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UNIVERSITA’ DI VERONA

CORSO DI PERFEZIONAMENTO-METODOLOGICO DIDATTICO CLIL

AREA SCIENZE UMANE E SOCIALI/TECNICO-SCIENTIFICA

DOCENTE: MARCO TOMASI

SCUOLA DI APPARTENENZA: ISTITUTO AGRARIO STEFANI-BENTEGODI

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Indice

Breve introduzione pag 2

Template 1 General framework – Planning the CLIL Module/UD pag 3

Template 2 – The CLIL Module / UD – General Plan pag 3

Template 3 - Template 3 – Teaching Units – Detailed description (for each Teaching Unit) – Teacher Plan (similar to what we would find in a teacher’s guide) pag 4 Student’s book pag 7

Questionario finale pag 19

BREVE INTRODUZIONE

L’istituto di mia appartenenza “ Stefani-Bentegodi” è costituito da cinque sedi associate nei comuni di Isola

della Scala, Buttapietra, Caldiero, San Pietro in Cariano e Villafranca. In tale istituto sono presenti tre

indirizzi: rispettivamente professionale agrario, tecnico agrario, socio sanitario. Tale scuola per numerosità

risulta il più grande istituto di scienze agrario d’Italia con più di mille cinquecento alunni complessivi tra

diurno e serale. Nell’ambito dell’indirizzo agrario si inserisce per necessità di legge la sperimentazione Clil

all’interno delle materie agrarie dell’ultimo anno di studi. Trovandomi in classe quinta tecnico ho quindi

ritenuto opportuno insegnare la disciplina insegnata “ Gestione dell’ambiente e del territorio” in parte in

lingua italiana e in parte in lingua inglese sviluppando in inglese due moduli specifici della disciplina che

presentano una terminologia tecnica non sempre traducibile dall’inglese; i due moduli sono: l’attività

marketing in agriturismo e l’ecologia del paesaggio. Ho preferito sviluppare all’interno di questo Project

Work il modulo dell’ecologia del paesaggio in quanto si allaccia facilmente all’argomento valorizzazione del

paesaggio che viene affrontato all’inizio dell’anno scolastico e si collega successivamente alla valorizzazione

dell’attività agricole multifunzionali (agriturismo, fattoria didattica) che verranno svolte nel secondo

quadrimestre con approfondimento specifico delle attività necessarie alla loro affermazione sul territorio

(attività di marketing), oggetto quindi anche di unità didattica Clil del secondo quadrimestre. All’interno

dell’organizzazione modulare del mio istituto ciascuno studente frequenta 32 ore settimanali ciascuna

della durata di 50 minuti, ragion per cui interpreto che l’attività oraria del CLIL ha durata proprio di 50

minuti.

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Template 1 General framework – Planning the CLIL Module/UD

Template 2 – The CLIL Module / UD – General Plan

Module Title Landscape ecology for the multifunctionality in the rural area

Teaching Units Unit 1 ( landscape ecology), Unit 2 ( farmhouse) Unit 3 (marketing activity)

Teacher Prof Marco Tomasi Discipline Gestione dell’ambiente e del territorio Timeline Ten lessons of 1 hour each one lesson Contents Landscape Ecology: History, goals, consequences of the

Landscape Ecology; agritourism, marketing in agribusiness, marketing mix, marketing campaigns, diversification strategies, marketing agritourism services.

Materials English language books, Powerpoint presentation, Video material from the web, Transcript from the video;

Relevant webliography http://padlet.com/marco_tomasi/Bookmarks

School Istituto Tecnico agrario “ Stefani-Bentegodi”.

Teacher responsible for the Clil project Other teachers involved

Prof. Marco Tomasi English teachers: prof.ssa Caterina Caparra e prof.ssa Marina Dell’Oca

Class involved 5at-4at ( Caldiero)

Subject involved Gestione dell’ambiente e del territorio e biotecnologie

Level of the language competence of the class A2 ( pre intermediate)

Project phases

1° Phase: discussion in the class council about the subject and the topic to develop by Clil methodology; 2° Phase: reasoning about the material to discover and the sequence of the lesson; 3° Phase: explanation to the classes the importance and the objectives and of Clil methodology in the different subjects; 4° Phase: comprehension of the general meaning of the theme by video, videoguide, and discussion in group of the vocabulary; 5° Phase: Presentation by Powerpoint of the topic and reading of a report in class of the theme; 6° Phase: Students work in Computer Lab by paddle to produce two personal work; 7° Phase: Consolidation of the knowledges by multichoices items, filling in the gaps, items and discussion.

