Chapter 2- Water CLL Activity 1: Saving water in the kitchen-bathroom CLIL Activity 1: Saving water in the kitchen and in the bathroom | English Level: >2Al Age >10 a = - 4 Location Classroom Duration: 50 minutes. Related subjects | ing. Biology. Chemistry, Geography The cards, rules. To foster students’ awareness of saving water in the kitchen and in the bathroom. To help students understand important information from a video about proper water use. To help students understand that learning can be achieved in a foreign language. Teacher, peer- and self-assessment methods will be used to assess how well learners identify and summarize essential information. Acquire and use topic-related vocabulary. Aims Produce short pieces of writing. Learning outcomes (What learners will be able to do by the end of the lesson). Get aware of proper use of water in the kitchen and in the bathroom. Understand spoken information about the topic and writing commandments. Memorize and use vocabulary/idioms covered in the lesson. Work together in pairs to write and talk about the topic. Give feedback to the other pupils about their own water- related habits in the kitchen and in the bathroom. oe Teach the appropriate vocabulary. Read and explain the instructions below.Chapter 2- Water CLL Activity 1: Saving water in the kitchen-bathroom LESSON Watch the following video and do the exercises. link : https://youtu.be/JrCq36cuMkM 1, Are you in the mood for a crosswords puzzle? Here we gol Erasmus + F FT | } — ACROSS 4, Lasting for a long period of | 2OWN time Difficulty Swims in the sea A hot meal, most of the time in the evening Ina good way To waste Inan unpleasant way You find it in the kitchen and in the bathroomChapter 2- Water CLL Activity 1: Saving water in the kitchen-bathroom 27m bi ih z Zdioms: You're in deep water. You're in hot water. T feel like a fish out of water. Choose the appropriate idiom, what idiom could you use in the following 3 situations? Marie doesn't feel comfortable when she takes a shower without running water. She always takes a shower with running water. Marie ......... Sofie enters the kitchen and sees that her mother is using too much water when she is cooking dinner. What does she say to her mother?: ‘Situation My boyfriend has forgotten my birthday. I will be very angry with him. 20Chapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom 4. Have you watched the clip well? Are the 10 following sentences true or false? If they are false, correct them! [True ‘alse + Correction ‘ou need fo close the tap while washing ‘our hands, [The people inthe video arent spiling jtoo much water. Feel comfortable about using Too much ater. [Some people don't know how to do ithings correctly, sustainably, .. [Someone is cooking with too much water. [Al the pupils act sustainably. fe need to be economical. fe should throw the water away when fe finish dinner. fe should brush our teeth while the water is running. [The water wasn't hot while we were rushing our teeth, aChapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom tap = spilling - uncomfortable = jug - way ~ waste ~ correctly ~ difficult = sustainable ‘STOPII! What's wrong? Close TRE ru nusnsenum While Washing your hands you ‘re es .. too much water! Oh, sorry, I just feel like a fish out of water... What do you say? T feel... .. about it. T'll show you the correct... to wash your hands! Warniing!! You're. ...n0:noresnsne too much water! Really? Oh... I don't know how t0 do it .....0:euewesuee How should I do it then? What are you doing?lll You're really in deep water now! What? Youre ina...... eeereeenee Situation! What's wrong? You have to be ... cuined Look, this is how you should cook. Orphee, we really have to be economical! Noooo!l! Look! We put the ... for another dinner. That's a good ideal . in the fridge and then we can save the water Noooo, Annelies! You're in hot water! What? The water isn’t hot! No, I mean ‘youre in trouble! Don't do it that ...... Do it my This was a video with a few examples of how some people ........... water. 22Chapter 2- Water CLL Activity 1: Saving water in the kitchen-bathroom Don't/water/hands./run/while/let/washing/your/the When/don't/you/your/let/water/body,/wash/the/run. you/teeth,/close/your/tap/so/when/brush/the/won't/ waste/you/water. use/instead of/a bottle of water. /from/drinking/tap, /the too/use/water/pool/fill/to/much/Don't/your 23Chapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom a ich is the odd one? (Which does not bel in the list below?) Sea - river - lake ~ bath - ocean Basin - fork ~ bucket - cup - glass Stone - grass - flower ~ tree - plant ‘Shower - bath - tap - washbasin - towel Whale - shark - dolphin - bird - goldfish Toothbrush - shampoo - toothpaste - cup - tap Boiling - steaming - sleeping - cooking - heating Wind - rain - snow ~ hail - drizzle ‘Swim ~ drink ~ cook - sleep ~ wash Coca Cola - cake - Fanta - beer 24Chapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom LESSON - KEY Watch the following film