CLIL SOCIAL SCIENCES

Welcome to this Social Science CLIL Leraning Experience  "The INCA´s history"

Let´s start

Dear students,

Before talking about INCAS, let´s explore your knowledge about first tribes in Peru, and Latin America. To do so follow the paces which will guide you in this pre-experience.

First Pace

Do you know who were the first tribes who lived in America? Answer some questions about them. Click on .Traveler´s book.  and write your answers.

Second Pace

After you have written some ideas about pre-incas, take some time to read  the  text about first inhabitants in Peru.What do you think, who they were? check some vocabulary to go ahead in our next step.

after checking the vocabulary and doing the reading...

Third Pace

let´s write your ideas about Pre-incas  in your traveler´s book

Now the big question Do you know who were the Incas?

Fourth Pace

Did you know that before our civilization there was a huge group of native americans named INCAS? and due to their impressive development they could create an empire named the INCA EMPIRE?

Lets analyzing the building  of this empire! Take some time to watch the video click on the eyes

and read some important aspects of this civilization click on the book

PS, The video has closecaptions for you to read while listen to the video.

Fifth Pace (Critical thinking)

Until now, you have done activities and watch some material to understand and know about Inca´s history a ittle better, now, let´s build some knowledge and reflect on it

Using the tools   Read Write Think  (see sample)   or time glider  (see sample)

dessign a time line in which you can take the more important dates and events from Inca´s. Use the information from the video and the reading.

Sixth phase (Sharing ideas with the class)

Dear student take time to write and share your ideas about Inca´s history with your classmates using a wallwisher By clicking on wallwisher, you will have the opportunity to share your timelines and comments on your clasmmates work. Remember to be objective and comment on aspects such as important dates and events, layout and presentation. I would be glad to see and read your comments.

Test your knowledge with this game about INCAS

To conclude this process you should do the self-assesment and be aware of your weaknesses and work on them.

References

Coyle, Do  (2005). CLIL Planning tools for teachers. University of Nottingham. Retrieved from http://www.slideshare.net/gorettiblanch/theoretical-clil-framework

Hoolbrok, B.& Peay, F.(2012) Inca civilization video. Retrieved from http://www.youtube.com/watch?v=3F7G0VeqAeY

Readthinkwrite  and timeglider.  Retrieved from http://www.educatorstechnology.com/2012/08/8-excellent-free-timeline-creation.html

Game-brain.  Retrieved from  http://kids.nationalgeographic.com/kids/

Images  taken from www.google.com.co

The inca Empire  Retrieved from http://incas.mrdonn.org/pachacuti.html

OUR CONTEXT

WHAT ABOUT OUR STUDENTS AND THEIR CHARACTERISTICS

                                    Our Students

This tool has been designed for students from seventh and eighth grade at a State School located in the south of Bogota. This tool intends to invlove these students in a fascinating  travel to acquire knowledge and learning goals in a different way. This means, the student will use the language to learn about history and the language to produce thoughts and share them with others.

Not all students are equal, however they have common aspects which help them to be part of a group.

Physycal Characteristics

Most of the students are between 12 and 15 years old, they really enjoying outdoors activities hence most of them have physical conditions to run, jump, catch, and take advantages of their bodies at this age.

Social characteristics

Most o fthe students live near to the school, it means they know each other and their families, some of them have a functional family with parents and sibblings. On the other hand, some of them spend most of their time with other relatives or people who take care of them. Some of them  spend their school life between the balance of misbehaving or being a good person. Finally, they see in teachers a support for their life under construction and a person who can guide and teach to them something for their lives. 

Linguistic characteristics

All of them are spanish native speakers, their context and daily activities are around this language, they read and write in the first language and some of them identify grammar structure and elements in Spanish. However,  most of them have a hihgh ability to understand the english written language related to A2 level. They can undertand the idea of texts by doing translations. On of their biggest problem to identify grammar rules in second language.

Students are able to work in the improvement  of academic process,  they have different ways of learning, they like to work collaboratively and enjoy guiding classmates while they are guided by others.

HOME

Our mission,  CLIL Sam will help students 

1.  To build up knowledge related to Inca´s origin and  history.
2.  It also will contribute to the use of  English language by reviewing vocabulary and grammar structures and writing short ideas from the reading activities.
3. The technological  tools will guide students to follow a learning process and accomplish its goals step by step.
4. To allow students to explore other cultures and their background and build the concept of culture and acceptance  through the study  of other human groups.

        What is CLIL?

The chart below explains the CLIL concept, taking  into account the main aspects (content, language, cognition  and culture to scaffold a CLIL class) and the learning and teaching items involved in it.

Designed by Francy Bacarez

Some advantages of working with CLIL

• CLIL fosters students self-direct learning process
• CLIL helps students to foster collaborative work
• CLIL helps the student to develop cultural knowledge 
• CLIL helps students to improve language skills