Planning/Template(chemistry)2015/2016
itle)
dcomponents
Subject:Manandnature
Topic:Puresubstancesandmixtures
elevel
Prerequisites/requirements
(e.g.revisionorpreparationasregardstheforeignlanguageorthecontentofthesubject,usingthemothertongue
partsofthelesson)
ConsolidatingthevocabularyandgrammarinGermanasregardstheeducationalcontentofthesecondpart(chem
revising/applyingknowledgeonpuresubstancesandmixtures·partialuseoftheBulgarianlanguageinexperiment
Ageofstudents:11
Durationoflesson(s):40min
nclass:14
ogeneousmixtureconsistingofsolidsandliquidcomponentsandlivingorganisms.
ives
nswerstothefollowingquestions:Issoilanhomogeneousoranheterogeneousmixture?Whichcomponentsdoesitconsistof?Whic
ofthemicrofloraandthefauna?Howdoindividualstakecareofthesoilandinwhatwaydotheyharmit?Howarethedifferentsoil
cedandhowimportantaretheytoindividuals?
llbeabletogiveexamplesofsoilcomponentsandclassifythecomponentsofthebasicsoiltypes.Theywillbeabletonamecompone
emicrofloraorthefauna,aswellasofdifferentwaysinwhichtheseorganismsassistinpreservingsoil.
bletorememberpreviouslyacquiredknowledge,identifythedifferentsoilcomponentsanddefinetowhichbasicgroupeachoneofth
sobeabletothinkofdifferentwaysoftakingcareofthesoilandlearntominimizetheharmfuleffectofhumanactivityinnature.
lanswasdevelopedbyMs.MonicaLutowa,MsRadostinaKirinaandMsElenaTrifonova
Planning/Template(chemistry)2015/2016
citizenship: Studentswillrealizetheimportanceofsoilinnatureandinagriculture.Theymustunderstandthatitisextremelyimportan
dividuals.Itisimportantforthemtoknowthatsoilpreservesallplantsandthatthese,inturn,takecareofanimalsandindividuals,by
swellasinmanyotherways.
FL/NSLessonPlanning/Templatebasedon4Cs(seenextpage)
(content,communication,cognition,culture)
t
Objective/Comp
etence
(„can-do“
statements)
C1:
C2:
C3:
C4:
Student
activity
Social
form/
setting
C2,C3,
C4
Material,
media,
mobile
lab
students'
dgeonpure
cesand
sand
gitto
esoil,which
leymixture
entsand
Sswillbeaware
thatsoilisan
heterogeneous
mixture,which
accordingtoits
geographicarea,
consistsof
different
Answering
questions
askedby
the
teacher,
rememberi
ngthe
difference
The
whole
class
Data
sheet
Language: C2
subject specific
terminology
DieMikrofauna
DieMakrofauna
DasWasser
DieLuft
DerStein
DerSand
DerKäfer
DerAst
lanswasdevelopedbyMs.MonicaLutowa,MsRadostinaKirinaandMsElenaTrifonova
Language: C2
communication
& interaction
Fragenstellen:
IstdieErde
lebendig?
WasistMakro
undMikro?
Antwortenin
einfacher
Teacher activity N
co
on
pr
ou
in
af
ou
(s
ev
**
Asking
questions:
Issoila
homogenous
mixture?
Whatisthe
difference
betweenfauna
Planning/Template(chemistry)2015/2016
ements.
components.
Knowingthatsoil
components
belongto
differentgroups.
complex
eneous
consisting
andfluid
ents,as
ofliving
ms.
Sscan
hypothesize
whichthesoil
componentsare
Sscandecideto
whichbasic
groupa
component
belongs
Sscanpredict
whichsoil
componentis
themost
useful.
between
homogenou
sand
motley
mixtures·
givingideas
aboutsoil
structure
andthe
difference
between
faunaand
microfauna.
Students
namethe
six
component
soilconsists
of,intheir
opinion.Ss
Writedown
the
component
inBulgarian
andthen
proceedto
discussion.