Resources, Locations, materials photocopies, Internet, computers, Lim

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http://padlet.com/marco_tomasi/ntnkuxrib7cc

www.youtube.com/watch?v=jX6LyIZK6wI

https://www.youtube.com/watch?v=MxZzfOKQCkg

http: www.dvolver.com

Relevant bibliography Ilaria Piccioli: English for future agribusiness

professionals, Editrice San Marco, anno 2015 Bentley: the TKT course Clil Module- Cambridge English, anno 2015

Pre-requisites – content Concept of ecosystem , interaction between animals in the ecosystem; concept of landscape; concepts of business, economy, marketing. concepts of agritourism and educational farm

Pre-requisites – language Grammar: present tense, present continuous; ability of speaking in English, ability of comprehension of speaking in the video and in class by the teacher.

Aims Objectives – content

Ability of describing the ecosystems in the landscape; ability to choose the opportunity to improve the image of the landscape; ability to compare different landscapes in different countries.

Aims Objectives – language

Ability of speaking fluency in class; ability to recognize any grammar mistake in the speaking discussion.

Objectives – study / learning Skills

Speaking, listening, writing, reading, analyzing some specific contest of marketing activities.

Cross- curricular objectives- obbiettivi trasversali Ability to connect economy topics with marketing topics and historical topics.

Procedures (classroom management) metodologia gruppi?

Group activity, individual activity at home.

Assessment Group assessment. Remedial work / reinforcement

Discussion in class of the activities of the last time.

Template 3 – Teaching Units – Detailed description (for each Teaching Unit) – Teacher Plan (similar to what we would find in a teacher’s guide)

Module Title: Landscape ecology for the multifunctionality in the rural area

Teaching Unit 1 Landscape ecology

Unit 1: landscape ecology

Step 1 Warming up and motivation phase(lead in)

Objectives: reinforcement about the contents: the ecosystems, the interactions in the biotope. Contents: example of different patches in the landscape ecology; Language: specific language of the topic: rural development, powerline corridors, agriculture matrix, forest matrix, highway corridor, canopy gap, forest patch, urban

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development, riparian buffer, upland bird game management; grammar: use of the present tense, of the adjectives and of the adverbs. Skills / study skills: ability to explain the causes and the effects relationship in the landscape, interpretation of the landscape by the view of some object. Activity 1: video about the ecology; teacher presents a short video about a journey in a balloon over a specific area and the students try to write down the words which appear in the video. These words represent the ecosystem students across during their journey ( 10 minutes). Activity 2: discussion about the video; teacher asks to the students to discuss in pair about the vocabulary of the video ( 10 minutes) and the students by a monolingual dictionary define the meaning of these words (20 minutes). Activities 3: writing the exercises to consolidate vocabulary; teacher asks to the students to write in group some sentences with the use of the specific vocabulary (10 minutes). Activities 4: comparing the activity between the different groups; teacher asks to the students to compare the meanings defined the different groups activities and students make their work (10 minutes). Homework: writing exercise and computer lab activity; teacher asks to the students to write a dialogue between two characters talking about the landscape at first on your copybook and then predisposition of a cartoon a by p.c using the application www.dvolver.com. Teacher shows to the students how they can work by dvolver application.

