CLIL lesson plan
Learning Outcomes
By the end of the unit learners will be able to:
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define natural resources;
refer examples of natural resources;
distinguish renewable from non-renewable resourc es;
establish th e relationship bet ween human population dist ribution and t he abund ance of resources
on Earth;
demonstrate the difference between energy resources, mineral resources, hydric resources and biological
resources;
explain the contribution of technology to change the use of non-renewable to renewable resources;
understand that water is a limited resource;
understand the importance of a correct management of water resources;
identify actions to preserve the environment;
interpret information;
use the English language accurately;
make suggestions of daily habits to help save the environment;
classify information concerning the contents of the lesson;
successfully engage in visual matching between concepts and images.
Interpret visual information:
watch a video to answer questions and do exercises;
use the English language accurately;
ask and answer wh- questions about the topic of the lesson.
Content
Cognition
Understand the meaning of natural resources.
Natural Resources are resources that exist without
actions of humankind. This includes: sunlight,
atmosphere, water, soil, vegetation, crops and animal
life.
A renewable resource is a natural resource that is not
depleted when used by human beings.
Classify the natural resources (energy, mineral, hydric
and biological).
Understand the differences between renewable and
non-renewable resources.
Refer actions for a sustainable development.
Reflect about everyday life activities so as to reduce
the ecological footprint.
Understand the key concepts and apply them in
different contexts.
Vocabulary building, learning and using.
Culture
Understand that they can learn, no matter which language they are using.
Be aware of the importance of using natural resources in a responsible
way. Become aware of the importance of respecting the environment.
Communication
Language OF learning
Language FOR learning
NaturaI Resources
• Energy resources
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Language THROUGH learning
Identify the function attached
to each name
Classroom Language:
Mineral resources:
Metallic;
Non-metallic.
Hydric resources
Settle down, please.
..., come to the whiteboard and write the
summary entry of today's lesson!
Distinguish language needed
to carry out activities
Retain language revised by
Biological resources
Pay attention to the following picture!
both the teacher and learners
Non-renewable:
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Energy resources:
fossil fuels: coal, oil
gas;
nuclear energy.
Mineral resources:
soil;
rocks and minerals.
Renewable:
hydroelectric energy;
Learn new words which arise
and
You've worked very well today.
Suggesting:
from activities
Record new words which arise
from the group activity
I'd
.... (suggest, recommend, say, tell
him/her/them) ....
"Could we live without water? I'd say that
living organisms can't live without water
Make use of peer
explanations.
wind power;
solar energy;
geothermal power;
biomass;
energy from tides;
hydrogen.
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Hydric resources
Biological resources
because..."
Identifying:
Demonstrative pronouns; this; that; these;
those
"Which of these are natural resources?"
Describ ing and informing:
Verb tobe
"Hydroelectric energy is..."
"Natural resources are..."
Verb tenses:
Modal verbs
"What can you do to preserve the
environment?"
Past Simple
"Oxygen was important to produce the
ozone layer."
Present Simple
"Plants are important to the soil because..."
Passive Voice:
"Are coal and oil considered fossil fuels...?"
Explaining:
Clausesof Contrast, addition and cause :
Linking words and expression; and; more;
still; after...
"Is
there
a
relation
between
human
population distribution and the amount of
resources available ?"
Technology helped changing the use of non­
renewable to renewable resources
I because...
Procedures
Scaffolding Strategies
Lessons number
1st step - Tasks a student to write the summary on the board.
Understanding, identifying and
explaining:
Summary: Classification of natural resources.
Elaboration of a text about the importance of natural resources.
2nd step - T projects a word cloud about resources.
Students classify natural
resources as renewable or non­
renewable.
3rd step - Tasks the st to tell the first thing they think of when they read each of
the words projected.
4th step - Tasks questions to help understand the importance of each resource
The students work in pairs and
mentioned in the word cloud projected, such as:
in groups to write a text and
make a powerpoint
What do plants provide animals with?
Why are plants important to the soil?
Why is soil important?
Why is water important to living organisms?
Which of these are natural resources?
Give examples of other natural resources.
What is the difference between renewable and non-renewable resources?
Is there a relation between human population distribution and the amount of
resources available?
Why are coal and oil considered fossil fuels?
Refer some consequences of the use of fossil fuels.
Explain the contribution of technology to change the use of non-renewable to
renewable resources.
What about you? What can you do to preserve the environment?
5th step - T projects pictures of natural resources and asks st t o:
identify each of them;
classify each resource represented as renewable or non-renewable.
6th step-T projects a video about natural resources.
7th step -Class is divided in three groups.
8th step - Tasks to write a text with their opinion about the importance of natural
resources and their usage. It should include the concepts they've learned.
9th step - Each group reads to the class the text they have written.
10th step - T projects a video produced by students in a former CLIL Class " Be
Eco­ friendly . 10 Easy Hacks"
presentation.
Students do some research on
the internet about natural
resources
Applying, comparing and
contrasting, organising,
evaluating:
Students organize information
about :
types of natural resources;
the importance of natural
resources for human kind;
the importance of technology
to preserve the environment.
Students organize and apply
information learnt on a
powerpoint presentation .
Lessonsnumber
Video - https://www.youtube.com/watch?v=LxHdUd Q12Y;