jueves, 5 de diciembre de 2013

Heat and temperature (Sciences, 2ºESO)

CLIL DIDACTIC UNIT
HEAT AND TEMPERATURE

Subject: Natural Sciences                                                                             Teacher: Elena Aguirre Rodríguez
Title of the Unit: Heat and temperature                                                                         Course / Level: 2ºESO

1.      LEARNING OUTCOMES  / EVALUATION CRITERIA
-        To distinguish between heat and temperature
-        To understand the effects of heat
-        To learn how to use different temperature scales
-        To learn about heat transfer
-        To indentify conductors and insulators
-        To experiment with thermal expansion and contraction

2. SUBJECT CONTENT
-        Heat and temperature
-        Measuring temperatures: thermometers and scales
-        Heat transfer
-        Conductors and insulators


3. LANGUAGE CONTENT / COMMUNICATION
Vocabulary
-        Nouns: calorie, Celsius, scale, state, conduction, contraction, convection, endothermic, exothermic, expansion, Fahrenheit, heat, insulator, joule, Kelvin, radiation, temperature, thermal, equilibrium, in transit, dilation, loss, absorption, condensation, evaporation, melting, sublimation, solidification
-        Verbs: boil, change, melt, contract, expand, heat, warm, cool, cool down, increase, decrease, undergo a change, bend, reach
-        Adjectives: high, low, fast, slow, hot, warm, cool, cold, free, such
-        Adverbs: far, close, therefore
-        Prepositions: through, from, to

Structures
-        Comparatives
-        The warmer… the faster…
-        Past tenses
-        Passive voice
-        Gerunds
-        Transitions: first, second, soon, then...

Discourse type / Language skills
Reading, listening, speaking, writing


4. CONTEXTUAL (CULTURAL) ELEMENT
To know the concept of heat and temperature and be able to recognize all the processes that involve heat exchanges in their daily lives.


5. COGNITIVE (THINKING) PROCESSES
To fully understand the kinetic theory of matter and explain all the processes according to it. Understand the process, explain it (with the proper language) and describe it.


6. (A) TASK(S)

       Activities from the book. Essential Natural Science 2. Unit 11. Heat and temperature
       Videos / Listening (from the book, by teacher)
       Reading (by teacher)
       Worksheets from the book.
       Hands on (experiment at home): expansion and contraction of a balloon.
       Glossary and key words and expressions
       Extra (non-compulsory) activity: small research about something that has to do with the unit.

6. (B) ACTIVITIES
       Listening and watching videos and answering questions about it.
       Reading texts
       Answering direct questions with simple sentences
       True or false activities.
       Fill in the gaps activities
       Matching activities
       Labelling drawings with the proper vocabulary
       Searching information on the internet.
       Final revision quiz: final game (the day before the exam) with different categories (Easy-peasy, True/False, Definition, Difficult, What are we talking about?, Extreme, Normal...).  The purpose of this activity is revising all the contents of the unit, as a game. It is also a tool for me to evaluate their oral competence.

Recursos
Todos los materiales se encuentran a disposición de los alumnos en la plataforma Moodle del instituto (IES Navarro Villoslada, Aula Virtual. 2ºESO, Natural Sciences, SSBB)

Voy a meter los diferentes materiales organizados según sesiones

1-     Heat and thermal equilibrium (libro páginas 122-123)
-        Introducción al tema. Página 122
o   Content objectives. In this unit you will distinguish between heat and temperature, understand the effects of heat, identify changes in states of matter, learn about heat transfer, identify conductors and insulators, conduct and experiment about thermal expansion and contraction
o   Key language
§  Comparing: In Winter, bodies are warmer than the environment; Radiation is the fastes form of heat transfer; Heat flows from a higher temperature to a lower one; Gases usually expand more than liquids.
§  Reporting past events: The Fahrenheit scale was used in English-speaking countries; In 1714, he invented the first thermometer to use mercury.
-        Simulación Energy form and changes (Universidad de Colorado, PhET Interactive Simulations)
Empezamos el tema jugando con la simulación, siguiendo el esquema planteado en la propuesta didáctica de Tim Perry publicada en http://phet.colorado.edu. Usamos las Partes 1 y 2 para esta sesión. A partir de ahí sacamos los conceptos que nos interesan hoy.
-        Contenidos trabajados: calor, equilibrio térmico, julio, caloría
-        Andamiaje: Preguntas planteadas en este documento.
-        Actividades del libro: 1, 2, 4 (pág 123), 14 (pág 128)


