La planificación de mi unidad AICLE

Aquí os dejo la plantilla para la planificación de mi unidad AICLE sobre las ecuaciones:

Subject:Mathematics                                               Teacher: lnmaculada Illán Gómez

Title of the Equations and inequalities                  Course / Level  4^th (matemáticas académicas) 

1. Learning outcomes  / Evaluation criteria	Learning outcomes: ü  To factorize polynomials in order to solve polynomial equations whose degree is greater than two ü  To express in algebraic language a real situation, to study this situation and to solve the problem with the appropriate algebraic tool: equation, inequality, system of equations… To give an interpretation of the results in terms of the considered problem. Evaluation criteria: ü  To use correctly algebraic language ü  To compute algebraic calculations ü  To know and apply algebraic properties. ü  To represent and analyze situations involving mathematics using inequalities, equations and system of equations. ü   To apply equations, system of equations and inequalities in order to solve mathematical and real problems
2. Subject Content	ü  Polynomial equations, equations with the unknown in denominator (algebraic  fractions) and equations with the unknown inside a radical (irrational equations). ü  Simultaneous linear equations (systems of linear equations) ü  Simultaneous non linear equations (systems of non linear equations). ü  Linear and quadratic inequalities. Numerical and graphical solutions. ü  System of inequalities (one variable) ü  The spreadsheet
	3. Language Content / Communication
Vocabulary	BICS CALP Nouns Squirrel, pile, nut, report, summary, height, weight, length, width Equation, unknown, variable, solution, interval, substitution, elimination, root, line, intersection, algebra, algebraic fraction, LCM, common denominator, union, intersection, sign, coefficient, term, degree, spreadsheet. Verbs To check,  to belong, to flip, to calculate, to isolate, to remain, to leave, to weigh To solve, to square, to reduce(common denominator), to extract (common factor), to pass(through) Adjetives Open, closed, high, long, wide Linear, quadratic, biquadratic, radical irrational, algebraic, polynomial, cubic, leading(coefficient), independent(term), squared
Structures	Comparative  Greater than, less than, equal to, greater than or equal to,…Students will be these structures when they are solving inequalities For example  x is less than or equal to three Equal Student have to know how to use this word as a verb and as a noun. For example  the expression x=3 can be read in two different ways 1.      X is equal to 3 (here equal is a noun) 2.      X equals 3 (and now is a verb) Derivative words High/height vs weigh/weight It is necessary to pay attention to these pairs of words High is an adjective and height is a noun but to weigh is a verb and weight is a noun. The students are usually confused about the pronunciation and tend to pronounce height and weight in the same form. These words are very frequent in words problems. Long/length Wide/width The pronunciation is different again, and student usually are mistaken
Discourse type	Descriptive
Language skills	Reading, writing, listening and speaking
4. Contextual (cultural) element	Students will work about real situations as sales, bank accounts, interests or bills every time it is possible
5. Cognitive (thinking) processes	LOTS (lower order thinking skills) ·        Understanding (the basic vocabulary, the methods of solving equations) ·        Applying (the basic vocabulary and the methods so that students can solve a particular equation) HOTS (higher order thinking skills) ·        Analyzing (Real situations and translate them into algebraic language) ·        Evaluating  (the quality of a work, the possibility of the obtained solutions,…)
6. (a) Task(s)	·        To solve equations and inequalities ·        To solve word problems ·        To apply their knowledge to a final project
6. (b) Activities	1.      Vocabulary tasks. Active watching 2.      Understanding  and applying tasks (students have to solve different types of equations and inequalities) 3.      Analyzing tasks (students solve word problems so that they have to learn the new vocabulary, to analyze a real situation, to write this situation in algebraic language, to solve the resulting equation, system or inequality and finally to study if the solution fits the real situation) 4.      Analyzing Task II. A final project, in groups of three students work with a class project. Finally they develop different strategies, use ITC, write a report and communicate their investigation to rest of the class.
	7. Methodology
