Clil lesson plan about enzymes (e lab for clil)

1. ENZYMES
(progetto in rete e-LAB for CLIL)
Students:5A ENVIROMENTALBIOTECNOLOGY
Time:16 h +4 h(researchand selectionof textsandmaterials,creationof worksheets)
subject:Biochemistry
The AIM of this unit is to study specific aspects of enzymes through the medium of English.
CONTENT
Teaching
objectives
to enable learners to understand that enzymes play an important role into chemical
reactions;to develop learner’s abilities to classify the different types of enzymes in several
reactions; to encourage in students an attitude of scientific enquiry, of curiosity and self-
discovery through individual study, personal initiative and team work in chemistry lab.
Learning
outcomes:
by the end of
this unit
learners will
be able to:
KNOW:
the enzymes and their classification
the importance of activation energy and how it can be altered.
the chemical nature of enzymes, how they affect reactions, and the factors that affect their
performance.
BE ABLE TO:
Explain the various ways in which enzymes increase the rate of biological reactions.
Understand how different environmental factors affect enzyme activity
Research enzymes application
BE AWARE
that enzymes have very useful applications in real life web1, web2, web3
COMMUNICATION/LANGUAGE
aims:
The students will have expanded their vocabulary in the field related to biochemistry
They will have practiced the use of nouns, verbs and expressions to explain an enzyme-catalized
chemical reaction.
They will have practiced the impersonal language to speculate about scientific and technological
topics.
They will present a ppt presentation in L2 with appropriate vocabulary
They will able to write a short article for the school scientific website
ANALYSE:
language of
learning.
the content can be analysed: Identify key words, nouns, verbs, phrasal verbs, comparatives
and superlatives, subject specific vocabulary.
ADD:
language for
learning
language experiences are added to the lesson plan for specific attention which enable the
learnertooperate effectivelyin a CLIL setting (eg strategies for reading and understanding a
difficult text: SKIMMING AND SCANNING). This includes: classroom talk, discussion, task
demands. It also involves the teacher in considering ways in which the learning will be
scaffoldedegthroughthe use of language framestohelpandsupport.. Wordtransformation,
Verbs for description and explaining charateristics, instructing in lab (imperatives), causal
linking words (because), numbering words, ordering words, listing words
APPLY/ASSUR
E:
language
through
learning.
tasks and opportunities which enable learners to extend their cognitive skills and cultural
awareness. This will involve exploring how thinking skills have been incorporated into the
lesson plan in order to advance learning.
COGNITION
Referstothe critical thinkingskills that students use to engage with and understand course content, to solve
problems and to reflect on their learning. Instructing. Predicting. Comparing and Contrasting.
CULTURE
Be aware of the role of enzymes and catalyzers in saving time in chemical reactions of real life (GREEN
ECONOMY). Work individually and in group, to be able to get information from texts in L2.
Method frontal instruction, scientific models on the web, websites with animations, youtube. E-
learning (whatsapp, google drive, file sharing)
Materials slides,notesof the teacher,book, worksheets
Assessment production of a ppt on enzymes and an article or an infographic

2. ENZYMES
(progetto in rete e-LAB for CLIL)
TIME LINE FOR LESSON PLAN
step time Objective
1
60’
T to SS
SS to T
PREREQUISITES: get information about learner’s chemistry knowledges.
Get information about what the students know in terms of:
Contents obligatory language
The words of chemistry :studentsare onlylikelytocome acrossthese wordsinparticular
lessons.
Content compatible language
Students may come across such words in a variety of context
Use pictures and graphs
Short questions and answers
information gap activities:
jigsaw readings and listenings
jumble activity
describe and draw
spot the difference
(Speaking)
Learners hear or read
different parts of a text,
then exchange information
with others in order to
reconstruct the information
in the text.
learners need to put
sentences or paragraphs
from a text, or pictures
illustrating a text, into the
correct order
2 60’
T to SS
SS to T
WARMING UP (Listening):
different videos about catalyst in real life to familiarize with the topic;
using of website resources with and without subtitles:
1)https://www.youtube.com/watch?v=OttRV5ykP7A
2)https://www.youtube.com/watch?v=A_PhvIktMOw
questions after watching video on whatsapp group
(Flipped classroom)
https://drive.google.com/open?id=0B3eP3X6UY8qBZmVyTWtQY1VkazA
3)https://www.youtube.com/watch?v=KYD5LNVWne8
4)https://www.youtube.com/watch?v=vTQybDgweiE
You can use video editing to manage videos in order to add questions

