Science Didactic Units for CEIP 19 de Abril

Bilingual Proyect materials

Carlos Acosta 2015-2016

CLIL didactic unit

Area: Natural Science

Teacher: Carlos Acosta

Title of the Unit : My Body

Course / Level:
1. Learning
objectives

Primary 1

2. Subject
Content

CEIP 19 DE ABRIL, DOS HERMANAS

Participate actively in the identification and location of the main

organs involved in the vital functioning of the human body in
relation to the locomotive system and sense organs.
Feel motivated to identify their own emotions and feelings,
those from their classmates and also the adults showing
empathy evidences.
Enjoy naturally in the research and use of written documents,
images and didactic resources and graphic charts.
Find themselves immersed in the language to use the
vocabulary related to the block our bodies and health in a
correct manner.
Have fun and accomplish class norms and goals to carry out
projects and brief presentation.
Show enthusiasm to present orally in a clear and well
sequenced manner their project related with body and health
shown comprehension of oral/written texts.

Knowledge about their own body, introduction to the bones and the
discovering of their growth and development. Appraisal of the
senses and some basic healthy habits necessary to carry a save
and good living.

3. Language Content / Communication

Vocabulary

Nouns
My body: arm, body, clap, foot, finger, hand, head, leg, limbs,
torso, growth, baby, kid, adult,
Parts of my body: arm, foot, hand, head, leg, neck.
Joints: ankle, elbow, hip, knee, shoulder, wrist.
My face: chin, ear, hair, head, nose, teeth, eyes.
I grow: adult, baby, change, child, grow.
What my body needs: exercise, food, sleep, water, shower,

Science Didactic Units for CEIP 19 de Abril

Bilingual Proyect materials

Carlos Acosta 2015-2016

towel, comb, brush, toothbrush, gel.

Emotions: angry, happy, sad.

Adjectives:
Long, short, fast/quick, slow, high, loud, quiet, different,
strange, hard, soft, healthy, unhealthy, good, bad
Verbs:
jump, play (volleyball, the guitar, football), run, throw, catch,
take/pick up, bend, kneel, grow, brush, clean, rub, scrub, tide,
order, put, move, throw away, collect, classify, sort out, cut out,
glue, pull, push, help.
Structures

Routines:
Can you move like an?
Do you practice sports after school?
Are you good at?
What do you do when youre tired/sleepy/excited/?
Your body needs How do you feel today?
Do you know where
Can you remember the other day
Could you share with us?
Lets revise the parts of the bosy. Repeat after me.
Please, tell the classCould you explain your classmates
How many parts can we name in our body?
Yesterday we saw
Tomorrow we will see
Ok. Let do it.
We have to learnIts important that we learn Dont
forget
Contents:
He jumps with his legs.
My body has three parts.
My arms and legs are limbs.
I can move because I have joints.
My face has two eyes, two ears, a nose and a mouth.
This baby is small.
This baby has a small nose.
My body needs food, water, exercise and sleep.

Science Didactic Units for CEIP 19 de Abril

Bilingual Proyect materials

Carlos Acosta 2015-2016

I have different emotions.

Bend your legs.
Stand on one foot.
Raise your hand.
Can you move a ball with your foot?
Can you catch a ball with your hands?

Classroom language / Management and instruction language.

Now. Lets all look at the pictures on your worksheet. Look at the
top of the page.
Look below by the pictures at the bottom.
Do you see the diagram?
Listen please, 1,2,3.
Pay attention to the activity.
Can you see the arrows?
Oh wow! This activity is real simple.
Check the boxes.
Give five: eyes look, ears listen, mouth close, hands still. Feet
quiet.
5,4,3,2,1
Take a seat please.
Lets get ready.
Its not your turn, Its your turn now.
Help your team members.
Raise your hands.
Say that in English please
Say again
Tidy up tidy up
Everybody drop their pencils. Look up here!
Pay attention
Later. Just wait now. Go back
Move on.
Keep working
Silence please
Use English.
Stop!
Go for it!
Thats a good thing!
Not good!
Keep going
Very good. Thanks
That looks nice!
Good idea!

Science Didactic Units for CEIP 19 de Abril

Bilingual Proyect materials

Carlos Acosta 2015-2016

Discourse type

Exposition

Language Participant
skills

Narration

Explanation through presentation.

Drill-type repetitions during games and
warming up activities.
Repetitions

L-S

Stream about kids of their age talking

about their physical appearances
Story about the body and growth.

L-S-

T-S

Description

Descriptions of the parts of the senses.

Stream about kids of their age talking
about

L-S-R

T-S

Argument

Instructions for the exercises and tasks.

Instructions
during
language
management.

Assisstant
(A)-S-T

Poetic

Lyrics singing the song Dem bones-dem

bones, dancing bones

A-S-R

Expressive

Micro-dialogues about their bodies

Reading labels
1,2,3, Tag me 1,2, I tag you

L-S-R-W

A-S-R

Transactional

Activating terms during brainstorm on L-S-R-W

Body Care.
Brief summarizing tags on the body parts.
Short sentences summarizing the joints
and limbs classifications.