2-     Temperature, temperature scales (libro página 124)
-        Simulación Energy form and changes (Universidad de Colorado, PhET Interactive Simulations)
Seguimos trabajando con la simulación, hoy centrándonos en el concepto de temperatura y su diferencia con el concepto de calor. Enfocamos el equilibrio térmico desde la temperatura (en la sesión anterior lo hicimos desde el flujo de calor)
-        Leemos el texto de Anders Celsius: http://www.eia.gov/kids/energy.cfm?page=fp_celsius. Vemos la influencia que tuvo en el estudio de las temperaturas.
o   Andamiaje: lectura guiada
-        Contenidos trabajados: temperatura, termómetro, escalas de medida de temperatura (Celsius y Kelvin principalmente. Fahrenheit solo nombrarla).
-        Actividades del libro: 16,17 (pág 128)


3-     Reading: camels, ships of the desert
-        Texto sacado de internet y preguntas añadidas para trabajarlo.
-        Contenidos: Calor, temperatura, equilibrio térmico
-      Andamiaje: palabras subrayadas, les ayudan a interpretar el texto a partir del contexto. Preguntas que les sitúan sobre el texto. Tienen que aplicar los contenidos aprendidos acerca de equilibrio térmico, temperatura y calor para contestarlas.


4-     Kinetic theory of matter and states of matter (libro página 125)
o   Simulación: States of matter  (Universidad de Colorado, PhET Interactive Simulations)
§  Andamiaje: Se les plantea la pregunta acerca de la relación del movimiento de las partículas y la temperatura. A partir de la simulación vamos sacando los postulados de esta teoría.
§  Contenido: Teoría cinética de la materia (trasversalmente aprovechamos la simulación para mencionar la diferencia entre átomo y molécula. Vamos a hablar de partículas en general, pero lo hablamos para que les vaya sonando para el próximo curso).
o   Kinetic theory of matter (YouTube): Resumen de lo que hemos visto en la simulación
o   Kinetic theory of matter and states of matter: http://preparatorychemistry.com/KMT_flash.htm
§  Andamiaje: Tabla que vamos a ir rellenando con la información de esa página web (la aprovecharemos en la siguiente parte también, y rellenaremos la columna Expansion / Contraction)
§  Contenido: estados de la materia: sólido, líquido, gas
o   States of matter and kinetic theory (from Chang): Resume lo visto hasta ahora. Comprobamos que lo que hemos puesto en la tabla se corresponde con la información que nos da el video.
o   Como contenido extra, vemos si queda tiempo los videos acerca del movimiento browniano de YouTube:


5-     effects of heat: expansion, contraction (libro página 125)
-        Contenido: Dilatación / Contracción
-        Simulación: States of matter  (Universidad de Colorado, PhET Interactive Simulations)
o  Andamiaje:
§  Pregunta previa acerca de la temperatura y el volumen que ocupan las partículas debido a su movimiento. Si caliento, ¿ocupa más o menos? ¿por qué?
§  Lenguaje a utilizar: particles, speed, volume. The higher the temperature, the faster the particles move, the more space they occupy. The lower the temperature, the slower the particles move, the less space they occupy…
§  Tabla a completar (la última columna).
-        Simulación: Gas properties (Universidad de Colorado, PhET Interactive Simulations)
Con esta simulación vemos ver la dilatación y contracción de un gas de una manera mucho más clara.
       Guión para escribir el Lab Report con los resultados de la actividad que tienen en el libro de texto (Hands on, pag 127, Thermal expansion and contraction). Acerca de la expansión y contracción de un globo a diferentes temperaturas.


