39 010 8317116 Fax +39 010 8317015

Codice istituto: GEIS00700L - www.firpobuonarroti.gov.it GEIS00700L@istruzione.it; GEIS00700L@pec.istruzione.it Turismo. Costruzioni, Ambiente e Territorio. Geotecnico

ISTITUTO SECONDARIO SUPERIORE STATALE

“FIRPO – BUONARROTI” Via Canevari n. 51 - 16137 Genova – Italia

Tel.+39 010 8317103 +

PROGETTO CLIL EMILE ISSS.FIRPO-BUONARROTI

Il progetto da noi sviluppato ha lo scopo di stimolare gli studenti a riconoscere e quindi applicare concetti teorici studiati in classe a situazioni quotidiane. Abbiamo perciò deciso di studiare i diversi tipi di tiro nel basket (che gli studenti hanno provato e sperimentato in palestra) e di vedere come le traiettorie che ne sono l’espressione possono essere riconducibili a quanto studiato in matematica Perciò abbiamo chiamato questo modulo Clil “BRAIN IN THE BASKET” CLIL PROJECT: BRAIN IN THE BASKET CLASS: FOURTH YEAR B1 level TERM: SECOND DURATION: THREE WEEKS MATERIAL/SOURCES: COMPUTERS, PROJECT SCREEN, VIDEO FROM YOU TUBE, WEBSITE, BASKETBALL BALLS AND ANY OTHER P.E EQUIPMENT NEEDED, WORKSHEETS

CLIL UNIT BRAIN IN THE BASKET

UNDERSTAND PARABOLIC TRAJECTORY THROUGH BASKETBALL

LEARNING OUTCOMES SUBJECT CONTENT

To acknowledge the game rules To discover proper techniques to perform different types of pass

while stationary or in motion To relate/ apply these skills in a game situation To determine parabola trajectory Describe scenarios that require basketball players to use

mathematics and algebraic reasoning in sports. Identify a strategy and create a model for problem solving. Recognize, describe, and represent quadratic relationships using

words, tables, numerical patterns, graphs, and/or equations. Understand the concept of a function and use function notation. Solve quadratic equations as appropriate to the initial form of

the equation

Basketball rules Techniques element for

shooting Funny game related to

basketball Quadratic equation

determination, solution and graph

KEY COMPETENCES Learn to learn Linguistic communicative competences Social and civic competences Digital competences

Mathematical competence and basic competences in science and technology Communication in foreign languages

LANGUAGE CONTENT/COMMUNICATION

VOCABULARY: Nouns. Team, player, coach, referee, whistle, court, opponent, bounce ball, attack, defense, lay-up, free throw,3 points throw responsibility, etc. trajectory, parabola, graph, vertex, coefficients, leading coefficient, discriminant, quadratic formula, vertex form, standard form, intercept, axis, variable, symmetry, solution, free term, shape, upward, downward, coordinate, roots, plus-minuses Verbs play, travel, pass, dribble. Shoot, spread out, hold, breath, receive, catch, score, solve, draw, calculate, shift, substitute, look for. Adjective and adverbs full, great, fast hard, forward, backward, quadratic, second, equal, highest, square, negative, positive, over, under, average. Prepositions and conjunctions in, on towards, with, without, where. STRUCTURES Questions (to be, auxiliary, how-why) Do you Know? yes I do, no I don’t Have you ever ….? yes I have, no I haven’t Expressing opinion I think that… In my opinion From my point of view comparison The player is faster / slower... the movement is better/ worst What is the safest/ quickest / best / worst... are situated, are located, are found…. Imperative Make groups of three/ four Find a partner, pair off Use your right / left hand Line up When the teacher blows a whistle …. I pass, I dribble, I take a rebound Use the numerical coefficients of the quadratic equation Use equation arranged in the quadratic form Use the Quadratic Formula to solve a quadratic equation Present simple and future will / to be going to We are looking for the maximum… Interaction with peer, giving commands and giving examples

It’s my /your turn We have to You’ve jumped the queue Great job Nice try You got it right

DISCOURSE TYPE LANGUAGE SKILLS

Descriptive Listening

Reading

Writing

Speaking/interacting

COGNITIVE PROCESS

Know (basketball rules, different shots, what is a trajectory, solve an equation) Apply knowledge in real situations Analyse

THE 4 C

CONTENT Basketball skill, math concepts CULTURE positive attitude towards sport, respect of mates and opponents, value of effort to reach a

personal goal COGNITION apply theoretical concepts in everyday situations COMMUNICATION interaction with peers

