Logo Goethe Institute

Show description in:

Chapter 10Science experiments in the German classroom

  • 4888
pexels / MART PRODUCTION

Science experiments in the German classroom gives teachers ideas for conducting such experiments. With model teaching plans.

Characteristics

Target group

Topic

Format

Free download
pexels / MART PRODUCTION

Part of the series CLIL is fun

38 hits

Experiment Case

  • 3850
© Colourbox
A1 A2 B1 B2

Environment meets school

  • 30678
© Goethe-Institut Russland
A2 B1

Jahreszeichen - Eine

  • 1923
© Jacinda Brown
A2 B1

Workshop on sustainability

  • 916
© Dragonimages / iStock
A2 B1

Energy - A CLIL-unit

  • 883
© ipopba/iStock
A2 B1

How do traffic lights work?

  • 1422
© pexels / Francis Jay Garingo

Bilingual Teaching in Europe

  • 1156
© unsplash / Sam Balye

CLIL- an overview introduction

  • 1125
© pixabay / Tom_Jakob_Hauswirth

How do I teach CLIL?

  • 593
© pixabay / sasint

Becoming multilingual

  • 415
© La Grafica srl

Calliope Mini in GFL classes

  • 19186
© Goethe-Institut
B1

Lets go to the Baltic Sea

  • 14442
© Goethe-Institut
B1

SOS Ostsee

  • 5644
© Goethe-Institut
B1

CLIL in German classes

© Goethe-Institut Polen

Description

The study of science experiments and the question of how such experiments could be integrated into a regular German lesson have led to these findings:

There is a large amount of interesting science experiments that are very easy to understand and perform and which can easily be integrated into a German curriculum.
For such an integration of experiments, certain rules and safety precautions have to be taken.
A prerequisite for successful implementation of such a project is that the materials needed can be easily obtained and in advance.
Some vocabulary (e.g., the names of the materials, simple phrases) should be pre-taught.
Learners should practice the way a researcher would proceed in experimentation, i.e.:
  • Links to their own observations and life situation.
  • Formulating a research question (e.g.  W-questions, give examples)
  • Forming hypotheses in conversation (vocabulary must have been introduced for this, e.g. Probably..., I assume that,… It is probable, that... or very simple propositions).
  • Conducting an experiment in a team and making observations (taking notes, using a researcher's book).
  • Think tank on how to answer the research question after conducting the experiment based on findings.
  • Teachers must learn supportive methods (scaffolding), e.g. questioning techniques, visuals to aid the comprehension process, use of media to memorize, rehearse and consolidate thoughts, vocabulary, chunks.

Downloads

Download all (0.18 GB)

Similar materials

CLIL- an overview introduction

  • 1125
© pixabay / Tom_Jakob_Hauswirth

CLIL- an overview introduction

  • 1125
© pixabay / Tom_Jakob_Hauswirth

How do traffic lights work?

  • 1422
© pexels / Francis Jay Garingo
Show more

Did not find the right thing yet?

Follow us