6-     Changes of state and kinetic theory of matter (libro página 125)
-        Simulación: States of matter  (Universidad de Colorado, PhET Interactive Simulations)
o  Contenidos: todos los cambios de estado, punto de fusión y ebullición, endotérmico y exotérmico.
o  Andamiaje:
§  Pregunta: ¿Qué pasa al aumentar la temperatura? ¿Qué pasa al disminuir la temperatura?
§  Lenguaje a utilizar: particles, speed, volume, forces
§  Diagrama con los cambios de estado (Autor, ElfQrin. Creative Commons Attribution-Share Alike 3.0 Unported, 2.5 Generic, 2.0 Generic and 1.0 Generic license.)
     Lo he modificado añadiendo algunos nombres de cambio de estado

§  Para trabajar los conceptos endotérmico y endotérmico planteamos qué pasa cuando un sistema gana calor o cuando pierde calor. Clasificamos los tres cambios de estado en función de si ganan o pierden y por último añadimos los nombres endotérmico y exotérmico. Haciendo hincapié en los prefijos endo- y exo-.
o   Volvemos a ver el video de Chang para repasar y asentar los conceptos de estos días.
o   Actividades del libro: 8, 9 (página 125), 18, 20 (página 128)
       De tarea les proponemos que se metan en esta web de la BBC para jugar con los conceptos trabajados durante la sesión.


7-     Heat transfer: conduction, convection and radiation (libro página 126)
-        Simulación Energy form and changes (Universidad de Colorado, PhET Interactive Simulations)
o   Contenidos: conducción, conductor, aislante
o   Andamiaje:
§  Pregunta: ¿qué pasa si pongo juntos el hierro caliente y el ladrillo frío? Tienen que observar cómo se transfiere el calor entre dos sólidos, por contacto directo
§  Recordar los comparativos: Heat flows from a higher temperatura to a lower one…
o   Contenidos: Convección
o   Andamiaje:
§  Plantear calefacción en casa (corrientes de aire), agua en una olla
§  En la simulación, tienen que calentar el agua y ver qué va pasando
o   Contenidos: Radiación
o   Andamiaje
§  En la segunda pestaña de la simulación, tienen que poner el sol y ver cómo transmite la energía. Plantear la pregunta si hace falta materia o no
§  Con toda la información trabajada, completar esta tabla acerca de los métodos de transferencia de calor

-        Actividades del libro: 11, 12 (página 126), 21, 23, 25, 26 (página 128)
-        Listening: How does heat transfer? (Essential Natural Science, 2. Track 21). Para repasar lo trabajado.
o   Audio 
o   Preguntas:


8-     The perception of heat: skin
-        Los materiales de esta sesión están todos basados en la siguiente web:
-        Empezamos viendo el video acerca de la piel: http://bcove.me/uc4541e9
-        Conceptos: piel, sentido del tacto
-        Andamiaje:
o   Planteamos que se fijen en la relación de la piel con el tema que estamos estudiando de calor.
o   Tras comentar lo más importante, cosas que no sean comprendido, leemos el artículo (en función del tiempo que tengamos lo leeremos entero o solo la última parte: Skin can warm and cool you):
o   Pregunta: ¿Qué relación hay entre la piel y el equilibrio térmico?
-        Como medio visual, hacer una búsqueda en Google imágenes: skin electronic microscope. Les da una idea acerca de la forma de la piel, muy visual y atractiva.
-        Para repasar los contenidos trabajados tienen que intentar hacer el quiz en casa: 


9-     Saving energy
-        Energy star kids: http://www.energystar.gov/index.cfm?c=kids.kids_index
-        Apartado Your planet needs you – Quickest ever slideshow on global warming
o   Centrar el problema: ¿Cuál es el mensaje principal que nos intenta transmitir?
-        Apartado: You can make big changes.
o   A partir de esta página web, en la que nos metemos dentro del dormitorio de un adolescente, vemos medidas que se pueden tomar para ahorrar energía
-        Apartado: The energy stars
o   Ir viendo cada uno de los aparatos y su eficiencia energética.


10-  Revision
-        Hacer un mapa conceptual del tema con http://www.mindmeister.com/es


11-  The quiz
-        Preguntas del Quiz (jugamos en equipos de 4-5 personas). El juego ha ido evolucionando con los años: cada persona tiene que ser el spokesperson una vez antes de poder repetir, solo se habla en inglés, hay un sheriff (one-man team) que participa en los turnos de preguntas y es el que lleva las puntuaciones y se asegura que nadie hable en inglés, ni haya insultos (estas cosas se penalizan con puntuaciones negativas, que restan a los puntos ganados por cada respuesta correcta). Al final del curso uno de ellos suele hacer de Host y yo ya me dedico a observar (en vez de ser yo la que hace las preguntas). Terminan jugando de una forma totalmente autónoma, llevando ellos mismos la sesión.