and do the exercises. link : https://youtu.be/IrCg36cuMkM 1. Ane you in the mood for a crosswords puzzle? Here we gol Erasmus + ACROSS: 4, Lasting for a lot eriod of tine ~ tags ° 7. Swims in the sea 8. Ina good way DOWN 1. Difficulty - HRBUBIE 2. Ahot meal, most of the time in the evening - 3. To waste 5 6. ; Than unpleasant way - GGBiTTSRTEBIE . You find it in the kitchen and in the bathroom - 25Chapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom 2. There are a lot of idioms with ' water’ dams: You're in deep water. You're in hot water. T feel like a fish out of water. Choose the appropriate idiom, what idiom could you use in the following 3 situations? ‘Situation Marie doesn't feel comfortable when she takes a shower without running water. She always takes a shower with running water. Morte Feels like a fish out of water, Situation 2: Sofie enters the kitchen and sees that her mother is using too much water when she is cooking dinner. What does she say to her mother’ ‘Situation 3: My boyfriend has forgotten my birthday. I will be very angry with him. He is in hot water. 26Chapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom [rue [False + Correction ‘ou need fo close the fap while washing our hands. * — |They are spilling to wich water [The people in the video aren't spilling [too much water. It feel uncomfortable about it. feel comfortable about using too much ater. [Some people don't know how to do ithings correctly, sustainably, ... * [Someone is cooking with too much Some people are ater. * junsustainable All the pupils act sustainably. fe need to be economical, z fe should throw the water away when |We should put the jug in we finish dinner. lthe fridge and save the lwater for another dinner. fe should brush our teeth while the lWe should stop the water keeps running. lwater while we brush jour teeth. [The water wasn't hot while we were [brushing our teeth. * aChapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom 5. Tapescript of the text of the clip with gaps. Use the words from the box. ‘tap - spilling - uncomfortable - jug - way - waste - correctly - difficult - sustainable sTOPIl! What's wrong? Close the fiplwhile washing your hands you're SBpillipgitoo much water! Oh, sorry, I just feel like a fish out of water... What do you 7 feel IRIN t. T'll show you the correct (JMito wash your hands!! Warningl! You're BBIIIRgItoo much water! Really? Oh... I don't know how to do it BBERBEEY. How should I do it then? What are you doing?lll You're really in deep water now! What? You're in a SIRREUIRsit uation What's wrong? You have to be SUSEEIRBBIE! Look, this is how you should cook. Orphee, we really have to be economical! Noooolll Look! We put the lglin the fridge and then we can save the water for another dinner. That's a good ideal Noooo, Annelies! You're in hot water! What? The water isn't hot! No, I mean ‘youre in trouble! Don't do it that [HEY Do it my RY. This was a video with a few examples of how some people Wastewater. 28Chapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom Don't/water/hands./run/while/let/washing/your/the | When/don't/you/your/let/water/body,/wash/the/run. | you/teeth,/close/your/tap/so/when/brush/the/won't/ waste/you/water. use/instead of/a bottle of water. /from/drinking/tap, /the too/use/water/pool/fill/to/much/Don't/your 29Chapter 2~ Water LIL Activity 1: Saving water in the kitchen-bathroom a ich is the odd hich does not be! in the list below?) Sea - river - lake - BaHRI- ocean Basin - FOR bucket - cup - glass [BRBReI- grass - flower - tree - plant Shower ~ bath ~ tap ~ washbasin Whale - shark ~ dolph goldfish Toothbrush ~ toothpaste - cup - tap Boiling - steaming cooking - heating rain ~ snow - hail - drizzle Swim - drink - cook ~ BIGBBI- wash Coca Cola - GREL- Fanta - bee 30Chapter 2- Water LIL Activity 2: Water consumption activity CLIL Activity 2: Water consumption activity LESSON PLAN Saving water: How much water do we use to wash our hands? 14-18 years English Level: | A2-B1 Science Lab th minimum, Science, Math, English Lab coats; pH scale prints; hand soap; 3-5 liters empty bottles; red cabbage juice (pH indicator); 5 sets of test tubes; 5 petri dishes; 5 dropper bottles: paper and pencils We will calculate the amount of water that the participants in the experiment use to wash their hands. 1. Read carefully the activity. 2. Create teams in order to organize who is in charge of the two different experiments (fake and real). 3, Dress yourselves in lab coats. Look professional! 4, Follow the procedure to calculate the pH of the participants. 5. Invite the participants to leave the science lab with their results, 6. Collect the amount of water used to wash their hands. Write down the number along other data as gender, age, grade, etc. 7. Analyze the results using charts and graphics. aLChapter 2- Water CLIL Activity 2: Water consumption activity & WATER CONSUMPTION ACTIVITY Action LAB! - How much water do we use to .... ? (FACE Water is LIFE. Your body is 67% water. Oceans cover 70% of the Earth's surface and 97% of all water found on Earth is salty. That leaves less than 3% of fresh water available for our use. So, how much of this water do we consume for our personal and home use? Showers: about 76 | Washing hands or Bath: about 30 | . 