3. SS 30’
https://www.youtube.com/editor
take notes
answer
We can use questions true/false, multiple choice, short
answer questions (What? Where? When? Who? Which?
Whose? Why? How?), matching quiz
https://worksheets.theteacherscorner.net/
https://getkahoot.com/
Writing
Speaking
3 T to SS
30’
PRESENTATION (first part)
Catalysis, substrates, active site, "the lock and key" model
A CLIL lesson is based on material directly related to a content-based subject, it includes
exploration of language and is delivered by a teacher versed in CLIL methodology.
Both contentandlanguage are exploredinaCLIL lessonbyteachingtechniquesforexploiting
reading or listening texts and structures for supporting spoken or written language.
A CLIL lessonlooksatcontentandlanguage inequal measure, and often follows a four-stage
framework.
Processing the text
The besttextsare those accompaniedbyillustrationssothatlearnerscan visualise what they
are reading.Whenworkingina foreignlanguage,learnersneed structural markers in texts to
helpthemfindtheirwaythroughthe content.These markersmaybe linguistic(headings, sub-
headings) and/or diagrammatic.
Once a 'core knowledge' has been identified, the organisation of the text can be analysed.
Identification and organisation of knowledge
Texts are often represented diagrammatically. These structures are used to help learners
categorise the ideas and information in a text. Diagram types include tree diagrams for
classification,groups,hierarchies,flowdiagramsandtimelinesforsequencedthinking such as
instructions and historical information, tabular diagrams describing people and places, and
combinationsof these.The structure of the textisusedtofacilitate learning and the creation
of activities which focus on both language development and core content knowledge.
Language identification
Learnersare expectedtobe able to reproduce the core of the text in their own words. Since
learners will need to use both simple and more complex language, there is no grading of
language involved,butitisa goodideafor the teacherto highlightuseful language in the text
and to categorise itaccordingto function.Learnersmayneedthe language of comparisonand
contrast, location or describing a process, but may also need certain discourse markers,
adverbphrasesor prepositional phrases.Collocations,semi-fixedexpressionsand set phrases
may also be given attention as well as subject-specific and academic vocabulary.
Tasks for students
A variety of tasks should be provided, taking into account the learning purpose and
learner styles and preferences. Typical listening/reading activities include:
-Listen and label a diagram/picture/map/graph/chart
-Listen and fill in a table
-Listen and make notes on specific information (dates, figures, times)
-Listen and reorder information
-Listen and identify location/speakers/places
-Listen and label the stages of a process/instructions/sequences of a text
-Listen and fill in the gaps in a text
Tasks designed for production need to be subject-orientated, so that both content

4. SS
15’
SS
15’
SS
60’
and language are recycled. Since content is to be focused on, more language support
than usual in a language lesson may be required.
Typical speaking activities include:
-Question loops - questions and answers, terms and definitions, halves of sentences
-Information gap activities with a question sheet to support
-Trivia search - 'things you know' and 'things you want to know'
-Word guessing games
Lower order thinking skills (LOTS)
Bloomsuggestedacategorisationof thinkingskills.Lowerorder thinking skills (LOTS) include
rememberinginformationandbeingable tounderstandandexplainnew ideasorconcepts.In
lowerorderthinking,informationdoesnotneedtobe appliedtoreal-worldexamples,merely
recalled and understood. LOTS are easy to learn and teach using questions with closed
answers. They are also important because learners need them in order to develop higher
orderthinkingskills(HOTS).However,if learners only obtain LOTS, they will not be prepared
for situations they will face in the real world.
Questions which are more likely to encourage lower order thinking include:
defining, e.g. Can you name/remember/list ...?
classifying,e.g.Howmany kinds of ... are there? Can you put ... into groups? How would you
group ...?
exemplifying, e.g. Can you give me an example of ...?
comparingand contrasting,e.g.How is...differentfrom...?Whatisthe difference between...
and ...?
Higher order thinking skills (HOTS)
Bloomsuggestedacategorisationof thinkingskills.Higherorderthinkingskills(HOTS) include
analysis,evaluationandsynthesis,orthe creation of new knowledge. They require different
learning and teaching methods than the learning of facts and concepts, which Bloom's
Taxonomydescribesaslowerorderthinking skills (LOTS). To develop HOTS, learners require
complex skills such as critical thinking and problem solving. HOTS are more difficult to learn
and teach,but alsomore valuable because suchskills are more likely to be usable in the real
world.
Questions which are more likely to encourage higher order thinking include:
giving reasons, e.g. Why does ...? What was the reason for ...?
predicting, e.g. What do you think will happen?
hypothesising, e.g. What will happen if ...? What would have happened if ...? What would
have happened if ...?
Skimming: to get only the main ideas and a general overview
of the content
Scanning: to locate a specific fact or piece of information.
watching a video (how enzymes work)
https://highered.mheducation.com/sites/9834092339/s
tudent_view0/chapter6/how_enzymes_work.html
Key and Lock Demonstration- Specificity of an Enzyme
Group activities
First activity
1. Start with an introduction that catalyst acts like a lock
with a key.
2. Insert the right key to the lock and open it.
SS (true/false, answer the
questions)
SS (answerthe questions,fill
the gap, match)
listening
on line test
speaking