ASSESSMENT CRITERIA

PE To know rules and different types of shot (self-assessment) Execution of basketball skills (namely shooting) (Peer assessment) Continuous observation (teacher )

MATH To know different strategies to solve a quadratic equation (self-assessment) Determine and solve ball trajectory equation in a free throw shot (Peer assessment) Continuous observation (teacher )

TASK

LESSON 1 what math and basketball have in common (ONE HOUR) LESSON 2 basketball rules (0NE HOUR) LESSON 3 different types of shots (TWO HOURS) LESSON 4 create a funny game (TWO HOURS) LESSON 5, ball trajectory equation in free throw shot (TWO HOURS) LESSON 6 strategies to determine if the ball reaches the hoop (TWO HOURS) LESSON 7 self-assessment and assessment

METODOLOGY

Organization and timing

Methodology will be active and participatory Individual, pair and small groups learning Spaces needed.: classroom and gym court, PC lab This unit is made of 7 lesson of about 110 minutes each ( taking into account

that students need some time to come from and go back to classroom and to wear their gym uniforms in the changing room )

Resources Photocopies https://www.powtoon.com/online-presentation/dftazSbzJfz/introducing-our-

clil-module/?mode=movie (presentation of the project ) https://youtu.be/Bcuc2VWVjU8 .(what math and basketball have in common ) http://pbskids.org/dragonflytv/show/basketball.html ( hoe the hands position

effects the shot ) https://www.youtube.com/watch?v=wYjp2zoqQrs&feature=youtu.be (the rules

of basketball ) http://www.basketballforcoaches.com/basketball-shooting-drills/ (basketball

drill) https://www.englishclub.com/vocabulary/sports-basketball.htm#vocab (

vocabulary ) Presentations http://the-physics-of-basketball.weebly.com/kinematics-and-projectile-

motion.html (math and physic in basketball) Interactive activities

https://www.geogebra.org/m/shnUM3Fd (ball trajectory simulator ) Videos https://www.youtube.com/watch?v=dSRWY5vUHCU&feature=youtu.be,

https://www.youtube.com/watch?v=Bcuc2VWVjU8&feature=youtu.be, https://www.youtube.com/watch?v=Awt6DjQ_qbQ&feature=youtu.be (analysis and reconstruction of ball trajectory in a free throw shot)

Equipment Balls , cones, witch hats, calculator, computer, projection screen

LESSONS PLAN

Lesson 1

Reception scaffolds

ACTIVITY

1.Introduce our clil module using POWOON presentation.

https://www.powtoon.com/online-presentation/dftazSbzJfz/introducing-our-clil-module/?mode=movie

2.Begin with a brief discussion about sports. For instance, if any of your students play a sport, ask them to discuss the math they have used as athletes.

Ask students to discuss the mathematics that players may use to track and maximize their performance.

Watch the video https://youtu.be/Bcuc2VWVjU8 .

Worksheet the use of math in basketball.

http://pbskids.org/dragonflytv/show/basketball.html

Lesson 2

Reception and transformation scaffolds

ACTIVITY

1.Know the rules of basketball

Watch the video

https://www.youtube.com/watch?v=wYjp2zoqQrs&feature=youtu.be

2.Worksheet fill in the gap

3. Vocabulary and expressions related to basketball https://www.englishclub.com/vocabulary/sports-basketball.htm#vocab

Lesson 3

Reception and transformation scaffolds

ACTIVITY

1.Know the different types of shooting

WORKSHEET AND PHOTOCOPIES

2. on the court practice and play some basketball drills and funny games

http://www.basketballforcoaches.com/basketball-shooting-drills/

3.Worksheet on how to describe a game

Lesson 4

Reception and transformation scaffolds

ACTIVITY

1. Have students create their own funny game on basketball drills. 2. Use the worksheet “game plan” 3. Have them make a PowToon presentation of their games

Lesson 5

Reception and transformation scaffolds

1. Explain that today’s lesson focuses on the use of math in basketball. Ask students to brainstorm how they think mathematics might be used in the sport.

http://the-physics-of-basketball.weebly.com/kinematics-and-projectile-motion.html

2. Introduce the videos. Ask students to watch for the math used in this video, to write down their observations as they watch the videos. Explain that the students will now have an opportunity to solve the problem to calculate the maximum high reached by the ball in a free through shot.

https://www.youtube.com/watch?v=dSRWY5vUHCU&feature=youtu.be

https://www.youtube.com/watch?v=Bcuc2VWVjU8&feature=youtu.be

3. Ask students to think of situations in their daily life where they may need to apply the concept of maximizing and discuss why you would need to maximize the height of the basketball trajectory.

4. Review the following terminology with your students: Coordinates, Function, Maximum Height, parabola, vertex, second degree equation.

