This is my second post. This time, I will be explaining the work I have made in applying cooperative work or learning to design a CLIL unit.

First of all, I am sharing with you the language skills that will be worked during this CLIL unit.

CALP Content Language	BICS Basic Interpersonal Language	Language through Scaffolded Language.
Atom Molecule Mol Mass Gram Unit Percentage Substance Compound Conversion factor Mixture Volume Density Liquid Solid Gas Solution Solvent Solute Concentration Molarity Plot Stoichiometric coefficient Chemical equation	Are you sure about this conclusion? What’s your opinion about this? I agree with you I see your point but… I don’t agree with you because… How do you say … in English? What is the meaning of …? I think you made some mistake Is this correct?	Can you plot these data? How can you do this calculation? How many molecules are in X mol of molecules? Which reaction will be faster? This one because… Could you adjust the chemical coefficients of this reaction? Yes, by making sure there are the same number of atoms in both sides of the chemical equation What is the relation between volume and quantity of substance? They are proportional, which means that when one increases, the other also does it. Is there a significant difference in the volume of X molecules and the volume of X atoms? No, there is not. How can you calculate the mass of a solution? Using density and a conversion factor What is the difference between density and a percentage? Density expresses the relation between mass and volume of the entire mixture, while percentage expresses the relation between solvent and solute in a mixture (concentration)

Next, I am adding two of the activities that I would use in class in order to work in two topics of the unit:

Class Organization: Groups of 4 students

Cooperative Learning Technique 1: Jigsaw Task you are going to work: Important elements in the reaction rate Students will form groups of 4. All of them will listen about the reaction rate or velocity. Then, one member of each group will form a new group to talk about one specific factor that affects the reaction rate: concentration, temperature, solid particle size and catalyst. They will think of a model that explains the effect on the reaction rate and some real life examples (reactions that take place in our bodies, kitchens, atmosphere, plants, …). Finally, the original 4 membered groups will be formed again and each of the students will explain to the others the shared models and ideas.

Cooperative Learning Technique 2: Team-pair-solo Task you are going to work: Adjusting chemical coefficients in a reaction First of all, in groups of 4 they will have some chemical reactions that are adjusted and some that aren’t. They will need to find which ones are adjusted and what is the mathematical reasoning behind. Then, they will divide in pairs. They will have some reactions that need their coefficients to be adjusted and a proposal of adjustment by myself. Some of them will be correct and some of them will not. They will need find which ones are correct and which the correct way to adjust chemical reactions is. The goal of this part is trying that they don’t make common mistakes in this kind of exercises. At this point, we will correct this last exercise and a mathematical logical order will be discussed in the classroom. This will be applied, still in pairs in some exercises. This time they will have to do it, instead of finding if it is correct or not, but keeping in mind what they did before. Finally, in their own, each student will do more exercises. This will show themselves if they have followed the procedure and are able to apply the theory. They will join with the original group of 4 again and compare the solution. This way, other members of the group that learn faster will be able to explain if there is any mistake to others. At the end, one member of each group will share the solution of one of the reactions with all the class.

Now, I will show you a couple of displays that I made using Canvas. I think they would be nice in a Science class, especially in the laboratory. 

However, after making them, I think it would be more interesting if students created some displays to hang in the classroom.

Another activty that I have been doing to prepare this CLIL unit is the KWL chart, which I share with you now:

K What do my students know about the topic before I started the unit?	W What do I want my student to learn along this unit?	L What have my students learnt at the end of this unit?
The titles of the units in Chemistry is very similar from 3rd to 4th of ESO and to 1st of Batxillerat. From one course to the next one, units become broader and more complicated models are explained and applied. For this reason, most concepts in the unit should already be known by students: -          Chemical change -          Reaction rate -          Adjustment of chemical equations -          Energy in the chemical reaction	Apart from remembering the topics from last year and working on them at a more demanding level, these are the new topics: -        Quantity of substance: the mol -          Molar volume -          Stoichiometric calculations -          Molar and percentage concentration	By now, the concepts that are not new must be consolidated by students. I hope that by the end of the unit they will have a notion of “the mol” concept, which is really abstract, together with the molar volume and a basic application to calculations in the chemical reaction. That is, explaining chemical equations by the use of mol concept instead of atoms and molecules.

Finally, I will answer some questions about the process of learning:

• What did you learn? I have learnt very useful techniques for cooperative learning and communcaton tools. I find them useful not only for CLIL units but for any class. I have learnt that I need to be very careful with the language used in the classroom. It is necessary to give the students tools to communicate.
• How did you learn? I have learnt by reading the topics provided in the course, by looking for information in some webpages or videos dedicated to CLIL or cooperative learning
• Do you have any problem? No, I don't.
• Would you like to investigate a bit more about any subject? Yes, I think that the topic of scaffolding the process of learning is very interesting in order to empower students, with the aim of having them be part of learning. I think that you must practice a lot in order to achieve it.
• Which question do you propose to someone who read this post to help you with CLIL? Which are the most useful cooperative learning tools in your classes?