1. ENTER The Clil4U project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2. CommunityContent Competence Cognition Communication TOPIC PLANACTIVITIES LANGUAGE OF/FOR LEARNING

3. This is a Clil lesson on Photovoltaics with an introduction to the solar cell, its structure, function and effect. It is part of the syllabus of the electrical installations major of vocational training but it can also apply to other disciplines e.g. mechanical installations Back to Overview

4. The Students will learn the: Definition of a Solar Cell Structure/Description of a Solar Cell (PV) Principles P-n junctions and The Photovoltaic Effect They will also have the chance to see (a video) how the photovoltaic panels are installed in a domestic house more information on how electricity is produced by them. Back to Overview

5. Students will learn: to use the passive voice in relation to their field both at work and daily life to use related technical language (Key words) e.g. the parts of a solar cell to use conjunctions where needed to coordinate and/or subordinate information to label the various parts of a solar cell The knowledge of the tenses in English is a prerequisite in order to learn the Passive Voice. Some Scaffolding Techniques to help students are needed e.g. use synonyms and antonyms and paraphrase procedural text.Scaffolding Techniques See Scaffolding Techniques Back to Overview

6. Learners will be using various Cognitive Skills and will develop both LOTS & HOTSCognitive SkillsLOTS & HOTS Identifying, locating, selecting and labelling/writing new key words to pictures Predicting the meaning of a word based on content Watching a video and filling in blanks Describing process Understanding and sharing information with peers Applying rules to transform sentences from Active to Passive Voice The activities build on each other, eliciting both lower and higher order thinking, in accordance with Bloom’s Wheel. See Bloom’s Wheel for cognitive learning tasksBloom’s Wheel Back to Overview

7. Learners will be able to: understand the procedure of installing a PV panel work in groups and/or pairs to answer questions explain how electricity is produced by PV panels describe the photovoltaic effect Back to Overview

8. The use of photovoltaic panels is becoming more common these days as they can produce electric energy with less expenses as opposed to the conventional electricity supply. The installation of photovoltaic panels is widespread in Europe and other countries especially nowadays that alternative energy sources are in demand. Students are becoming familiar with such photovoltaic panels since they can be found around. Back to Overview

9. RememberUnderstandApplyAnalyzeEvaluateCreate Higher Order Thinking Skills - HOTS Lower Order Thinking Skills - LOTS Back to CognitionLearning Behaviours

10. Back to OverviewBack to Cognition We have to remember a concept before we can understand it. We have to understand a concept before we can apply it. We have to be able to apply a concept before we analyze it. We have to analyze a concept before we can evaluate it. We have to remember, understand, apply, analyze, and evaluate a concept before we can create.

11. Bloom’s Wheel Back to Cognition Back to Overview http://morethanenglish.edublogs.org

12. ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 ACTIVITY 4 Back to Overview