Step 2 Introduction and Practice

Objectives: Introduction of the landscape ecology - Content: landscape ecology, review of the homework of the previus lesson ( each student present his dialogue and his cartoon made by www.dvolver.com. - Language specific language of the topic: review and consolidation of the specific language of the topic: rural development, powerline corridors, agriculture matrix, forest matrix, highway corridor, canopy gap, forest patch, urban development, riparian buffer, upland bird game management. Grammar: use of the syntax to write report or reseach. Skills / study skills: comprehension of the scientific videos, possibility of discussion about different landscapes using the vocabulary of the video. Activity 1: listening and working activity about two videos; teacher asks to the students to watch two particular videos about the theme or the landscape ecology and the students watch the videos and take notes of thee general meaning of the video activity ( 10 minutes). Activity 2:brainstorming activity about the vocabulary; teacher asks to the students to carry out a brainstorming activity in group of three people about the vocabulary of the videos and the students make this activity talking just in English ( 20 minutes). Activity 3: writing activity to consolidate the specific language; teacher asks to the students to write some sentences with the use of the technic words for the landscape and the students write down these sentences( 20 minutes). Homework: research activity about the ecosystems of the municipality of the students; teacher asks to the students to prepare a research in English about the ecosystems of the territory of the municipality of each one student by the use of google maps of and discussion in the class the next lesson.

Step 3 Practice and consolidation

Objectives: comprehension of a short report about the landscape ecology - Content: what is the Landscape Ecology, the history of the landscape ecology, Why is landscape ecology important to resource managers? - Language: grammar: present tense, past tense, past perfect tense, vocabulary: Pattern, Spatial heterogeneity, broad spatial extend, awareness, environmental issues, habitat loss, habitat fragmentation, disruption ecological process, ecosystem

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boundaries, metapopulation; use of the past tense and the present perfect, the use of the future in English. Skills / study skills: ability to explain the consequences and the causes of the landscape Activity 1: homework control and discussion about the landscape ecology in the local country of the students; teacher controls the homework and asks to the students to start a discussion at first in pairs and then in the class about the elements each students found in their own municipality and students make this activity in group ( 10 minutes). Activity 2: listening and comprehension of a lesson with Powerpoint presentation ; teacher presents the topic “landscape ecology” by Powerpoint and the students take notes about the vocabulary ( 10 minutes). Activity 3: reading of a text about the topic landscape ecology; teacher delivers some copies of a report about the landscape ecology to the students and ask them to read the text individually ( 10 minutes). Activity 4: discussion in group and comprehension of the general meaning of the report; teacher asks to the students to work in pairs analyzing the different meanings of the different points of the report and students make this activity talking just in English ( 5 minutes). Activity 5: discussion in group of the general meaning of the technical words; teacher ask to the students to discuss in pairs about the meaning of the technical words of the report ( 15 minutes). Homework: summarizing activity; teacher invites the students to write a short report to summarize in ten line the general content of the report students red in class.

Step 4 Summing up phase

Objectives: students should consolidate the knowledges of the landscape ecology comparing different natural territories and discovering new geographic natural ecosystems. - Content: Landscape Ecology in the national parks. - Language: grammar: consolidation of the technical use of the adjectives and the adverbs; vocabulary: nature reserve, national park, oriented reserved Skills / study skills: Ability to describe the peculiarities of each national park; Ability to share with the classmates the images and the description of the images by paddle; Ability to suggest the activity to do and not to do in a particular nature reserve of a national park. Activity 1: research activity about some particular landscapes by internet; and teacher asks to the students to search some information about a particular national park different from the other one and the students in computer lab choose a national park and find the informations request ( 15 minutes). Activity 2: comprehension of the activities by paddle; teacher explains to the class how they can work by paddle application and Each student open the home page of paddle ( 10 minutes). Activity 3: working by paddle; each student inserts an image of landscape of his own national park and then writes a short description about it ( 25 minutes). Homework: summarizing activity of the classmates; teacher asks to the students to summarize in a short report the general landscape characteristics of the classmates works.

Step 5 Testing, Methods of assessment

Every activity is monitored by the teacher for feedback in the learning process; some activities are meant as a form of assessment. teacher observes the students while performing and evaluates the commitments of the students to the tasks. Tests keep two lessons. Objectives: - Content: vocabulary about landscapes, choice of the function of each new patch witch students are able to know.