12-  Examen


Recursos para toda la unidad
-        Diapositivas utilizadas en clase a lo largo de la unidad (basadas en el
-        Esquemas mudos para completar
-        Glosario de la unidad (lo han ido completando ellos a lo largo de la unidad, según iban saliendo las palabras). No es un glosario estrictamente, puesto que las palabras no se encuentran en orden alfabético, sino en el orden que han ido saliendo a lo largo de la unidad.
       WebTask propuesto por el libro de Santillana (he cambiado algún link). Es una actividad extra, totalmente opcional. Sorprendentemente la suelen hacer muchos, porque les resulta diferente, muy atractiva.


Bibliografía adicional utilizada
       Textbook and teacher materials:
o   Essential Natural Science 2. Santillana-Richmond Publishing.
       Texts and activities from
o   Natural Sciences, 2ºESO, Oxford CLIL. Unit 5, Heat and Temperature.
o   Science 2. Santillana-Richmond. Unit 5, Heat and temperature
o   Hodder Science. Pupil’s Book A (Hodder & Stoughton). Chapter 3, Energy and fuels
o   Hodder Science. Pupil’s Book B(Hodder & Stoughton). Chapter 3, Energy transfers



7. METHODOLOGY

Organization and class distribution / timing
-        Class distribution (depends on the activity)
o   Individual
o   Pair
o   Groups

-        Timing: 12 classes
1-     Heat and thermal equilibrium
2-     Temperature, scales.
3-     Reading: Camels, ship of the desert.
4-     Kinetic theory of matter and states of matter
5-     Effects of heat: Expansion, contraction
6-     Changes of state and kinetic theory of matter
7-     Heat transfer: conduction, convection and radiation
8-     The perception of heat: skin
9-     Saving energy.
10-  Revision
11-  The quiz
12-  Exam

Resources / Materials
       Textbook and teacher materials:
o   Essential Natural Science 2. Santillana-Richmond Publishing.
       Texts and activities from
o   Natural Sciences, 2ºESO, Oxford CLIL. Unit 5, Heat and Temperature.
o   Science 2. Santillana-Richmond. Unit 5, Heat and temperature
o   Hodder Science. Pupil’s Book A (Hodder & Stoughton). Chapter 3, Energy and fuels
o   Hodder Science. Pupil’s Book B(Hodder & Stoughton). Chapter 3, Energy transfers
       Power point presentation (by teacher)
       Simulations (from University of Colorado):
       Videos
o   States of matter and kinetic theory (from Chang)
       All the materials (slides, videos) can be found on the school site (Moodle)

Key Competences
-        Communication in foreign languages
-        Basic competences in science and technology
-        Digital competence
-        Learning to learn 
-        Social and civic competences. 
-        Sense of initiative and entrepreneurship 


8. EVALUATION (CRITERIA AND INSTRUMENTS)

Evaluation criteria:
-        See Learning outcomes  / Evaluation criteria
Instruments
-        Systematic observation (oral, written)
-        Evaluation through different tasks
-        Oral evaluation and social skills through The quiz
-        Final test



* La imagen del termómetro la he obtenido de Wikimedia (Autor: Kilom691. Este archivo se encuentra bajo la licencia Creative Commons de Atribución/Compartir-Igual 3.0 Unported, 2.5 Genérica, 2.0 Genérica y 1.0 Genérica.)


35 comentarios:

  1. Hola, buenas noches.
    Me parece que has hecho un buen trabajo y creo que tu unidad didáctica es muy completa, práctica y de gran ayuda para cualquier compañero que quiera realizar un trabajo similar.
    Un saludo.

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  2. Me parece una unidad muy completa, bien planificada y con un andamiaje CLIL muy sólido

    Felicidades por el trabajo

    ResponderEliminar
  3. Hola Elena;
    Madre que trabajazo!!!!!! Me parece una planificación supercompleta, muy clara y variedad de actividades y materiales.
    Enhorabuena!!

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  4. Me ha gustado tu unidad, es muy completa y me ha servido de inspiración para hacer la mía

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  5. Me ha gustado mucho este tema. Alguna vez lo trabajé y añadíamos una parte en la que alumnado debía relacionar de alguna manera calor y temperatura con la profesión que quisieran hacer en el futuro, ¡Te animo a que lo intentes! ¡Siempre nos asombran!

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