Coordinación bilingüe
Isabel Pérez Torres
Template to design a CLIL didactic unit Subject: Science Teacher: Mariana Carini Espeche Title of the Unit: Ecosystems Course / Level: 4º graders, Primary Education 1. Learning outcomes / Evaluation criteria
1. To learn about the elements that make up an ecosystem and to understand the idea of an ecosystem and its balance. 2. To understand the feeding relationships of an ecosystem and to classify the living things which make it up in accordance with their position in these relationships. 3. To learn about human activities that cause imbalances in ecosystems. 5. To learn about actions which must be taken to correct the imbalances caused in ecosystems. . 6. To encourage the development of basic skills and strategies for organising, memorising and recalling information. 7. To verify that students are moving forward in acquiring and applying competences.
2. Subject Content
- Ecosystems and their elements. - The idea of balance in an ecosystem. - Feeding relationships in ecosystems and dividing living things into producers, consumers and decomposers. - The damage caused to ecosystems by human activity. - Identifying actions in the local environment which disturb elements of local ecosystems. - Activities designed to conserve or re-establish the balance in our planet’s ecosystems. - Assessing the learning process: being aware of what one knows, accepting mistakes upon self-evaluation and persevering in revision tasks. 3. Language Content / Communication
Vocabulary
Content vocabulary: ecosystem habitat living things relationship natural resource pollution
Coordinación bilingüe
Isabel Pérez Torres
producer consumer decomposer algi herbivores carnivores omnivores remain soil fairly affect harm conserve reduce protect break down Structures
Classroom management vocabulary: Hand out the photocopies. Copy the activities. Raise your hands. Your turn. Wait a moment, please. Specific unit vocabulary: Be made up of What kind of animal is a …... Sort / classify these animals. What do you think about...... pollution? Give me three examples of consumers/ herbivores/ natural resources/ ecosystems..... How can we improve our environment? Can your animal fly/ run/ jump/ swim? Is it a ….. consumer/herbivore? Is it a ….....?
Discourse type
Informative text.
Language skills
Reading, listening, writing and speaking.
4. Contextual (cultural) Classifyng local animals and plants as decomposers, consumers,
Coordinación bilingüe
Isabel Pérez Torres
element
producers, and as herbivores, carnivores and omnivores.
5. Cognitive (thinking) processes
Understand, compare, create.
6. (a) Task(s)
Worksheet 1. Ecosystems. Worksheet 2. Producers, consumers, decomposers. Worksheet 3. Food chains. Final task: Create an ecosystem.
6. (b) Activities
Reading texts. Translation activities. True or False activities. Answer simple questions. Complete sentences or word maps. Label pictures. Matching activities. 7. Methodology
Organization and class Children can work individually and in small groups. Worksheet number 3 can be do in pairs. distribution / timing Guess the animal needs at least two students. To do the final task they will work in groups of six. Resources / Materials
Initial video: https://www.youtube.com/watch?v=NvkOdiB7Dl0 Student's book and the online book (that includes some listenings and power point presentations). Worksheets and vocabulary. Images and online texts: http://www.sheppardsoftware.com/content/animals/kidscorner/food chain/producersconsumers.htm http://www.sheppardsoftware.com/content/animals/kidscorner/ani maldiet/herbivore.htm http://www.sheppardsoftware.com/content/animals/kidscorner/ani maldiet/carnivore.htm http://www.sheppardsoftware.com/content/animals/kidscorner/ani maldiet/omnivore.htm http://www.sheppardsoftware.com/content/animals/kidscorner/food chain/decomposers.htm http://www.sheppardsoftware.com/content/animals/kidscorner/food chain/foodchain.htm http://www.sheppardsoftware.com/content/animals/kidscorner/food
CoordinaciĂłn bilingĂźe
Isabel PĂŠrez Torres
chain/foodchain2.htm
Online games: http://www.sheppardsoftware.com/preschool/animals/ocean/anima loceancreate.htm http://www.sheppardsoftware.com/preschool/animals/jungle/anima ljunglecreate.htm http://www.sheppardsoftware.com/preschool/animals/forest/animal forestcreate.htm http://www.sheppardsoftware.com/content/animals/kidscorner/gam es/foodchaingame.htm http://www.sheppardsoftware.com/content/animals/kidscorner/gam es/animaldietgame.htm http://www.sheppardsoftware.com/content/animals/kidscorner/gam es/producersconsumersgame.htm Key Competences
Specific basic competences we will use: lunguistic, social, digital, cultural, learn to learn.
8. Evaluation (criteria and instruments)
1.1. Can name the elements which make up an ecosystem. 1.2. Can identify the elements of an ecosystem both in pictures and in the real world. 1.3. Can define ecosystem. 1.4. Can describe the conditions required for an ecosystem to be in balance. 2.1. Can identify feeding relationships between the living things in different ecosystems and divide them into producers, consumers and decomposers. 3.1. Can name and identify the many different natural resources that we consume. 4.1. Can identify and describe the alterations and imbalances that humans produce in ecosystems and the reasons for this. 5.1. Can describe actions designed to avoid depleting natural resources, reduce pollution, protect living things and ensure a better distribution of resources among different human populations. 6.1. Demonstrates an awareness of environmental problems. 6.2. Proposes and carries out actions in the local environment to reduce the impact of our activities. 7.1. Develops skills and strategies. 8.1. Moves forward in acquiring and applying the basic competences.
Coordinación bilingüe
Isabel Pérez Torres
Instruments: Oral interaction observation. Worksheets. Final project.
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.