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- Language: ability to understand new technical words and to use them in the right contest. Skills / study skills: Ability to analyze a landscape of a natural or national parks. First Lesson Activity 1: multichoices test activity; teacher delivers to the students some test with activity of multiple choice terms with definitions or functions and students make this activity ( 20 minutes). Activity 2: matching activity test; teacher delivers to the students some test with activity to match some particular patches with their function and students make this activity ( 10minutes). Activity 3: questions open test; teacher delivers to the students some test with activity to answer to some question about the importance of the landscape in Italy and in other countries and students make this activity (30 minutes). At the end of the activities teacher retires all the tests. Second lesson: Activity 4: Powerpoint presentation test; teacher asks to the students to prepare in group of three people a Powerpoint presentation about the landscape ecology in one particular national park and students who are able to work by Powerpoint, make this activity (50 minutes). Homework: review activity; teacher asks to the students to review the activities done during the test. Method of assessment:

Excellent 9-10

Very good 8 Good 7 Fair 6

Poor 5

Low 3-4

knowledge Content ( know what, know how)

Complete thorought and correct

Complete and correct

Correct in almost all its parts

Basic with minor mistakes

Partial with several mistakes

Scanty and incorrect

language Effectiveness of presentation

Clear and well organized presentation

Basic but neat presentation

Basic presentation with some hesitation

Basic non organizer presentation

Inadequate and confuse presentation

Use of vocabulary

Correct and varied

appropriate

Basic and globally appropriate

Adequate but not always correct

Limited and not always correct

Improper and inaccurate

Step 6 Remedial work)

Objectives: it is important that students understand their mistakes about multichoice exercises, Powerpoint presentation. - Content: Content is the same of the test activities. - Language: language is the same of the test activity. Skills /study skills: Ability to understand their mistakes, ability to correct in group test mistakes, ability to explain to the other classmates their mistakes or other person’s mistakes. Activity 1: teacher delivers to the groups of students their test ( 5 minutes). Activity 2: each group of students corrects the test of other group and signs the mistakes (20 minutes). Activity 3: each group of students explains to the rest of the class the mistakes he could find in the classmates test. ( 15 minutes). Activity 4: each group present to the class his own Powerpoint presentation about landscape in a national park ( 10 minutes). Homework: each student copies twice the correct form of the test to improve their skill of writing.

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Student’s book Module Title: Landscape ecology for the multifunctionality in the rural area

Teaching Unit 1 Landscape ecology

Unit 1 (landscape ecology , Unit 2 ( farmhouse) Unit 3 ( Marketing activities)

Step 1: Warming up and motivation phase(lead in)

- Content: the ecosystems and the interactions in the biotope. - Language: Technical words: Ecosystem, competitions, parasitism, predation, birds, symbiosis; grammar: use of the different comparative to describe the landscapes; use of the present tense. - Skills / study skills: cause and effects relationship in the landscape, interpretation of the landscape by the view of some objects.

Activity 1: look the video about the ecology www.youtube.com/watch?v=jX6LyIZK6wI and write down the words you find in it ( 10 minutes).

Activity 2: discuss with your partner about the meaning of the words you signed on your copybook (20 minutes). Activities 3: in pairs write ten sentences correct with the use of the specific words you signed before (10 minutes). Activities 4 compare the meaning of the different words you have signed with other groups (10 minutes). Homework: write a dialogue between two characters who speak about the landscape and they use the same vocabulary we have seen in the video: patches, pattern, buffer;

Step 2 Introduction and Practice

Objectives: Introduction of the landscape ecology. - Content: landscape ecology. - Language specific language of the topic: rural development, powerline corridors, agriculture matrix, forest matrix, highway corridor, canopy gap, forest patch, urban development, riparian buffer, upland bird game management. Skills / study skills: comprehension of the scientific videos, possibility of discussion about different landscapes using the vocabulary of the video. Activity 1: watch two particular videos about the landscape ecology (10 minutes). Activity 2: students in group of three people make a brainstorming activity about the vocabulary of the videos (20 minutes). Activity 3: students write some sentences with the use of the technic words for the landscape (20 minutes). Homework: research in English about the ecosystems of the territory of the municipality of each one student by the use of google maps of and discussion in the class (20 minutes).