Individu
alwork
Workshee
t
Nomen:
Makrofauna,
Mikrofauna,
lebendeErde,
ToteErde,Gase
Flüssigkeiten,
Pilze,Algen,
Bakterien,
Spinnen,Käfer,
Würmer,
Maulwurf,
derKohlenstoff
dasSalz
Verben:
enthalten,leben
lanswasdevelopedbyMs.MonicaLutowa,MsRadostinaKirinaandMsElenaTrifonova
Satzstruktur:
Subjekt,
Prädikat,Objekt
Makroistgross.
Mikroistklein.
andmicrofauna?
Which
components
doessoilconsist
of?
Issoilaliving
organism?
Einfache
Satzstruktur:
DieErdeenthält
Bakterien.
InderErdeleben
Maulwürfe.
Askingstudents aboutsoil
components.Itis
notedthatusing
thedatasheetis
allowed.
Supervisingand
discussingthe
topic.
Planning/Template(chemistry)2015/2016
sistsof
ay,
s,water,
usand
ganisms.
stitutesa
x
eneous
ofsolid
s,soil
Sscanrecognize
andwritedown
allsubstances
theyhave
identifiedinthe
soilduring
performingthe
experiment.
Theycanidentify
andname
individualsoil
substances.
Theycan
describe,
compareand
distinguish
differentsoil
substances.They
candividesoil
substancesinto
basicgroups,as
wellasidentify
theirdifferences.
Theycanclassify
soilsubstances.
Theycandefine
thecomponents
andtheir
Theyare
givenasoil
sample,
whichthey
mustdivide
intoits
different
component
sandwrite
themdown
onthe
worksheet.
Discussing
the
outcomes.
Workin
pairs
Workshee
t,soil
sample,
magnets,
jars,
sieve,
paper.
Tiere,Erde,
Pilze,Insekten
Sand,Lehm
Mineralien,
Wasser,Luft,
Humus,Holz
Einfache
Satzstruktur:
Insektenessen
Blätter.
Insektenleben
inderErde.
Assigningas
projecttodivide
thesoilsample
intoasmany
componentsas
possibleand
writethem
downonthe
worksheet.
Guidingstudents
duringthe
experiment.
Fillingouta
diagram,
which
showsthe
quantitativ
Individu
alwork
Workshee
t
Tiere,Erde,
Pilze,Insekten
Sand,Lehm
Mineralien,
Wasser,Luft,
Vergleiche
anwenden:
Bakterien,Algen
undPilzegibtes
Assigninga
projecttofillout
thepiechart,
basedonthe
dataprovided.
lanswasdevelopedbyMs.MonicaLutowa,MsRadostinaKirinaandMsElenaTrifonova
Planning/Template(chemistry)2015/2016
,asmallair quantityinthe
yandliving soil.
ms.
e
proportion
ofthebasic
soil
component
s
Humus,Holz
ammeisten.
FL/STEMandthedomainsofthe4Cs
tcomes
ation:
earning&
cognitiveprocessing:
TS
“know” (content)
“be able to” (content, communication)
“be aware” (content, cognition) Vocabulary (revisited/new) Vocabulary (new): subject matter specific (CALP) Vocabulary (new): general (BICS)
Structures (focus on grammar) Language functions (information, argumentation, questioning, reasoning) Remembering / Identifying
Comparing Classifying
Predicting Reasoning Synthesizing / creating
lanswasdevelopedbyMs.MonicaLutowa,MsRadostinaKirinaandMsElenaTrifonova
Assistingand
evaluatingthe
students’
performance.
Planning/Template(chemistry)2015/2016
ommunity
Awareness (of scientific topic as relevant for the culture / community) Involvement (project continuation outside of classroom) Communication (proliferation of scientific results in community)
mn refers to the lessons implemented during the school year 2015-2016. The comments concern exclusively the academ
e and because of the uniqueness and diversity of each class, it should not be expected to be exactly the same during a
lanswasdevelopedbyMs.MonicaLutowa,MsRadostinaKirinaandMsElenaTrifonova