3: face: about 3.8 | Flushing a toilet: " Cooking a meal: about 15 liters about 19 liters Washing dishes), § “Watering your about 45 liters lawn: over 450 | Above, you have some facts on how average families use water and, it seems that we use a lot of water indirectly. So, can we calculate how much nats water Erasmus+ students use to wash their hands? Let's ACTION pa > LABL In order to do our experiment we are going to mislead the participants, so we created a “fake” experiment about calculating the value of pH in our skin. We will ask all the participants to clean their hands before we start the process but what they really don't know is that we will secretly collect the water used from the sink after they clean their hands. Isr't it a great idea? In that what we will avoid the effect of them knowing what is going onl! 32Chapter 2~ Water CLIL Activity 2: Water consumption activity The "Fake" Experiment - What is the pH of your skin? Liquids all around us have either acidic or basic properties. For example, acids taste sour: while, bases taste bitter and feel slippery. However, both strong acids and bases can be very dangerous and burn your skin, (FAC so it's important to be very careful when using such chemicals. In order to measure how acidic or basic a liquid is, one must use the pH scales illustrated below: pH Scale Have you ever read, pH balanced on a product and wondered what it meant? Our skin is naturally designed to fight infections and environmental stresses and its ability to do so is affected by its pH level. The pH level of the skin refers to how acidic or alkaline it is. Our skin has a thin, protective layer on its surface, referred to as the acid mantle, excreted from the skin's sebaceous glands, which mixes with lactic and amino acids from sweat to create the skin's pH, which ideally should be slightly acidic - at about 5.5/6. Many factors can interfere with the delicate balance of the skin's acid mantle, both externally and internally. Everything that comes in contact with our skin (products, air, water, sun, pollution) can contribute to break down the acid mantle, disrupting the skin's ability to protect itself and recently it’s been found that diet can also play an important role in determining our internal and external pH levels. 33Chapter 2- Water CLIL Activity 2: Water consumption activity ., 50, put on your lab coats and let's ACTION LAB to calculate the skin pH what's the level in our participants hands Il! plan? —~ We will invite the participants to calculate their pH level in their ski's hand and, before starting the experiment we will ask them to clean their hands . BUT.. 1. How will we collect the water from the sink? This is EASY, we will collect the water that the participants used by connecting a 5 liters bottle of empty water to the pipe system under the sink. Once the water is collected we will use a measuring cylinder to calculate the amount of water used by each participant and we will write it down on the specific table chart. REMEMBER: we will ask each participant for this age, sex, and country of origin . We want to evaluate if our experiment shows any differences in water consumption between these three variables analyzed. 2. How will we procedure with the pH experiment? indicator (colour of the juice varies from dark red to yellow as you can see in the plastic card provided). REMEMBER: In order to maximize our time, the red cabbage juice pH indicator must be prepared in advance, g In this experiment we will use the juice from red cabbage as a pH As a fake experiment, we will pretend to test our participants skin but actually we will test just common household liquids and see how colour change is produced. Through this colour change, we will be able to identify “falsely” the pH of their skin. Once our participants finish to clean their hands, we will invite | Vial] |} them to the lab-bench to analyze their pH. We will already set a minimum of three test tubes or cups with 3 different household liquids: distilled water (neutral pH); white vinegar (acidic pH) and bleach+distilled water (basic pH). 34Chapter 2~ Water CLIL Activity 2: Water consumption activity We will ask the participants to touch a previously prepared petri dish with some salt or sugar. We will collect a sample of it and pour it into the test tubes/cups. With the help of a dropper bottle we will add the juice from the red cabbage into the three randomly placed tubes/cups and we will see a change in colour. We will write down the colour change on the table chart and compare the colour obtained from a random selected tube with the plastic card provided. We will inform them of their pH value according to the colour obtained. ACTION LAB! Researchers JOB WELL DONE! 35