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Language Skills Developed
Transferable/Scientific Skills Developed
Please describe the transferable/scientific skills developed by the student
Students will develop note-taking, communication skills, self-motivation, critical thinking skills, and problem-solving skills.
• General aims:
Students will be able to to understand the optical principles for lenses, to explain how the human eye produces images of distant and nearby objects and will investigate some of the common vision problems. They will focus on the physics of sight. They will acquire the basic English vocabulary connected with the topic (lenses). Students will develop positive learning habits such as organizational and problem-solving.
• The linguistic aims:
- enrich vocabulary
- improve their listening, speaking and writing skills
- reflect on their reading experience and share it with their peers
- comprehend the topic correctly
- translate words connected with the topic from English into their mother tongue.
• Subject specific aims:
Students will be able to:
- explain how lenses work
- understand the fundamentals of visual perception
- apply the laws of physics so that they understand how the image is formed on the retina and what the main eye disorders are
• Target group age: 14 / 15 years old
• Level of competence in English (CEFR): B1/B2
• Time of the activity: 5 hours (3 phases)
• Different phases to complete the lesson plan
Time required: 5 hours
Phase 1 -1 hour
Phase 2 – 2 hours (1 hour home assignment + 1 hour in class)
Phase 3 – 2 hours (1 hour home assignment + 1 hour in class)
Phase 1 (in class): Introduction (1 hour)
The teacher announces the students that they are going to watch a video (TR 3: https://ed.ted.com/lessons/the-story-behind-your-glasses-eva-timothy#watch) which represents an interesting introduction to optics that can raise students’ curiosity. The video suggests that practical matters led to the advancement of optics. It also presents instruments (microscope, telescope etc.)that enhanced vision by allowing us to see things that aren't visible to the naked eye. After watching the movie, the teacher will check the students’ understanding by asking them to do the test which accompanies the video.
Then the teacher explains to the students that they are going to watch a video about how light rays pass through concave and convex lenses. The teacher will introduce the specific vocabulary (nouns like light, rays, lens, lenses, convex, concave, refraction, as well as verbs like travel, focus, magnify). After watching the video, the students will label basic definitions with specific terms in a jumbled order (TR 1-https://wordwall.net/resource/3419922/clil4steam-lenses). Teacher provides pupils language support both in a target language and the mother tongue.
The teacher elicits information about the domains lenses are used in daily life (photography, astronomy, biology). The students will work in groups and write down the information on a worksheet. Students will then watch another video about the use of lenses and compare what they find out with their notes and then complete the worksheets with more information.
Phase 2– 2 hours (flipped classroom approach)
The students are asked to watch a video at home: https://www.youtube.com/watch?v=uuWb1L2Vwsk and to label the parts of the human eye on a worksheet.
The teacher checks home assignment and reinforce the vocabulary related to the eye (eye structure, pupil, eyelid, eyelashes, iris, white protective coat, sclera, optic nerve, cornea, side view, lens, retina, blind spot, and optic nerve) by using a Kahoot matching exercise.
The teacher shows students a picture of an eye, a camera, and a telescope and asks the students what they have in common. After eliciting that all of them use lenses, the teacher explains what a lens does and how these focusing systems use lenses.
The students will watch another video about how the eye works and work in pairs to take notes about the way the image is formed on the retina: https://www.youtube.com/watch?v=YcedXDN6a88.
In order to reinforce the specific vocabulary, they will do an interactive exercise: TR2: https://wordwall.net/resource/8752450
Phase 3– 2 hours (flipped classroom approach)
Home assignment Students (individually) will do some research about problems of vision: myopia (nearsightedness) TR 2 according to a plan (definition, causes etc): https://www.physicsclassroom.com/class/refrn/Lesson-6/Nearsightedness-and-its-Correction and farsightedness (hyperopia) https://www.youtube.com/watch?v=a_cTP1eLJIc.
In class, the students (in groups) will have to work and choose an eye disorder to discuss. They will compare the notes about the disorder they took at home and fill in a handout with a picture of an eye with the disorder according to the following prompts: definition of the disorder, causes, symptoms and treatment. After they finish they will present their work to the class.
• Possible difficulties for the students:
Students who have poor knowledge of English can have problems with understanding the content.
• Difficulties related to the interdisciplinarity of the lesson
plan (if this is the case)
Since the lesson involves two areas of learning, the students may encounter difficulties in understanding insights from various disciplines.
Teaching Resources (created)
Teaching Resources (reviewed)
Related Video Lessons