Lesson 6

Reception and transformation scaffolds

1. Ask students to work in pairs or small groups to explore the interactive activity proposed and complete the handout.

https://www.geogebra.org/m/shnUM3Fd

https://www.youtube.com/watch?v=Awt6DjQ_qbQ&feature=youtu.be

2. As students complete the challenge, encourage them to solve the problem:

o Understand the problem

o Formulate a model

o Compute by analysing and performing operations on relationships to draw conclusions.

o Interpret the results in terms of the original situation.

o Validate their conclusions by comparing them with the situation.

o Report on the conclusions and the reasoning behind them.

3. Ask students to share their solutions and problem-solving strategies with the class through discussion and visual materials. Encourage students to discuss how their strategy helped (or didn’t help) figure out the maximum height of the path of the ball during the free throw shot.

4. As students present their solutions, ask them to discuss the mathematics they used in solving the challenge.

Lesson

7

Reception and transformation scaffolds

ACTIVITY

1. Students assessment

Self -assessment, peer assessment and teacher’s evaluation

RUBRICS

http://rubistar.4teachers.org/index.php?screen=WhatIs

http://www.teacherplanet.com/rubrics-for-teachers

SELF ASSESSMENT

REFLECTING ON MY WORK IN BASKETBALL

Think about Never sometimes very often always

I worked hard to improve basketball skills

I was a respectful and responsible class member

I used time efficiently. I was a respectful listener

I supported my classmates when they needed it

I collaborated with the group and the teacher if needed

REFLECTING ON MY WORK IN MATH

Think about Never sometimes very often always

I worked hard to improve math skills

I used effective mathematical reasoning to determine ball trajectory

I used an effective strategy to solve the problems

I am an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.

STUDENTS QUESTIONNAIRE

5 4 3 2 1

1-evaluation of the lesson as a whole

2-Content acquisition

3-Concept development

4-Involvment in communication

5-Use of L2

6-Individual behavior

7-Behaviour in group

TEACHER RUBRIC TO ASSESS CONTENT AND LANGUAGE

SCORES DESCRIPTORS

1 Unsatisfactory

Student shows no knowledge of the subject and specific vocabulary

2 Almost satisfactory

Student is lacking background knowledge and uses specific vocabulary wrongly

3 Satisfactory

Student has essential knowledge of the subject and uses specific vocabulary correctly

4 Good

Student shows a complete knowledge of the subject and properly uses specific vocabulary

5 Excellent

Student shows a complete and thorough knowledge of the subject and uses specific vocabulary in a very appropriate way

WORKSHEETS

here some samples of what we have used in our clil lessons.

1-FILL IN THE GAPS

THE USE OF MATH IN BASKETBALL

In this video you can see two ____________playing basketball.

At first glance Basketball and ________ seems to have little in common

Basketball is hugely popular while math has a smaller number of fans.

However, if you take a closer look there is a considerable amount of math in basketball.

As one player approaches the other it impacts the ____________of the __________

The angle of one shot has anything to do with__________

This angle is determined by the extension of the player’s arms before shooting

In the freeze frame you can see the angle of the perfect__________ throw shot.

Here you can see the player ___________a ball without using any technique so the parabola of the shot

turns into a straighter line __________

Here the replica of the parabola while shooting in the basketball.

These are not exact_____________, we just use them for the sake of the formula.

To represent the function, we can use the____________ coordinates form.

2-FILL IN THE GAPS

THE RULES OF BASKETBALL (EXCERPT)

THE OBJECT OF THE GAME IS FOR YOUR __________ TO __________ MORE POINTS THAN THE ________________ .

TEAMS ARE MADE OF 5 ________________- ON THE ______________ .

. THE GAME STRATS WITH A ___________ . TO MOVE THA BALL THROUGH THE COURT YOU CAN EITHER _____________ THE BALL TO ONE OF YOUR TEAMMATES OR ____________ THE BALL WHILE YOU BOUNCE IT UP AND DOWN REPEATEDLY WHILST STILL IN MOTION.

TO SCORE POINTS A PLAYER MUST SHOOT THE BALL INTO THE OPPONENT BASKET.

YOU GET 2 POINTS FOR ANY SHOOT WITHIN THE ____________ IF A PLAYER SHOOTS FROM OUTSIDE THE ARC, THIS SCORES 3 POINTS. ANY ___________ THAT ARE AWARDED TO YOUR TEAM SCORES 1 POINT

THE GAME IS PLAYED IN 4X10 MINUTE QUARTERS INTERNATIONALLY

THERE ARE NO ______________IN BASKETBALL SO IF THE SCORES ARE TIE AT THE END OF REGULATION, ____________PERIOD WILL BE PLAYED.

