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The project, although ambitious, has been carried out successfully. The final product could be finished in time, but the rain prevented the science fair from taking place.
The results have been the expected ones and in some moments they have been surprising. At all times, our students have shown great interest in carrying out all tasks related to the project.
Despite this, we must be attentive at all times and be also proactive. In the first place, we should take into account the materials and the degree of difficulty and safety that this entails.
Secondly, we must explain the objectives very well before starting any activity, since this entails a lot of comprehension effort to be able to apply everything.

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In this video you will realise the students' and teacher's interactions.

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Enric López Tuset de GEP 2 CLIL PROJECT PLANNING TEMPLATE.pdf

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This project starts with the need to make our students aware of the different necessities the world has. The fifth competence related with the subject Medi and its dimension the current world states: value the social problems by interpreting the essential causes and their consequences to plan future  proposals is the main one that I consider for the project. SDG (SDG link)  could represent an excellent context to work both language and science content. Starting with toys that perform some function related to physics or any other situation that is meaningful to them may represent a good starting point for presenting the project.

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The group is heterogeneous, including a variety of learning paces and motivations. They are quite used to working together and to help each other when needed. In the class, there are three students belonging to foreign families (two from Morocco, one from Moldavia and one from Colombia), none of them are newcomers. Some of them have brothers or sisters at the school and their families are fully integrated.

There are also students from a low socioeconomic status and another one from a dysfunctional family. Although due to their average behaviour and academic performance, there was no need to implement an individual plan. Likewise, we will take special care with the extra resources that may be needed outside the centre; we must guarantee the principle of equality. The school centre, having informed the inspector, offered a scholarship to help the family. They are both helped by the local social services. In addition, I have to highlight that there is an intellectually gifted girl with relationship problems, one dyslexic boy and one girl with an attention-deficit disorder (ADD).

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The school is located on the outskirts of a town of 26,000/ not very densely populated inhabitants located in Baix Penedès region (Segur de Calafell). The school has an average multicultural variety. As it is a working-class area some parents have not been to university and their socio-economic and cultural level is medium-low. Still, they are involved in their children education due to the school implication and the redevelopment plan for the area. The neighbourhood is plural and there is a wide variety of cultures, ideologies and languages: Arabic, Romanian and Latin-American in origin families have an average presence.