Template to design a CLIL didactic unit
Subject:Science
Teacher:María Juan García
Title of the Unit: Animals
Course / Level
2º grade
1. Learning outcomes
/ Evaluation criteria
Learning outcomes
-Know the classification of vertebrates and invertebrates
- Classify vertebrate animals according to their characteristics
- Know the main characteristics of each group of vertebrates
- Identify the group they belong to different animals according to
their characteristics
- Encourage the development of techniques to store, organize and
relate information, and to self-assess progress in learning.
Evaluation criteria
- Identify different types of animals
- Classify animals
- Know the differences between vertebrates and invertebrates
- Indicates the major groups of vertebrates
- Know what the characteristics of different groups of vertebrates
- Develop techniques to store, organize and relate information,
and to self-assess progress in learning
2. Subject Content
-Vertebrates and invertebrates animals
- Mammals
- Reptiles
- Fish
- Amphibians
- Birds
3. Language Content / Communication
Vocabulary
Nouns: Vertebrates, invertebrates bones, mammals, reptiles, fish,
amphibians, birds, lungs, gills, hair, feathers, scales,
shell, fins, beak, wings,
Verbs: to be born.
Prepositions: in/on (- They live in / on)
Structures
FUNCTIONS : Predicting theme study using images
- Expressing different characteristics
- Match pictures with descriptions
- Compare characteristics
STRUCTURES:
- The ..... is a / an ......
- Is the ...?
- Yes, it is / No, it is not
- It is ... / It is born from
... / It has / It breathes
with ...
- They live in / on
Discourse type
- Differentiate animal vertebrate invertebrate animal
- Identify the main characteristics of vertebrates
- Name the main characteristics of vertebrates
- Explain the characteristics of vertebrates
Language skills
Listen (video), read (video, images ,ppt etc.), write (presentation of
their animal, butterfly life cycle), speaking (presentation).
4. Contextual (cultural) Connect the theme with the animals in their environment.
element
5. Cognitive (thinking)
processes
Understand, repeat, analyze and explain.
6. (a) Task(s)
Butterfly life cycle. They cut two cardboard circles. Then , glue the
pictures of the butterfly in one of the circles, following this order:
eggs, larva, cocoon, adult butterfly.
Cut out a piece of the second circle. Then, put the other circle on
the top and put the fastener in the middle.
Finally, turn the second circle to see the different stages of the life
cycle.
Describe one animals and present to the rest of classmates. They
draw the animals and present to the rest of their classmates in
pairs.
6. (b) Activities
-Presentation of the unit with a power point
-Classification of different animal pictures
-games of vertebrate and invertebrate animals.
- Watch the video stopping at key moments, repeating and / or
drawing while in his notebook.
-Describe one animals and present to the rest of classmates.
-review answering the quiz together.
-Butterfly life cycle. They are going to make a wheel craft with the
life cycle of the butterfly.
7. Methodology
Organization and class 2 sessions: presentation of the topic and practice.
distribution / timing
Final task in pairs of two helping in the preparation and
explanation.
Day Three review answering the quiz together.
Resources / Materials
http://animals.pppst.com/vertebrates.html PPT animals
This presentation can also be used to review the names before
watching the video and post to label.
http://www.wartgames.com/themes/animals/classifications.html
games animals classification
http://www.proprofs.com/quiz-school/story.php?title=vertebratesinvertebrates_2 quiz
https://www.youtube.com/watch?v=8wT5dihdt4E video
http://www.google.es/url?sa=t&rct=j&q=&esrc=s&source=web&cd
=8&sqi=2&ved=0CDcQFjAH&url=http%3A%2F%2Fwww.supertea
cherworksheets.com%2Fanimals%2Fvertebrate-invertebratepaste.pdf&ei=PbZsVJPhFcfiapOKgYgP&usg=AFQjCNH9YPcCE6V8YrOBlfEm5Y9jLqdkA&sig2=kNM2OwGjSAWj3cgHLSxUjg&
bvm=bv.80120444,d.d2s classify animals woorksheet
https://www.google.es/search?q=vertebrate+and+invertebrate&cli
ent=firefox-a&hs=5H9&rls=org.mozilla:esES:official&channel=sb&biw=1525&bih=722&source=lnms&tbm=is
ch&sa=X&ei=zLpsVLGCGM7catDEgMgE&ved=0CAYQ_AUoAQ&
dpr=0.9#facrc=_&imgdii=_&imgrc=rgKdjNoPRqiuKM%253A%3BL
M0PPY8rmFc1jM%3Bhttp%253A%252F%252Fjvillis.edublogs.org
%252Ffiles%252F2012%252F05%252FClassification_21en08sq.jpg%3Bhttp%253A%252F%252Fjvillis.edublogs.org%25
2F19-animal-classification%252F%3B1205%3B855
image: classification of animals
Key Competences
Linguistics competence, digital, knowledge and interaction with the
environment competence, learning to learn competence, social
competence
8. Evaluation (criteria
and instruments)
Evaluation criteria
- Identify different types of animals
- Classify animals
- Know the differences between vertebrates and invertebrates
- Indicates the major groups of vertebrates
- Know what the characteristics of different groups of vertebrates
- Develop techniques to store, organize and relate information,
and to self-assess progress in learning
Instruments
- Final production.
- Quiz
- Teacher´s notes