Global Warming Objectives

Global Warming
CLIL PLANNING TEMPLATE

UNIT TITLE: GLOBAL WARMING
AUTHOR/S: Shanti Arrieta, Albert Costan & Joan Palomeras
CLASS/ AGE: ESO YEAR 1
SUBJECTS, LANGUAGES and/or TEACHERS INVOLVED: English & The Natural World.
APPROXIMATE NUMBER OF SESSIONS: 10 of 55 minutes COE level: A1-

A2
Introduction to the Teaching Sequence

Everybody talks about global warming, but what is it? In this unit we aim to explain what
global warming is, its consequences and what we can do to prevent it. We are going to
learn about endangered animals and their habitats, the causes of global warming, the
greenhouse effect, the greenhouse gases, renewable energies and recycling.
Be aware of the students with especial educational needs, be careful while arranging the
groups and assess these students according to their progress rather than according to their
performance.
Tandem teaching is a good tool to use while explaining some of the activities, the teaching
unit is designed with this purpose but it could be implemented by only one teacher.
Subject-matter objective/s – goals - competences
By the end of the unit/ lesson/ task, the students will be able to…
1- know what are the endangered species and the changes in their habitats due to global warming.
2- know what is the greenhouse effect and explain it.
3- give pieces of advice in order to pollute less.
4- identify the causes of the global warming.
5- identify different types of gases that produce the greenhouse effect
6- learn about the different types of renewable energies and some features of them.
7- know what and how to recycle.
8- appreciate the difference between rich and poor countries towards the problem.
Arrieta, Costan & Palomeras (2010)

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Global Warming
9- create a final outcome and present it orally.
10- final exam
SUBJECT MATTER CONTENTS
MAIN TARGET KNOWLEDGE MAIN TARGET SKILLS
1- Getting to know endangered 1- Understanding short texts.

species and habitats
2- Expressing ideas and previous and acquired knowledge.
2- Learning about the causes of global
warming 3- Giving opinions and pieces of advice
3- Understanding the greenhouse 4- Establishing cause-effect relationships related to the

effect global warming and the greenhouse effect.
4- Knowing different greenhouse gases 5- Understanding English speeches produced by native and
and their origin. non-native speakers of the foreign language.
5-Identifying renewable energies 6- Identifying the differences between different landscapes

affected by the global warming.
6- Distinguishing among the different
waste. 7- Summarizing a topic.
8- Presenting orally ideas about a topic.
CONTENT OBLIGATORY LANGUAGE
DISCOURSE GENRE (TEXT TYPE) TERMINOLOGY (WORDS AND PHRASES)
1- TO UNDERSTAND 2- TOPIC SPECIFIC

Descriptive texts about  Differences between landscapes: deforestation,
endangered animals and ice melting, droughts, flooding and air pollution.
habits.  Endangered species: polar bear, penguin, fish
Explanatory videos in the and orang-utans.
target language without  Causes of the global warming: increase of
subtitles. temperature, increase of evaporation, increase
Science concepts as of sea level, loss of habitat.
greenhouse effect and  The greenhouse effect: ozone layer, radiation,
renewable energies. heat, atmosphere.
 Types of gases: methane, CO2, CFC, cattle, fuel,
coal, dump.
3- TO UNDERSTAND AND  Renewable energies: biomass, wind energy,
GENERATE hydroelectric power, solar energy, geothermal
summaries energy.
Short descriptive texts  Recycling: plastic, paper, crystal, garbage.

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Global Warming
Final outcome (online poster) 4- ACADEMIC DOMAIN SPECIFIC

about an specific topic Useful expressions to express personal opinion
Oral explanation of an specific The present simple to express present situations
topic. Structures to formulate comparisons: there
is/are more/less…..than, -er than….
Express a cause-consequence relation: Because
of…….
Structures to express hypothetical facts: might
come...
Adjectives for feelings
SOCIAL & CULTURAL VALUES // PERSONAL & EMOTIONAL DEVELOPMENT
1- Valuing the need of a non-polluted world.

2 Collaborative work awareness.
3- Examining the causes and effects of dangerous behaviours towards the greenhouse effect
and the global warming.
4- Noticing the fact that some animals and habitats are dying.
5- Valuing the need to recycle and be concerned about the possible consequences.
SUMMATIVE ASSESSMENT
(Closely linked to goals; Summative with high formative value. Self-Other- and/or Teacher’s
assessment)
TASK ASSESSMENT CRITERIA (AND GRADING

SYSTEM)
1- Team work 1- Peer assessment: “peer checklist” 10%

2- Participation: “progress assessment checklist” 15%
2- Participation. 3- Dossier: “dossier checklist” 15%
4- Creation of a glogster: “checklist gloster” 15%
3- Dossier. 5- Oral presentation: “rubric oral presentation” 15%
6- Final exam: “final exam answers” 30%
4- Creation of a glogster.
5- Oral activity: presentation of a

glogster.
6- Final exam
THE PROCESS
SESSION-BY-SESSION INTERACTION
Tasks / approximate timing Different types of interaction within the

classroom; TS; SS; TS; ST;
TClass, etc.