Step 3 Practice and consolidation

- Content: what is the Landscape Ecology?, the history of the landscape ecology? Why is landscape ecology important to resource managers? - Language: Pattern, Spatial heterogeneity, broad spatial extend, awareness, environmental issues, habitat loss, habitat fragmentation, disruption ecological process, ecosystem boundaries,

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metapopulation; Skills / study skills: ability to explain the consequences and the causes of the landscape. Activity 1: discuss at first in pairs, then in group and then in the class about the elements each one of you find in your municipality (10 minutes). Activity 2: each student listen teacher presentation about the landscape ecology and takes note (10 minutes). Activity 3: each student read the text about the introduction of landscapes ( 10 minutes). Activity 4: in pairs analyze the different meaning of the different point of the report ( 5 minutes). Activity 5: discuss in pairs about the meaning of the technical words of the report ( 15 minutes). Homework: write a short report to summarize in ten line the general content of the report you red in the class.

Step 4 Summing up phase

- Content: Italian National Parks - Language: grammar: consolidation of the technical use of the adjectives and the adverbs; technical language: natural resources, geomorphological, ecosystem mountainside, thermal spring, giant sequoia, conservationist. Skills / study skills: Ability to describe the peculiarities of each national park; ability to share with the classmates the images and the description of the images by paddle; ability to suggest the activity to do and not to do in a particular nature reserve of a national park. Activity 1: Search some information about a particular national park different from the other one. (15 minutes). Activity 2 Open the home page of paddle ( 10 minutes). Activity 3 Insert an image of landscape of your national park and then write a short description about it ( 25 minutes). Homework: summarize in a short report the landscape characteristics of his classmate.

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Step 5 Testing, Methods of assessment

Every activity is monitored by the teacher for feedback in the learning process; Some activities are meant as a form of assessment. The teacher observes the students while performing and evaluates the commitments of the students to the tasks. Objectives: assessment of the knowledges and of the competences - Content: vocabulary about landscapes, choices of the function of each new patch witch students are able to know. - Language: ability to build short sentences. Skills/study skills: ability to analyze a landscape of a natural or national park.

Activity 1: Choose the one alternative that best completes the statement or answers the question.

1. What are the three factors a niche includes?

A. Habitat, ecology, food B. Habitat, food chain, oxygen cycle C. Food, Nonliving conditions, behavior D. None of the above is true

2. _______________ and ___________________ are types of community interactions.

3. _________ is a close relationship between two or more organisms of different species

4. What are biotic components of an ecosystem? A. All the living things in an area B. All the nonliving things in area area C. Both living and nonliving things in an area D. All of the above

5. What are species? A. Group of organisms which cannot reproduce B. Group of organisms which can successfully

reproduce among themselves C. Group of organisms that are immune to viruses

6. What type of organism eats plants and animals?

7.. What are the three types of symbiotic relationships between organisms? A. Mutualism, commensalism, parasitism B. Mutualism, competition, predation C. Symbiosis, commercialism, paralysis D. All of the above is true

8) Which of the following levels of study in ecology includes all other levels in the list? A) population B) landscape C) ecosystem D) organism E) community

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9) The growing season would generally be shortest in which biome? A) savanna B) taiga C) temperate deciduous forest D) temperate grassland E) tropical rain forest 10) Which of these abiotic factors is a major determinant of composition of the biotic communities that inhabit aquatic biomes? A) light B) water depth C) oxygen content D) temperature E) All of the above are major factors that affect the makeup of the biotic communities that inhabit aquatic biomes. 11) Biomes are A) a major type of ecosystem. B) unaffected by climatic factors. C) limited to aquatic regions. D) recognized on the basis of the dominant animal life. E) all of the populations of a particular species. 12) Introduced species A) may become common enough to become pests. B) only have a 1 in 10 chance of colonizing an area. C) can disrupt the balance of the natural species with which they become associated. D) Both B and C are correct. E) A, B, and C are all correct. 13) As you travel toward the poles, __________ becomes the major factor in delimiting biomes. Near the equator, __________ is the major factor. A) photoperiod ... temperature B) temperature ... precipitation C) precipitation ... wind D) wind ... photoperiod E) sunlight intensity ... topography 14) Which of the following is caused by thermocline in lakes in summer and winter? A) Algal blooms during these months B) Ice on the surface C) Decrease in temperature in the deeper waters D) Poor