Organization and class distribution / timing	This lesson lasts 10 hours plus another for an examination. Timing 1.      Explanations. Understanding , watching  interactive videos and applying 4 hours. 2.      Application. Analyzing and evaluating 3 hours. 3.      Creating. Final project 3 hours Class organization 1.      During the explanations and application parts, the students work in pairs. 2.      When students are working with the final project, they work in groups of three
Resources / Materials	·        Students workbook (written and provided by the teacher) ·        Project: ‘Three squirrels and a pile of nuts’ adapted from eduteka.org ·        Scientific calculator ·        Laptop with Geogebra and a spreadsheet ·        Moodle. I’ve created a course in moodle, at which I’ve linked all the resources and the documents we are going to use. This is the URL http://www.iesizpisuabelmonte.es/aulavirtual/course/view.php?id=107 , but I’m not sure if you can use the visitor access ·        Youtube (https://www.youtube.com/watch?v=s80J2dAUUyI&feature=channel, https://www.youtube.com/watch?v=LY8VBsLf-4M, and more videos that are linked in the virtual classroom-moodle) ·        Interactive videos (cloze tests) http://LearningApps.org/display?v=pfkwrq95c16 http://LearningApps.org/display?v=p1powy2pn16 http://LearningApps.org/display?v=p9my5mvpj16 ·        Interactive activities  and quizzes http://www.math.com/school/subject2/S2U3Quiz.html http://www.shmoop.com/equations-inequalities/quiz-3.html http://quiz.econ.usyd.edu.au/mathquiz/inequalities/quiz1.php http://quiz.econ.usyd.edu.au/mathquiz/sim-eqns/quiz1.php
Key Competences	·        Communication in a foreign language ·        Mathematical competence and basic competence in science and technology ·        Digital competence ·        Learn to learn
8. Evaluation (criteria and instruments)	Evaluation criteria: ü  To use correctly algebraic language ü  To compute algebraic calculations ü  To know and apply algebraic properties. ü  To represent and analyze situations involving mathematics using inequalities, equations and system of equations. ü   To apply equations, system of equations and inequalities in order to solve mathematical and real problems Instruments: 1.      Self-assessment: Students will use the following table: SELF ASSESSMENT Tick the following items when you are sure that you know them Well known Medium Don’t know Basic vocabulary To solve complete quadratic equations To solve incomplete quadratic equations To solve biquadratic equation  To solve radical equations To solve rational equations To solve polynomials equations To translate English into algebraic language To solve linear system of equations by substitution To solve linear system of equations by elimination To solve linear system of equations by “igualación” To solve linear system of equations graphically To solve non linear system of equations To solve linear inequalities To solve quadratic inequalities To use scientific calculator To use geogebra (CAS) 2.      Exams 3.      Review exercises Provided by the teacher and solved at home 4.      Project ‘three squirrel and a pile of nuts’  (adapted from eduteka.org) The project will be assess  using the following rubric Category 3 2 1 0 1 Personal work Trabaja de forma de adecuada No trabaja nada 2 deadlines Cumple los plazos Incumple los plazos 3 REPORT 3.1 Format Incluye portada, índice, objetivos, trabajo desarrollado y conclusiones Falta algún apartado 3.2 Vocabulary Escrito en inglés sin grandes errores Escrito en inglés con errores Escrito en castellano 4 COMPREHENSION Lee el texto y entiende la tarea Necesita ayuda para comprender la tarea 5 STRATEGY 1 5.1 Finding a solution Más de una Una No encuentra 5.2 Making their own estrategy Sí No 6 STRATEGY 2 6.1 Format of the spreadsheet Claro y buena presentación Normal No hace o incomprensible 6.2 Spreadsheet Correcta y sin ayuda Correcta con ayuda No hace o incorrecta 6.3 Finding solutions with the spreadsheet Encuentra varias Comprueba las que tenía No encuentra 7 STRATEGY 3 7.1 Equation Correcta sin ayuda Correcta sin ayuda Incorrecta o no encuentra Finding the set of solutions Correcta sin ayuda Correcta sin ayuda Incorrecta o no encuentra 8 CONCLUSSION 8.1 Objetives Describe No describe 8.2 Describe estrategies Describe 3 Describe 2 Describe 1 No describe 8.3 Eplain strategies Explica 3 Explica 2 Explica 1 No explica 8.4 Final conclussion Hace No hace

Feel free to use this template. Thanks for attributing the source.

A first sample of this template has been published at:

Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.

It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.