5. 3. Pick another random keys from students, and insert
them into the locker.
4. Ask students why the lock didn’t open this time.
5. link the discussion to the catalyst. Catalysts need the
right “key” to react
Second activity
Student ,working in pair, have to search on the net
similar molecules that can link with a specific enzyme in
the same way.
4
T to SS
30’
SS 15’
T to SS
15’
PRESENTATION (second part)
reaction energy graph
enzyme classification
Additional activities Enzyme in Action
vocabulary to describe a graph
web1 web2 online test web3
describe graphs
exercises true-false
match (reaction/enzyme)
YOUTUBE SIMPLY LAB EXPERIMENT ABOUT
AMYLASE
5 T to SS
35’
SS 25’
Watching videos
On line test
TED CLASSES OF ENZYMES
(check in progress) Mc Graw and Hill
PRESENTATION (third part)
6 T to SS
90’
SS to T
30’
SS 30’
Enzymes application in real life
enzymes in action
enzymes in washing powders
web
BBC BITESIZE
web
Askand answerquestion,oral report(Check in
progress)Speaking ; research on the net
Writing: short T/F ; match test ; writing short
sentences using the terms of the match
exercise (Check in progress)

6. Learning ideason collectinginformation,the strategic use ofquestioning,givingfeedback,
and introducing peerand self-assessment.
Summary sentence
Asklearnerstowrite one sentence tosummarize whatthey know about the topic at the start
or end of a lesson.
Pair share
At the end of a lesson learners share with their partner:
• Three new things they have learnt
• What they found easy
• What they found difficult
• Something they would like to learn in the future.
Traffic lights
Give learnersred,yellow and green cards. At different points during the lesson, ask them to
choose a card and put it on their desk to show how much they understand (red = don’t
understand, yellow = partly understand, green = totally understand).
KWL
At the beginningof atopiclearnerscreate a grid with three columns – what they know; what
theywantto know;what theyhave learned.Theystartbybrainstormingandfillinginthe first
two columns and then return to the third at the end of the unit.
Most ……. thing
Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned
today or in this unit.
The strategic use of questioning
Questioninghelpsteachersidentifyandcorrectmisunderstandings and gaps in knowledge. It
gives teachers information about what learners know, understand and can do.
Use open questions
Closed questions only ask learners to recall. Use open questions to encourage the use of
thinking skills, communication and eliciting more information. Examples of good question
stems:
• Is X important?
• Why is X important?
• Why does…?
• What if…?
• How would you…?
• Can you explain…?
Wait time
Tips:
• Give 30 seconds silent thinking before any answers.
• Ask learners to brainstorm in pairs first for 2-3 minutes.
• Ask learners to write some notes before answering.
• Ask learners to discuss with a partner before answering.
• Use think, pair, share.
Giving feedback
Comment-only marking
Onlywrite commentsonlearners’work,anddon’tgive marksorscores.Thishelpslearners to
focus on progress instead of a reward or punishment. They will want a mark, but encourage
them to focus on the comments. Comments should make it clear how the learner can
improve. Ask if they have any questions about the comments and make time to speak with
individual learners.

