GT2_CLIL_Unit 5_Teacher's Guidelines

Great Time 2: Unit 5 SUBJECT:

Geometry

TOPIC:

ARCHITECTURE

DRIVING QUESTION:

"How can we apply architectonic concepts to real life with simple craft material?"

What do students already know? Activate previous knowledge

Basic geometry concepts, language to describe parts of a house, furniture and places in a city/town.

What will learners know / be aware / be able to do after the project/tasks?

They will be able to expand their language items concerning architecture, including some specific vocabulary. They will learn about different architectonic styles and their main features; they will experience hands-on practices that will help to understand basic architectural and building concepts.

What will learners do to demonstrate the acquired knowledge?

Present their finding in a news forecasting show format, in which they show new language and concepts acquired.

Vocabulary

Vocabulary to describe places, locations, houses, buildings, and spatial relations in general. Basic geometry architecture concepts; craft material; furniture and appliances for shops; architectonic styles.

STARTING POINT:

LEARNING OUTCOME:

Structures LANGUAGE

Functions

THE 4Cs FRAMEWORK

No pre-determined structures. Language use is dictated by the topic of the project.

Ss associate pictures and definitions. They reason on how an object can be represented on paper and what procedures they have to do achieve precision. They choose from some hypothetical situations and simulate this reality. They discuss about the process of producing and presenting their floorplans created throughout this step of the project.

They can codeswitch between the mother tongue and English whenever necessary to achieve their goals in particular contexts but must speak only English during the presentation.

Communication

Interacting, reading, writing, discussing, choosing, lecturing.

Culture

Relations between a place and its buildings and people.

Cognitive processes

Comparison, contrast, reasoning, hypothesizing about a different reality, representing a real object on paper.

Content

How human beings are able to alter space and how it changes along in time.

TASK 1 1. Ss work individually. After reading the text about perspective, which explains the concept and proposes na exercise to draw an object using the theory it presents, students will try themselves to do what was asked.

2. To practice the idea behind the concept and allow creativity and playfulness to take place, ask students to first try to draw a simple object and then repeat the same exercise with another drawing, a little bit more complex. Both can be done in their notebooks or on a spare sheet of paper.

TASK 2 1. Ss work in groups of 4 or 5. If necessary, repeat the situations for more than one group. They read the description and discuss how to best attend all the demands in each case.

PLAN

Materials: Posterboard, watercolor pens, pens, magazines (to get ideas from and to cut out some elements, if students wish to.)

2. It is advisable to instruct students to attribute different tasks for each member of the group. They can sort out tasks according to their ability, e.g., who draws best is responsible for drawing the plan, who is good at writing can create a text explaining the process, etc.

In this part they make a a floorplan on posterboard, representing the space they chose to work with and all the elements they decide to include there.

TASK 3 1. Keeping the same group as before or choosing another one, students will now apply the concepts of perspective and spacing that Materials: Popsicle sticks or similar, hot glue and gun or wood glue, wire were seen on the previous activities, but now with a hands-on task. (to substitute/reinforce the glue), pliers (if using wire), watercolor paint (if Ask them to firstly draft the plan of the bridge they intend to you decide ss should decorate their bridges), toy cars or substitutes. construct, think of materials and building strategies they believe it will work. Tell them to keep the task-division system.

2. They start the building process. Beforehand, ask a student of the group to bring some toy cars from home or improvise with some objects that have similar shape and size. This is for testing if the design is resistant and functional enough. Probably more than one attempt for it to work will be necessary. Tell them that this is expected and completely normal, and that it is part of the process making adaptations to their original plan.