THERE ARE A LOT OF THINGS THAT YOU CAN'T DO. THEY ARE CALLED ___________AND __________

VIOLATIONS INCLUDE:

SHOT CLOCK VIOLATIONS

DOUBLE DRIBBLE

TRAVELLING

THREE IN THE ___________

CHARGING

FOULS ARE MORE COMPLICATED TO UNDERSTAND. THERE ARE THREE TYPES OF FOULS, PERSONAL FOULS, FLAGRANT, FOULS AND TECHNICAL FOULS

3-FILL IN THE GAPS

QUADRATIC EQUATION AND PARABOLA

A quadratic equation is any ___________ having the form: ax2 + bx + c = 0 where x represents an unknown,

and a, b, and c represent known ___________. The numbers a, b, and c are the ___________ of the

equation.

The quadratic equation only contains powers of x, and therefore it is a second ___________ polynomial

equation since the greatest power is ___________.

Quadratic equations can be ___________ by using the quadratic formula: x = [-b ± √(b2-4ac)] / 2a.

In the ___________ formula, the expression underneath the square root sign is called the discriminant of

the ___________ ___________, and is often represented using Greek delta, Δ: Δ = b2 - 4ac.

A quadratic equation can have either one or two distinct roots. In this case the ___________ determines

the number and nature of the ___________. There are three cases:

Δ>0, then there are ___________ distinct roots.

Δ=0, then there is exactly ___________ real root.

Δ<0, then there are ___________ real roots.

The function f(x) = ax2 + bx + c, is the quadratic function. The graph of any quadratic function has the same

general ___________, which is called a ___________. The location and ___________ of the parabola, and

how it ___________, depend on the values of a, b, and c. If a > 0, the parabola has a minimum point and

opens ___________, if a < 0, the parabola has a ___________point and opens downward.

The extreme point of the parabola, whether minimum or maximum, corresponds to its ___________. The

vertex ___________ are V (-b/2a; -Δ/4a).

4-MIX AND MATCH THE FOLLOWING

BASED ON THE LIST BELOW ASK STUDENTS TO WRITE THE MEANING OF EACH WORD

word example sentence meaning

backboard My shot came off the backboard and down through the hoop for a 3-point goal.

basket In the early days, peach baskets were nailed to the walls and used as goals.

block He stepped in front of our player to block his run, and the referee ruled it a foul.

bounce Players must bounce the ball on the floor as they run.

double-dribbling

Young players still learning the game often get fouled for double-dribbling.

dribble He dribbled past two defenders and then shot for goal.

exceed A team that exceeds the time-limit on the shot clock loses possession of the ball.

foul Larry's already had four fouls, so if he commits another one he'll be out of the game.

word example sentence meaning

free throw Rodney practises his free throws for an hour every day.

5-CROSSWORDS

Quadratic equation and parabola

1

2

3

4

5

6

7

8

Across

2. the x in a quadratic equation

6. graph of any quadratic function

7. expression underneath the square root in the quadratic

formula

8. the extreme point of the parabola

Down

1. the numbers in a second degree equation

3. solutions of the quadratic equation

4. ...formula for solving second degree equations

5. value of the discriminant to have two distinct roots

6-GAME PLAN TEMPLATE

HOW TO DESCRIBE A GAME

NAME OF THE GAME

EQUIPMENT

AIMS OF THE GAME

RULES AND INSTRUCTIONS

Di seguito l’esempio di due lavori prodotti dagli studenti (si noti che l’account utilizzato per accedere a

PowToon è quello di uno dei docenti per tutelare dati sensibili degli studenti).

https://www.powtoon.com/online-presentation/dZOSMlZgX7c/?mode=movie#/

https://www.youtube.com/watch?v=QOenogdHAqo

NOTA BENE:

Poiché la nostra scuola è dotata di due laboratori di informatica che sono in uso alle classi che devono svolgere le

lezioni curricolari, e poiché parte del progetto è svolto in palestra abbiamo utilizzato www.blendspace.it per

condividere i materiali (cosicché i ragazzi potessero vederli anche a casa) al seguente link:

https://www.tes.com/lessons/EhafrxB409rtbw/edit

Il problema che potrebbe capitare è che se il sito è momentaneamente fuori uso non permette l’accesso alla

lezione. Per tale motivo all’interno del presente documento sono stati inseriti tutti i link alle singole risorse

utilizzate, o copia delle stesse, nonché i worksheet in word.

Tutto il materiale è stato caricato sulla piattaforma didattica FIDENIA.