Coordinación bilingüe
Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject:
SCIENCE
Teacher:
Miryam Ordiérez Moro
Title of the Unit
The Animal Kingdom
Course / Level
4
th
Primary Education
1. Learning outcomes
/ Evaluation criteria
To remember the
concept of
vertebrates and invertebrates.
To know the types of vertebrates: mammals, reptiles, fish,
amphibians, birds.
To distinguish between viviparous and oviparous.
To distinguish between hervivores, carnivores and
omnivores.
2. Subject Content
The
Animal Kingdom: classification according to they have
got spinal column and bones or not, what they eat and how
they are born.
3. Language Content / Communication
Vocabulary
NOUNS: vertebrates, invertebrates, mammals, re
ptiles,
fish, amphibians, birds, viviparous, oviparous, hervivores,
carnivores, omnivores, eggs, lungs, meat, scales, legs,
wings, plants, grass.
VERBS: live, eat, breath.
Structures
Present simple of the v
erb ́To be ́.
Present simple tense.
́Can ́
́Have ́
Discourse type
Descriptions of animals in which
they tell about the type of
animal, how they are born and what they eat.
Language skills
LISTENING: videos about: classification of animals,
animals in ́Cabárceno ́.
SPEAKING: talk about an animal they choose from
Cabárceno and describe it.
READING:
easy texts about animals. A worksheet in which
an animal is described and they have to guess it and draw
it.
WRITING: classification of animals.
4. Contextual (cultural)
e
lement
In Cantabria there is a
n interesting place where they can
find lots of animals. It is ́Cabáceno ́. They have to choose
one to talk about it in the final project. Their final projects
will be shown at the corridor of school.
Coordinación bilingüe
Isabel Pérez Torres
5. Cognitive (thinking)
processes
To explain.
To repeat.
To understand.
To analize.
6. (a) Task(s)
A final Project: after co
llecting information about an animal
they can find in ́Cabárceno
́, they will make a mural about
it and will show it to the rest of the students. They will
describe the animal and its characteristics. All the murals
will be shown at the corridor of the school with the title
́Welcome to Cabárceno ́.
6. (b) Activities
To watch videos.
To look at different p
ictures of animals and classify them.
To read a description of an animal and guess it and draw
it.
A mural for the final project.
A test to remember several aspects of animals and its
classfication
7. Methodology
Organization and class
distribution / timing
Six sessions. During the fifith and sixth session, students
will show their projects.
Different groupings depending on the activity: pair work,
whole class work, individual work.
Resources / Materials
Videos.
https://www.youtube.com/watch?v=8wT5dihdt4E
https://www.youtube.com/watch?v=oUA9P9X0z_s
Slideshare presentations with pics o
f
animals.
http://www.slideshare.net/RobinAge/fun
learning
for
kids
the
animal
kingdom
Pictures of animals in ́Cabárceno ́.
https://www.youtube.com/watch?v=oUA9P9X0z_s
Test.
Netbooks.
Smart board.
Key Competences
Social competence.
Learn to learn.
Digital competence.
Knowledge and interaction with the
environment.
Coordinación bilingüe
Isabel Pérez Torres
8. Evaluation (criteria
and instruments)
EVALUATION CRITERIA: students:
1.
Know the types of vertebrates: mammals, reptiles, fish,
amphibians, birds.
2.
Distinguish between viviparous and oviparous.
3.
Distinguish between hervivores, carnivores and omnivores.
EVALUATION INSTRUMENTS:
1.
Observation.
2.
Test.
3.
Final project: description of an animal.
Puedes usar este modelo de plantilla con la siguiente licencia.
http://es.creativecommons.org/blog/licencias/
Un primer modelo de esta plantilla ha sido publicado en:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la
metodología AICLE" en V.
Pavón, J. Ávila (eds.), Aplicaciones
didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía
Universidad de Córdoba.171
180.
Está basada sobre todo en la experiencia práctica a la hora de
diseñar unidades y
conversaciones con
expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs
de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle,
D., Hood, P. and
Marsh, D., 2010. Content and Language Integrated Learning. Cambridge
University Press