale
17. Come giudichi il tuo livello di competenza? approfondito/buono/superficiale
18. Come giudichi l’atmosfera che si è venuta a creare durante la realizzazione
del modulo?
19. Rifaresti questa esperienza di apprendimento? Perché?
20. Commenta fino ad un massimo di tre aspetti del modulo che ti sono piaciuti.
21. Commenta fino ad un massimo di tre aspetti del modulo che non hai apprezzato.