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Global Warming
SESSION 1: Changes in landscapes
1- Warm-up activity: describe different landscapes . TClass
2- Match: landscapes changes and causes TClass
SESSION 2: What is global warming?
1- Videos about the global warming TClass
2- Poster with the words from the video and the students’ feelings TClass
3- Vocabulary of the causes of global warming SS (groupwork)
SESSION 3: Endangered species
1- Warm-up activity: Matching activity SS (groupwork)
2- Animals and habits: Pictures and text TClass/ SS
3- Writing about different endangered animals TClass
SESSION 4: The greenhouse effect
1- Warm-up activity: video and sentences activity SS (groupwork)
2- Explanation of the greenhouse gases and completing the grid TClass
SESSION 5: The greenhouse effect (follow-up)
1- Homework correction/Warm-up TClass
2- Crossword SS (groupwork)
3- Effects of global warming and completing the grid TClass
SESSION 6: The global warming and saving energy
1- Running dictation SS (groupwork)
2- Warm-up: Saving energy and recycling TClass
SESSION 7: Renewable energies
1- Explanation and completing the grid TClass
2- How to recycle?: Matching activity SS (groupwork)
SESSION 8: Creating a glogster
1- In pairs the students create a glogster SS (groupwork)
SESSION 9: Oral presentations
1- Oral presentations of the glogsters SClass
SESSION 10: Final exam
1- Individual exam

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Global Warming
RESOURCES
Projector, Internet Connection, Youtube.com, Microsoft Office PowerPoint, Microsoft Office Word,
Glogster.com, computer.
CREDITS
Google images, youtube.com, dafont.com.
MATERIALS
Dossier, worksheets, grid, flash cards, PowerPoint.
COMMENTS
This unit does not cover copyright of photos or original material.
ANNEXES
Creative commons license, CD contents.
SYMBOLS KEY
 Individual task
 Pair work/group work
 A task that implies writing
 A task that implies reading
 A task that implies listening
 A task that implies speaking
Useful information
Resources/materials for students
Resources/materials for teachers

7

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Global Warming

CLIL PLANNING TEMPLATE

AUTHOR/S: Shanti Arrieta, Albert Costan & Joan Palomeras

CLASS/ AGE: ESO YEAR 1

APPROXIMATE NUMBER OF SESSIONS: 10 of 55 minutes COE level: A1-

Introduction to the Teaching Sequence

Subject-matter objective/s – goals - competences

2- know what is the greenhouse effect and explain it.

3- give pieces of advice in order to pollute less.

4- identify the causes of the global warming.

5- identify different types of gases that produce the greenhouse effect

7- know what and how to recycle.

Arrieta, Costan & Palomeras (2010)

9- create a final outcome and present it orally.

10- final exam

SUBJECT MATTER CONTENTS

MAIN TARGET KNOWLEDGE MAIN TARGET SKILLS

1- Getting to know endangered 1- Understanding short texts.

3- Understanding the greenhouse 4- Establishing cause-effect relationships related to the

5-Identifying renewable energies 6- Identifying the differences between different landscapes

8- Presenting orally ideas about a topic.

CONTENT OBLIGATORY LANGUAGE

DISCOURSE GENRE (TEXT TYPE) TERMINOLOGY (WORDS AND PHRASES)

1- TO UNDERSTAND 2- TOPIC SPECIFIC

Arrieta, Costan & Palomeras (2010)

Final outcome (online poster) 4- ACADEMIC DOMAIN SPECIFIC

SOCIAL & CULTURAL VALUES // PERSONAL & EMOTIONAL DEVELOPMENT

1- Valuing the need of a non-polluted world.

TASK ASSESSMENT CRITERIA (AND GRADING

1- Team work 1- Peer assessment: “peer checklist” 10%

5- Oral activity: presentation of a

Tasks / approximate timing Different types of interaction within the

Arrieta, Costan & Palomeras (2010)

SESSION 1: Changes in landscapes

1- Warm-up activity: describe different landscapes . TClass

2- Match: landscapes changes and causes TClass

SESSION 2: What is global warming?

1- Videos about the global warming TClass

3- Vocabulary of the causes of global warming SS (groupwork)

SESSION 3: Endangered species

1- Warm-up activity: Matching activity SS (groupwork)

2- Animals and habits: Pictures and text TClass/ SS

3- Writing about different endangered animals TClass

SESSION 4: The greenhouse effect

1- Warm-up activity: video and sentences activity SS (groupwork)

2- Explanation of the greenhouse gases and completing the grid TClass

SESSION 5: The greenhouse effect (follow-up)

1- Homework correction/Warm-up TClass

2- Crossword SS (groupwork)

3- Effects of global warming and completing the grid TClass

SESSION 6: The global warming and saving energy

1- Running dictation SS (groupwork)

2- Warm-up: Saving energy and recycling TClass

SESSION 7: Renewable energies

1- Explanation and completing the grid TClass

2- How to recycle?: Matching activity SS (groupwork)

SESSION 8: Creating a glogster

1- In pairs the students create a glogster SS (groupwork)

SESSION 9: Oral presentations

1- Oral presentations of the glogsters SClass