7. Time in class to make corrections
Give learnerstime in class to make corrections or improvements. This gives learners time to
focuson the feedbackthatyou or their peers have given them, and make corrections. It also
tells learners that feedback is valuable and worth spending time on. And, it gives them the
opportunity to improve in a supportive environment.
Don’t erase corrections
Tell learners you want to see how they have corrected and improved their written work
before theyhanditto you.Don’tletthem use erasers, instead tell them to make corrections
using a different colour so you can see them, and what they have done to make
improvements.
Introducing peer and self-assessment
Share learning objectives
Some examples:
• Use WILF (what I’m looking for).
• Point to the objectives on the board.
• Elicit what the success criteria might be for a task.
• Negotiate or share the criteria
• Write these on the board for reference.
• Two stars and a wish
A useful activity to use when introducing peer or self-assessment for the first time is ‘two
stars and a wish’:
• Explain/elicit the meaning of stars and a wish related to feedback (two good things
and one thing you wish was better/could improve).
• Model how to give peer feedback using two stars and a wish first.
• Role play the peer feedback, for example:
- ‘Ah this is a really nice poster – I like it!’ (Thank you)
- ‘I really like it and I think you included most of the information.’
- [Look at the success criteria on the board]
- ‘Hmm, but there is no title for your poster so we don’t know the topic.’
Feedback sandwich (see above)
Thisis a useful activitywhenlearnersare more confidentinpeerandself-assessment. Model
how to give feedback first.
• Write the following text on the board:
- I like... because
- I think next time you should... because...
- ... is good because...
• Elicit from your learners what a feedback sandwich is from the text on the board
(what is good and why, what could be better and why, what is good and why).
• Given an example like this:
"The postergivesall the necessaryinformation,whichisgoodbutnext time you should add a
title so we know the topic. The presentation is good too because it is clear and attractive."
Learning wall
Make a ‘learning wall’ where learners can post positive feedback about others.
Peer check
Ask learners to read each other’s written work to look for specific points, such as spelling
mistakes, past tense verbs, etc. During speaking activities such as role plays and
presentations,asklearnerstogive eachotherfeedbackonspecificpoints,e.g.how interesting
it was, whether they understood what was said and any questions they have.
Self-assessment prompts
Examples:
• Choose one thinginyourwork you are proud of. Tell the whole group why. You have
one minute.
• Discuss which of the success criteria you have been most successful with and which
one could be improved and how. You have three minutes.
Three things
At the endof the lesson,askyourlearners to make a list of two things they learned, and one
thing they still need to learn.

8. I have a question
At the end of the lesson, ask your learners to write a question on what they are not clear
about.
Journals
Ask your learners to keep a learning journal to record their thoughts and attitudes to what
they have learned.
Portfolios
Ask learners to keep a file containing samples of their work. This may include work done in
class, homework, test results, self-assessment and comments from peers and the teacher.
Reflection time
At the endof the lessongive learnerstime to reflect and decide what to focus on in the next
lesson.
Setting goals
Afterfeedback,encouragelearnerstosetgoals.Tell them they have identified what is good,
whatis not sogood,and any gaps intheirknowledge.Now theyneedtothinkabouttheirgoal
and how they can reach it. Ask them to work individually and answer the questions:
• What is your goal?
• How will you achieve it?
Personal goals
Ask learners to set personal goals, for example: ‘Next week I will read a short story’.
PRESENTATION (fourth part)
7 T to SS
90’
SS to T
30’
SS 30’
fermentation
biogas production ; application in our
country
enzymes to solve our country issue: xylella
web
web3
web1 web2
Askand answerquestion,oral report(Check in
progress) Speaking ; research on the net
Writing: short T/F ; match test ; writing short
sentences using the terms of the match
exercise (Check in progress)
MORE PRACTICE
8 SS
60’
T to SS
30’
BRAINSTORMING in groups
After READING an article , you could put a
few key words from the lesson onto the
whiteboard and ask students to explain
them. You could then ask them to very
quickly brainstorm in small groups other
words they would expect to come across in
your lesson. This has the advantage of
creating interest in your topic and of acting
as a diagnostic of what they already know.
Whentheyhave finishedbrainstorming,you
can ask groups to call out words, and write
those keywordson whichyouwantto focus
on the whiteboard. You can then add other
wordsthat youidentifiedwhenplanningthe
lesson. They can create word cloud.
Reading a scientific article
SPEAKING
word transformation
LISTENING
create MP3 audiofiles with: from text to
speech
website enzyme vocabulary
flashcards
crossword
https://www.powtoon.com/
Tagul is an online word cloud generator
exploiting the text

9. GRAMMAR Linking words and connectors
scientific collocations
common collocations online test
PRODUCTION:
9 SS
120 ‘
SS
60’
1) READING ANALYZING AND REWRITING
a short article
SS individual work (language through CLIL)
Students read a scientific text about
enzymes and rewrite it anlyzing industrial
and analytical application of enzymes
2) POWERPOINT PRESENTATION
SS ( 4 groups work) for each group 15’
each group is composed by five students.
Students prepare a powerpoint
presentation with 10 slides (oral/written)
3) CREATE AN INFOGRAPHIC
work in pair on https://piktochart.com/
example 1
example 2
scientific text
What is an infographic?
Infographics use pictures, images, and colors
alongwithcontentto completelyillustrateand
understand data.
Why use an Infographic?
To communicate a message.
To present large amounts of information in a
compact and easy to understand way.
To reveal the data, discover cause-effect
relations, and identify relationships among
data.
To monitor changes or trends in data.
ASSESSMENT CRITERIA
10 Grading Rubric for
Writing Assignment
PowerPoint Presentation Grading Sheet
Student Self Evaluation Form for Group
Work
infographic
web
web