Authorship: Susana Garcia Ferreras. I'm a Science teacher who teaches Biology and Geology, Physics and Chemistry, Maths and Technology in secondary grade.

 

School: Gran Capità (Sant Joan Despí).
 

The project has been implemented in 2nd of ESO students, in Chemistry class.
 They work through different PBL and CLIL activities to achieve a final project, which is a diorama or 3D- model with the transformations they had done to avoid the global warming. Then, they had to share with other groups in the class the transformations they have thought and defend if they are appropriated.

 

It´s a private centre agreed with the Generalitat in all the stages. It has a line in all the teachings and has a capacity of 345 students (75  of childhood education, 150 of elementary education and 120ofn secondary education).

 

It is located in Les Planes neighbourhood, Sant Joan Despí, in the outskirts of Barcelona. It began to grow in the early 60 years.  At that time the growth of an industrial area contributed to isolate the area of Les Planes but it has regardless developed his life until recently. 

 

The population of the neighbourhood is the result of migratory movements, mainly Andalusian, that in the mid-60´s and early 70´s settled in this area.

 

It is currently inhabited mostly by descendants of these immigrants, although in recent years it has been an increase in the presence of foreign immigration (mostly South American and North African people).

 

The environment of the school is mainly Spanish speaking language, both in interpersonal relationship language, and in the language that students are surrounded by(signage, announcements, …)

In the school we have been using English in non linguistic subjects since 10 years ago.

 

In my case, I think that I have made a very long project, 14 sessions to do all the activities and 12 sessions to build the 3d model. I think that I must rectify this point for my next projects, because fate can´t finish all the contents of the course. 

In all the process the students were really encouraged with all the activities, especially with the lab ones and the building of the 3d model, despite being in English.  

 

One of the drawbacks of the CLIL or PBL activities is that students need much English vocabulary. But providing it in the right way, students can integrate it to their language knownledge in a natural way.

 

The students have a positive point of view of the activities done because in them they had the opportunity to share their learned knowledge, doubts and exchange opinions with their classmates. In addition, hereinafter they will be able to consider what they have learned to put it into practice in their daily life.