Template to design a
CLIL didactic unit
Subject: Natural
Science Teacher:
Carmen Hernández Cervantes
Title of the Unit: Animals
I. Vertebrates Course / Level: 1º E.S.O.
1. Learning outcomes
/ Evaluation criteria
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To distinguish between vertebrates and
invertebrates.
To know the types of vertebrates.
To know the characteristics of vertebrates.
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2. Subject Content
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Types of vertebrates: fish, amphibians,
reptiles, birds and mammals.
Characteristics of vertebrates: environment
in which they live, type of skin, organ used to breath, body temperature,
type and number of limbs, type of nutrition and reproduction.
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3. Language Content
/ Communication
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Vocabulary
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Nouns: backbone, endoskeleton,
exoskeleton, spinal cord, head, neck, trunk, limbs, tail, gills, fins,
operculum, scales, frogs, toads, glands, lungs, eggs, tadpoles,
metamorphosis, lizards, snakes, alligators, wings, feathers, embryo, foetus,
amniotic liquid, sacs, hair, placenta, dolphins, whales, bats...
Adjectives: aquatic, terrestrial, moist,
dry, smooth, thin, thick, fusiform, tetrapod, biped, carnivorous,
herbivorous, omnivorous, cold-blooded, warm-blooded, oviparous, viviparous...
Verbs: have, use, be, cover, breathe,
lay...
Prepositions: through, by, with, in...
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Structures
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Routines:
Complete
the sentence: All vertebrates have , fish breath through .
Questions: How many types of vertebrates do
you know? What kinds of vertebrates use lungs?
Content:
Active
voice: All
vertebrates have backbone, birds breathe through lungs.
Comparatives: Amphibians are cold-blooded
however mammals are warm-blooded.
Such
as, for example:
Vertebrates, such as dolphins and bats, are mammals.
Classroom management:
Can
you write your answer in your notebook? Can you write your answer in the
blackboard? Can you work in pairs? Can you ask each other? Can you complete
the table?
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Discourse type
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Exposition: Short definitions or comparative
sentences
Description: Use of adjectives to describe
characteristics of vertebrates
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Language skills
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Reading,
writing, listening and speaking
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4. Contextual (cultural) element
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The necessity of protecting animals and their environments.
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5. Cognitive
(thinking) processes
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understand, compare, analyse, explain
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6. (a) Task(s)
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Final Tasks:
1. Look for information about a vertebrate that you like and explain
to your partner its body characteristics, where it lives and something
curious about it. (Work in pairs)
2. Do you know that there are some mammals that lay eggs? Look for an
example and explain it to the rest of the class. (optional activity)
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6. (b) Activities
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1st season
Difference between
vertebrates and invertebrates
Warming up
- Activities 1 and 2 Unidad ACICLE Animals. Invertebrates and
Vertebrates (Individual activities, 50 min with the general explanation of
the unit)
1. Write 10 names
of animals and think if they are vertebrates or invertebrates.
2. Classify the
animals that you see in the slideshow into vertebrates or invertebrates. Do
the word search.
- Exercise 3 of Science Antillas,
The six types of animals from elearning for kids. Spot the vertebrates. (The
big group, 10 min)
2st season
Fish, amphibians and
reptiles
- 3 activitites from educaplay.com (The big group, 25 min with the
explanation)
To study the
parts of fish and reptiles and the characteristics of amphibians
- Activities 1 and 2 of the section FISH, activity 2 of the section
AMPHIBIANS and REPTILES of Unidad AICLE Vertebrates (Individual activities,
20 min)
Activities to
study the characteristics of these vertebrates by filling the gaps or
marching the sentences.
- Watch the video about frogs metamorphosis and answer the questions.
(Individual activity, 15 min)
Questions:
What
organs do tadpoles use to breathe? and frogs?
What
kind of nutrition do tadpoles have? and frogs?
Do
tadpoles have a tail? and frogs?
3rd season
Birds and Mammals
- 5 activities from educaplay.com (The big group, 30 min with the explanation)
To
study the parts of birds and mammals and their characteristics.
To
increase the mammals vocabulary.
- Activities 1 to 5 of the section MAMMALS and 1 of the section BIRDS of
Unidad AICLE Vertebrates (Individual activities, 30 min)
To go deeper in the study of mammals and
birds.
4th season
- Complete the table (40 min)
1.
To learn the new vocabulary and the characteristics: Complete the table
(Individual activity)
2. To be able to
use the new vocabulary: Practice in pairs: each student has to say short
sentences to connect the concepts, e.g. The skin of a fish is smooth and is
covered with scales, fish breathe through gills...
- Final tasks (20 min)
Students work in pairs to explain the
information that they found (See Final tasks 6a)
5th season
Review (1h)
Computer season (in
pairs)
1) Exercise 5 of Science Caribbean sea. Classifying animals.
To
classify the vertebrates into the different groups.
2) Exercise 4 of Science Caribbean sea. Classifying animals.
To
review the characteristics of birds and amphibians
3) Exercise 3 of Science Caribbean
sea. Classifying animals.
To
review the characteristics of mammals.
4) Exercise 3 of Science Antilles. See animals and their habitats.
To
classify animals into fish, reptiles and invertebrates
5) Exercise 2 of Science Mexico. Animals Habitats.
To
review the characteristics of vertebrates and learn their habitats
6) Exercise 4 of Science Nova Zembla Expedition. Habitats
To
learn about adaptation
7) Exercise 2 of Science South Africa. Plants, Animals and Energy.
To
review the animals nutrition
8) Exercise 1 of Science Loch Ness. Care of our environment.
To
be conscious about the necessity of protecting animals and conserving the
environment.
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7. Methodology
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Organization and
class distribution / timing
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Organization: 5th seasons.
The timing and the distribution is specified in each activity.
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Resources /
Materials
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1st season
Unidad AICLE Animals invertebrates and vertebrates
elearning for kids
2nd season
Educaplay
Unidad AICLE Vertebrates
Youtube video frogs metamorphosis
3rd season
Educaplay
Unidad AICLE Vertebrates
5th season
elearning for kids
Activities 1 and 2
Activity 3
Activity 4
Activity 5
Activity 6
Ativity 7
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Key Competences
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Specific basic competencies that will be
practiced: linguistic, mathematical, social, digital, cultural, learn to
learn, autonomy, etc.
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8. Evaluation
(criteria and instruments)
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Evaluation criteria
- To
distinguish between vertebrates and invertebrates.
- To
know the 5 types of vertebrates: fish, amphibians, reptiles, birds and
mammals.
- To know the characteristics of vertebrates, environment in which
they live, type of skin, organ used to breath, body temperature, type and
number of limbs, type of nutrition and reproduction.
Evaluation criteria
- Participation in class, oral and written questions and evaluation
tests.
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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.
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