’’Diversity of animals’’ CLIL UNIT PLAN ’’Diversity of animals’’ María - Estíbaliz Salazar García 2th course of bilingual Primary Education

When: From 7th of March to 18th, 2014.   Context: The CLIL Unit Plan was developed in ‘’Lope de Vega’’ Primary school in second course of primary education, 2014. The classroom had 24 students. Duration: 8 sessions of 50 minutes. Royal Degree 126/2014.

4 C’s are present in the Unit Culture Content Communication Cognition Methodology Natural approach Group work activities. Active participation To provide students with meaningful context, comprehensible input, real output.

Outcomes Outcomes Curriculum   Social sciences To use the specific vocabulary in an oral and written way about living things. To identify different animals through their characteristics.   English To learn the vocabulary related to the topic To be able to understand teachers explanations. To develop communicative skills. BLOCK 2: Diversity of living things Animals: vertebrates and invertebrates. Birds, mammals, reptiles, fish, amphibians. Properties, recognition and classification. Nutrition, relationships and reproduction of animals and plants. Classification of animals and plants in relation to their vital functions. BLOCK 1: Comprehension, listening and talking. Listening and comprehension of oral messages with a complexity progression, such us instructions or explanations.

Contents: Knowledge   Skills Attitudes - To learn the characteristics between, carnivores, omnivores and herbivores. To learn the characteristics between vertebrate and invertebrates animals To learn the characteristics between oviparous and viviparous. - To develop communicative skills for giving opinions about the topic. To develop group-work skills trough the activities. - Cooperation between students. - To participate in class’ activities.

Lessons Introduction : Pages 6, 7 and 8 Lesson 1 According to their feeding. Herbivores carnivores and omnivores: Pages 9 and 10 Lesson 2 According to their way of birth. Oviparous or viviparous: Pages 11 and 12 Lesson 3 Vertebrates and invertebrates : 13, 14, 15, 16 and 17 Science Project: Pages 18

Introduction. Pajes 6, 7 and 8 Introduction text about diversity of animals in our planet: To encourage students to now more about the topic Activities' objectives To promote group work skills. - To promote communication between students through group activities and debates (language scaffolding). To introduce main vocabulary of the Unit. To improve search abilities in students. Activities

Lesson 1:What do animals eat? Pages 9 and 10 - Carnivores - Omnivores - Herbivores Contents Activitie’s objetives. To use language structures properly to complete activities. To improve group work skills. To recognice animals according to their feeding. To reinforce the knowledge aquired. Activities

Lesson 2. Classification of animals according to their birth Lesson 2. Classification of animals according to their birth.Pages 11 and 12 - Oviparous - Viviparous Contents Activitie’s objetives. To organize information in a chart. To classify animals according to their birth. To promote group work skills. To promote communication between students. To reinforce the knowledge aquired. Activities

Lesson 3. Vertebrates and invertebrates. Pages 13, 14, 15, 16 and 17 - Vertebrates: reptiles, amphibians, mammals, fish and birds. - Invertebrates Contents Activitie’s objetives To promote searching skills. To recognize and distinguish between vertebrate and invertebrate animals. To promote group work skills. To promote communication between students. To reinforce the knowledge aquired. Activities

Science Project. Page 18 Science Project ‘s objetives To organize the information in a chart. To use language structures properly to complete activities. To promote searching skills. To improve group work skills. To promote communication between students. To reinforce the knowledge aquired. Science Project ‘s objetives

Main English vocabulary: Equipment and resources: Language of learning: key words are highlighted in each lesson: According to their feeding. Herbivores carnivores and omnivores. According to their way of birth. Oviparous or viviparous. Vertebrates and invertebrates Science Project. Language for learning: The assistant and the teacher provide language structures to help students to express by themselves. Equipment and resources: To develop this CLIL Unit Plan it is necessary to have : Human: teacher and students. Material White board. Science book and notebook. Pencil ,rubber and colors. Spatial Classroom space.

CLIL Strategies Work in groups. The use of visual supports to contextualize the contents. Providing language scaffolding through activities and posters.

Assessment and evaluation: To assess the Unit Plan I used the direct observation during all the Unit taking notes about the students performance. An oral questioning at the end of the Unit.

Task/activities for language and culture assistant: Language structures. Pronunciation. New words. Expand the information. Vocabulary activities.

Thank you for your attention!