© pixabay / Gerd Altmann
B1 B2
Show description in:
Chapter 3Science experiments in the German classroom
Science experiments in the German classroom gives teachers ideas for conducting such experiments. With model teaching plans.
Characteristics
Target group
Topic
Format
Part of the series CLIL is fun
34 materials
© pixabay / harishs
© pexels / MART PRODUCTION
© pixabay / Gerd Altmann
© Goethe-Institut
© pexels / Pavel Danilyuk
© Goethe-Institut
© pexels / Mikhail Nilov
© pexels / Polina Tankilevitch
© pexels / Francis Jay Garingo
© pexels / monstera
© unsplash / bruce mars
© pixabay / Gerd Altmann
© pixabay / Saydung89
© pixabay / harishs
© unsplash / Sam Balye
© pixabay /qimono
© pixabay / Tom_Jakob_Hauswirth
© pixabay / sasint
© La Grafica srl
© Goethe-Institut
© Colourbox
A1 A2 B1 B2
© LEGO GmbH © 2016 The LEGO Group
B1
© Goethe-Institut
B1
© pixabay / Gino Crescoli
© learn.eduopen.org
B1
© Gocha Nemsadze
B1
© Goethe-Institut Russland
A2 B1
© Goethe-Institut Polen
A1 A2 B1
© Goethe-Institut
B1
© Goethe-Institut
B1
© Goethe-Institut Polen
© pixabay / WFlore
B1 B2 C1 C2
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.:
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
Similar materials
© pexels / Polina Tankilevitch
© pexels / Polina Tankilevitch
© pixabay / Gerd Altmann
© pixabay / Gerd Altmann
© pexels / Mikhail Nilov
© pexels / Mikhail Nilov
© pixabay / Tom_Jakob_Hauswirth
© pixabay / Tom_Jakob_Hauswirth
© pexels / Pavel Danilyuk
© pixabay / Gerd Altmann
© pixabay / Gino Crescoli
© unsplash / bruce mars
© Goethe-Institut
© Goethe-Institut
© pexels / monstera
© pexels / Francis Jay Garingo