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nutrient and oxygen cycling E) Reversal of photic and aphotic zones 15) Bees can detect wavelengths of light that we cannot see and sense minute amounts of chemicals we cannot smell. But unlike many insects, bees cannot hear very well. Which of the following statements best fits in the perspective of behavioral ecology? A) If a bee could hear, its tiny brain would be swamped with information. B) Bees are too small to have functional ears. C) Hearing must not contribute much to a bee's fitness. D) If bees could hear, the noise of the hive would distract the bees from their work. E) This is an example of a proximate causation. 16) Which of the following provides an example of habituation? A) Male sticklebacks attempt to attack any red-colored object near their tank. B) Humpback whales migrating from Hawaii to Alaska are observed singing songs first identified in humpbacks migrating between Alaska and Baja California. C) Female warblers incubate the eggs cowbirds deposit in their nests. D) Adult brown pelicans are more successful at capturing fish than are juveniles. E) Aquarium fish are initially startled by tapping on the aquarium glass but eventually ignore it. 17) A uniform dispersion pattern for a population may indicate that A) resources are heterogeneously distributed. B) there is an absence of strong attractions or repulsions among individuals. C) the population is spreading out and increasing its range. D) the density of the population is low. E) individuals of the population are competing for some resource, such as water and minerals for plants or nesting sites for animals.

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18) A population's carrying capacity is A) inversely related to r. B) the population size that can be supported by available resources for that species within the habitat. C) a constant that can be estimated for all populations. D) the number of individuals in that population. E) set at 8 billion for the human population. 19) In a mark-recapture study of a lake trout population, 40 fish were captured, marked, and released. In a second capture, 45 fish were captured; 9 of these were marked. What is the estimated number of individuals in the lake trout population? A) 90 B) 200 C) 360 D) 800 E) 1,800 20) The population cycle of the snowshoe hare and its predator, the lynx, illustrates that A) both populations are controlled mainly by abiotic factors. B) predators are the only factor controlling the size of prey populations. C) the hare population is r-selected, whereas the lynx population is K-selected. D) the two species must have evolved in close contact because one cannot live without the other. E) one should not conclude a cause-and-effect relationship when viewing population patterns without careful observation and experimentation. 21) A survivorship curve that involves producing large numbers of offspring, each with a very low probability of surviving to adulthood, is typical of A) elephants. B) cats. C) whales. D) oysters. E) humans. 22) According to the concept of competitive exclusion, A) extinction or emigration are the only possible results of competitive interactions. B) competition within a population results in the success of the

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best-adapted individuals. C) two species cannot coexist in the same habitat. D) two species cannot share the exact same niche in a community. E) resource partitioning will allow a species to utilize all the resources of its niche. 23) The effect of a keystone predator within a community may be to A) encourage the coevolution of predator and prey adaptations. B) competitively exclude other predators from the community. C) maintain species diversity by preying on the prey species that is the dominant competitor. D) increase the relative abundance of other predators. E) create nonequilibrium in species diversity. 24) An example of cryptic coloration is the A) bright colors of an insect-pollinated flower. B) bright markings of a poisonous tropical frog. C) stripes of a skunk. D) mottled coloring of moths that rest on lichens. E) green color of a plant. 25) An example of Mullerian mimicry is A) a carnivorous fish with a wormlike tongue that lures prey. B) a minnow with spots that look like large eyes. C) a beetle that resembles a scorpion. D) two poisonous frogs that resemble each other in coloration. E) a butterfly that resembles a leaf. 26) Predation and parasitism are similar in that both can be characterized as A) +/0 interactions. B) symbiotic interactions.

