1. Università degli Studi “Suor Orsola Benincasa” di Napoli Corso di metodologia CLIL gruppo B Planning and realization of a CLIL biology unit in high school Prof. Annamaria Continillo IIS “Giancarlo Siani” di Napoli

2. Background Class: students attending the 5 th year of a Biotechnological Institute (age 17/18) Subject: Biotechnology First CLIL experience for the students School period: September-October (about 20 hours of lesson time plus homework) Students’ average level in English: B1 Teaching team: English teacher, Biology teacher

3. Lesson plan The lesson plan is composed of 2 modules : “DNA structure” and “Prokariots and Eukariots” Reasons for the choice of the a/m modules: -familiar topics (see: scaffolding strategies) -these modules provide basic knowledge in key areas of Biotechnologies that are important for further studies (we usually recall these topics at the beginning of the 5 th year) -availability of very interesting video materials to be used as an appropriate input (brief and clear videos, with English subtitles, good animations and diagrams)

4. Starting approach and methodology 1)Plan an introductory lesson at the beginning of the school year clearly defining aims and procedures 3) Increase students’ motivation and curiosity for learning using: - interesting and various inputs - scaffolding techniques - a “not conventional” lesson (cooperative learning and team work, jigsaw, flipped classroom, use of ICT and new digital tools, participation in an e-Twinning project) 4) Support students’ output 5) Check progress constantly

5. Learning Objectives LANGUAGE: improving language skills (reading and comprehension, listening, writing, speaking) and acquiring a specific vocabulary CONTENTS: strenghtening the basic concepts needed to start studying Biotechnologies; recognizing the relationship between the molecular structure and its biological function COGNITION AND CULTURE: increasing cognitive complexity from lower to higher thinking skills (from recognizing structures to comparing, classifying, analysing, coordinating, planning and producing a final output to be shared)

6. Activities (first module: DNA structure) Lesson 1 (2 hours): video input (“What is DNA?”) Activities: listening and comprehension, reading (subtitles) and writing Tasks (scaffolding strategies): - watch the video a first time: students listen and try to understand - watch the video a second time: each student writes all the words he can recognize (individual work) -each student writes one different word on the blackboard and then we try to write short sentences connecting words all together (cooperative work) -final task: each student writes down a short text on the topic. -homework: students prepare some questions and answers on the text to be used during next speaking activity lesson https://www.youtube.com/watch?v=CfpdlRfaQu4

7. Lesson 2 (2 hours ) Activity: speaking Task: students chat in pairs using questions and answers prepared at home (pair-work conversation); then each student asks another one in a conversation chain activity). Lesson 3 (2 hours) Group laboratory activity: reading and comprehension, learning by doing, group work, jigsaw, flipped class. Tasks: -the class is divided into small, skill mixed groups (where good and weak students interact). -the students build a plastic model of DNA, reading instructions in English. Each group builds a small part of the molecule, then they have to join the small parts together and complete a single big molecule. - each group reports to the class the building procedure followed.

8. Learning by doing

9. Lesson 4 (2 hours) Activity: starting an e-Twinning project Partner schools: a Polish, a Slovak and a Turkish school that are carrying out CLIL projects on biological subjects. Task: learning materials exchange/sharing Students prepare photos, videos and presentations in English using various digital tools and send them to the partner schools.

10. Lesson 5 (2 hours) Activity: assessment and evaluation (interacting with the English teacher) -Final test with multiple choice, “fill in the blanks” and “true-false” exercises, writing questions, filling a table. (Assessment OF learning ) But PLEASE NOTE WHAT FOLLOWS: assessment and self-evaluation activities have been carried out constantly during each lesson: while students were writing words and sentences on the blackboard, or asking questions to each other, while groups were cooperating and explaining procedures to the class, or when they were creating presentations for the e-Twinning project. (Assessment FOR learning and AS learning) (The second module “Prokariots and Eukariots” has been developed in a similar way)

11. Evaluation grid (based on the prefixed objectives) (from:”I quaderni della ricerca” n.18)

12. Rubric for assessment of a CLIL group work: CONSTRUCTION OF A DNA PLASTIC MODEL ( create with: rubistar.4teachers.org ) 4321 Information Gathering Accurate and valuable information taken systematically thanks to very good reading and comprehension skills Accurate information gathered in a fairly systematic manner thanks to a good comprehension Ability to collect only the main information with no understanding of secondary data Inability to identify the main information in the text due to poor reading comprehension Construction - Materials Appropriate materials were selected and creatively modified in ways that made them even better Appropriate materials were selected and there was an attempt at creative modification to make them even better. Appropriate materials were selected Inappropriate materials were selected and contributed to a product that performed poorly Function Structure functions extraordinarily well, holding up under atypical stresses. Structure functions well, holding up under typical stresses Structure functions pretty well, but deteriorates under typical stresses. Fatal flaws in function with complete failure under typical stresses. Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of the scientific principles underlying the construction and modifications. Explanations by all group members indicate a relatively accurate understanding of the scientific principles underlying the construction and modifications. Explanations by most group members indicate sufficiently accurate understanding of the scientific principles underlying the construction and modifications. Explanations by several members of the group do not testify much understanding of the scientific principles underlying the construction and modifications.

13. Outcomes,critical points and conclusions POSITIVE ASPECTS Students were enthusiastic about: - changing perspectives and learning methods - having clear final tasks to achieve step by step - practicing English through real communication with other European students (e-Twinning), employing meaningful and useful language in real contexts - working in groups CRITICAL ASPECTS - too short cooperation time with the English teacher - the final test was too easy, due to an incorrect English language assessment (however the students were very proud of their good marks!)

14. The CLIL tree Background knowledge International cooperation (e-Twinning ) ICT (LIM, interactive platforms, digital tools ) Learning by doing Cooperative learning Creativity Curiosity Learn to learn Self confidence Scientific knowledge Language skills Active citizenship Teacher ‘s enthusiasm Intrinsic motivation

15. Appendices: Sitography: www.youtube.com www.khanacademy.org www.e-twinning.net www.snappywords.com www.bubbl.us www.powtoon.com rubistar.4teachers.org