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C) +/- interactions. D) +/+ interactions. E) -/- interactions. 27) Which of the following organisms is incorrectly paired with its trophic level? A) eagle B) fungi C) cyanobacteria D) grasshopper E) zooplankton 28) One of the lessons from a pyramid of production is that A) only one-half of the energy in one trophic level is passed on to the next level. B) production efficiency is highest for primary consumers. C) the energy lost as heat or lost in cellular respiration is 10% of the available energy of each trophic level. D) eating grain-fed beef is an inefficient means of obtaining the energy trapped by photosynthesis. E) most of the energy from one trophic level is incorporated into the biomass of the next level. 29) Which of these ecosystems has the lowest primary production per square meter? A) an open ocean B) a coral reef C) a tropical rain forest D) a grassland E) a salt mars

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Solutions 1) Habitat, ecology and food 2) Competition and parasytism 3) Symbiosis 4) All of above 5) Group of organisms which can successfully reproduce among themselves 6) Omnivorous 7) Mutualism, commensalism, parasitism 8) Landscape 9) Taiga 10) All of the above are major factors that affect the makeup of the biotic communities that inhabit aqatic biomes 11) Unaffected by climatic factors 12) Can disrupt the balance of the natural species with which they become associated 13) Temperature…precipitation 14) Decrease in temperature in the deeper water 15) Hearing must not contribute much to a bee’s fitness 16) Adult brown pelicans are more successful at capturing fish than are juveniles 17) Resources are heterogeneously distribuited 18) The population sixe than can be supported by available resources for that species within the habitat 19) 200 20) the hare population is r-selected, whereas the lynx population is K-selected 21) whales 22) two species cannot share the exact same niche in a community. 23) competitively exclude other predators from the community 24) breight markings of the poisonous tropical frog 25) a butterfly that resembles a leaf 26) +/- interactions 27) fungi 28) the energy lost as heat or lost in cellular respiration is 10% of the available energy of the trophic level 29) a salt mars Activity 2 30) Connect the questions of the column on the left with the questions on the right

(A) What are the

‘structural elements’

that make up a

typical urban

landscape?

(1) Roads, houses,

backyards, parks,

shopping centres,

recreation facilities.

(B) In what ways might (2) Understanding forest

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landscape ecology

be relevant to

managing forests?

types and patches,

which would be

important for

choosing areas to log

or build roads.

Planning out the

sequence of timber

harvesting coops.

( C) What are the

characteristic features of a

landscape as shown in

landscape art?

(3) View from a human

perspective, a spatial

scale that is

kilometers wide.

Depth, heterogeneity,

evidence of human

influence, plants,

animals, topography

etc.

(D) Think of a landscape

familiar to you. What are

the most important

processes that shaped the

landscape: a) as it was 200

years ago b) as it is

today? Have these

processes changed?

(4) Disturbance

processes such as

fire, geomorphology

(erosion), climate -

rainfall, runoff, plant

growth, veg

structure,

colonisation.

Think of a landscape familiar

to you. What are the most

important processes that

shaped the

landscape: a) as it was 200

years ago b) as it is

today? Have these

processes changed?

Disturbance processes such

as fire, geomorphology

(erosion), climate - rainfall,

runoff, plant growth, veg

structure, colonisation.

30) Solutions: A-1; B-2; C-4; D-3; Activity 3: answer to some question about the importance of the landscape in Italy and in other countries ( 30 minutes)

1) Consider the different landscapes in Italy; Why do you think they are so important for the foreign tourists?

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2) Which ecosystems do you think we can find in the Italian landscapes?

3) Which are the elements which give importance to the landscape?

Activity 4: working in group of three people everyone produce a Powerpoint presentation of maximum 10 slides about the landscape ecology in a national park (10 minutes to start management): First Slide: Name_______________ Surname_______________ Class_________ group___ Title: Landscape ecology in ______________National Park Homework: Review of the activity done during the test and finish Powerpoint activity at home

Step 6 Remedial work

- Content: content is the same of the test activities. - Language: language is the same of the test activity. Skills / study skills: ability to understand their mistakes, ability to correct in group test mistakes, ability to explain to the other classmates their mistakes or other person’s mistakes. Activity 1: teacher delivers to the groups of students their test ( 5 minutes). Activity 2: each group of students corrects the test of other group and signs the mistakes ( 10 minutes). Activity 3: each group of students explains to the rest of the class the mistakes he could find in the classmate test. ( 15 minutes). Activity 4: each group of students presents his Powerpoint presentation to the rest of the class ( 20 minutes). Homework: each student copies twice the correct form of the test to improve their skill of writing.

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Questionario finale

2 All'inizio del progetto , quanto eri interessato a imparare Scienze in inglese?

a. Moltissimo

b. Molto

c. Abbastanza

d. Non molto

e. Per niente

3 Il progetto e i relativi metodi/obiettivi ti sono stati presentati in modo:

a. Ottimo

b. Buono

c. Accettabile

d. Carente

e. Insufficiente

DURANTE L'ATTIVITA':

4 Ritieni che imparare una materia in inglese sia stato:

a. Molto utile

b. Utile

c. Non molto utile

d. Una perdita di tempo

5 Quali altre materie ti piacerebbe imparare in Inglese:

a.

b.

c.

d.

6 Esprimi un giudizio sulla gestione del modulo da parte del docente:

a. Ottimo

b. Buono

c. Accettabile

d. Carente

e. Negativo

7 Complessivamente, studiare Scienze in Inglese è stato:

a. Molto più facile del previsto

b. Più facile del previsto

c. Più difficile del previsto

d. Molto più difficile del previsto

1 Quando l'insegnante di Scienze ti ha proposto questo modulo hai pensato che:

a. Avresti potuto migliorare la tua competenza in Inglese

b. Avresti potuto migliorare le tue conoscenze in Scienze

c. Avresti migliorato entrambe le discipline

d. Avresti fatto una tremenda confusione

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8 Cosa è stato più difficile fare in una lezione di Scienze in Inglese? Indica fino ad un massimo di tre scelte:

a. Capire l'insegnante di scienze che parla in inglese

b. Comprendere concetti di scienze leggendo testi in inglese

c. Comprendere concetti di scienze attraverso video e immagini

d. Memorizzare i concetti in inglese

e. Eseguire gli esercizi

f. Esprimere oralmente in inglese quanto appreso

g. Lavorare in gruppo

h. Partecipare alla discussione

ESPRIMI UN GIUDIZIO SULLE ATTIVITA':

9 Presentazione dei contenuti, spiegazioni:

a. Chiare ed efficaci

b. Adeguate

c. Troppo veloci

d. Parziali

e. Difficili

f. Incomprensibili

10 Attività di applicazione

a. Facile

b. Stimolante

c. Adeguata

d. Abbastanza complicata

e. Difficile

f. Molto difficile

11 Rispetto al tuo livello di competenza in inglese, i testi erano:

a. Troppo semplici

b. Adeguati al mio livello di preparazione

c. Interessanti

d. Troppo numerosi

e. Troppo noiosi

f. Difficili

12 Cosa pensi ti abbia aiutato maggiormente a capire gli argomenti:

a. Gli esercizi

b. Le animazioni

c. Le spiegazioni dell'insegnante

d. Altro...

13 Esprimi un giudizio sulla spiegazione dei metodi di valutazione

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a. Ottima

b. Buona

c. Accettabile

d. Carente

e. Negativa

PROVA AD AUTOVALUTARTI:

14 Come ti sei sentito nelle attività di progetto? (Per ogni indicazione assegna 1 punto al valore più basso, fino a 5 per il più alto)

a. Interessato

b. Curioso

c. Coinvolto

d. Attivo

e. Autonomo

f. Collaborativo con i compagni

15 Come giudichi il tuo attuale livello di conoscenza degli argomenti studiati?

a. Approfondito

b. Discretamente approfondito

c. Superficiale

16 Come giudichi il tuo attuale livello di competenze acquisite?

a. Approfondito

b. Discretamente approfondito

c. Superficiale

17 Come giudichi l'atmosfera che c'era in classe durante l'attività CLIL? Utilizza fino a tre aggettivi a tua scelta:

a.

b.

c.

18 Rifaresti questa esperienza di apprendimento?

Sì

No

Perchè

19 Commenta fino ad un massimo di tre aspetti dell'esperienza che ti sono piaciuti

a.

22

b.

c.

20 Commenta fino ad un massimo di tre aspetti dell'esperienza che non hai apprezzato:

a.

b.

c.