T-S- A

Language
skills

Listening, Speaking, conversing, Reading, Writing

4. Contextual The classroom and the school. Halloween as an anglo-saxon

sociocultural festivity loaded with meaningful language.
(cultural)
Playground during workshops, Multiuse room.
element

Science Didactic Units for CEIP 19 de Abril

Bilingual Proyect materials

Carlos Acosta 2015-2016

5.
Cognitive a) Memory: playing memory games, reminding latter lessons,
activating knowledge
(thinking)
b) Comprehension: listening instruction, Visualizing presentations,
processes
reading, recognizing labels, touching their body parts, performing a
skeleton song in coordination with the group.
c) Application: matching, identifying, associating, gluing tags,
sticking labels, matching
d) Analysis: looking up words, comparing images, choosing the
correct images, setting tags on their students,
e) Synthesis: summarizing the learning aspects/contents, sharing
information, helping class mates to compose/finish the sheets or
crafts.
f) Assessment: recognizing their achievements, errors, difficulties,
abilities and those of their mates.
6. (a) Task(s)

* Task 1: Classification the main body parts and colouring them

separately.
* Task 2: Performing body part bones through the song Dem bones
Dem bones of Super Simple Songs, during the Halloween Festival.
* Task 3: Comprehension of a story about growth (sequencingordering pictures)
* Task 4: Draw and share: Drawing Me when I was a baby/now.
* Task 5: Draw and share: How do you feel? (emotions)
* Task 6: Elaboration of a kid skeleton pointing out all their joints and
parts of the body (Final Task)

6. (b)
Activities

1. Labelling the main parts of their body.

2. Sticking the main body parts in the corresponding boxes.
3. Matching the joints (numbered) on the picture (a kid).
4. Tagging body parts on a model skeleton/ as well as their class
mates, recognition of body parts.
5. Numbering the body part on a dancer.
6. Assessing how well they have understand the functions of
locomotive system (stars/smiley sheet)
7. Song singing. Singing I can move my body.
8. Draw pictures contrasting their growth (as a baby and now).
9. Matching columns (bones with-spelling- body parts)
10. Colouring the muscles.
11. Emotions song.
12. Self-assessment activities

Science Didactic Units for CEIP 19 de Abril

7. Methdolgy /
stimulation of
key
competences /
timing

8.Orgnizatn
and class
distribution

Bilingual Proyect materials

Type:
* Discourse/presentation Model:
* Experiential model.
* Workshop.
* Cooperative Learning.
* Task based learning.
* Project based learning.

Mode:
a) Individual learning
b) Pair work (monitoring,
collaborative)
c) Small groups (team
collaborative learning)
d) The whole class group

Carlos Acosta 2015-2016

Competences:
1, 3, 4, 5, 7
1, 2, 4, 5, 6, 7
1, 2, 4, 5, 6,7
1, 2, 4, 5, 6,7
1, 2, 4, 5, 6,7
1, 2, 4, 5, 6,7

Class time:
10 %
30 %
20 %
15 %
15 %
10%

During the Activity/Task:

1,2, 3,5,6, 8,9, 12; Tasks: 1,3,4,5 y 6
1,2,4,5, 6, 9, 10, 12; Tasks: 2 y 6
4,7,9; Task 6
4,7, 11; Task 2

9. Resources / Interactive board, Cd-player, computer (on line interactive images,

flashcards, you tube videos, magic wand, fly swatters, their own body,
Materials

didactic skeleton 3D, didactic carton-paper skeleton, card board, paper,

worksheets, tags, guitar for songs, posters, visual mini-book, Powerpoint/
interactive prezi presentations, youtube video-songs, Pinterest body
images, on line games (spelling/grammar/lexis at mes-games.com)

Key
Competences

8. Evaluation
criteria

1.
2.
3.
4.
5.
6.
7.

Linguistic communication competence,

Maths, Basic competences in Science and technology.
Digital Competence.
Learning to learn.
Social and Civic.
Self-initiative and Entrepreneurial spirit.
Cultural and artistic expressions and awareness.

In relation to the block Initiation on the Scientific reasoning:

a) Searches, selects, organizes concrete and relevant
information, analyses such information to obtain conclusions,
to communicate his/her experience (orally/written)

Science Didactic Units for CEIP 19 de Abril

Bilingual Proyect materials

Carlos Acosta 2015-2016

b) Uses his/her own resources of observation.

c) Uses written documents (book), images (on the board) or
classroom resources (labelled skeleton) to locate information
needed to complete the task successfully.
d) Shows autonomy to plan and act on the tasks and to take
decision.
e) Uses in an adequate manner the active vocabulary of the
block of contents for this unit.
f) Presents his/her work in a clear and tidy manner in digital or
paper format.
g) Knows and respects norms of use and security of the material
and instruments of work.
h) Uses strategies to perform his/her work individually or in team
showing abilities to solve conflicts.
i) Develops brief experiences and simple research: setting up
problems, hypothesis, selecting material, drawing conclusions
or telling results.
In relation to the block Human body and health
a) Identifies and locates the main organs implicated in the
realization of vital functions of the human body
b) Identifies the main features of the locomotive system, and
explains its main functions.
c) Knows and applies strategies to study and work in an efficient
manner.
d) Reflects upon his /her work and performance, draws out
conclusions about how he/she works and learn and states
strategies to go on learning.
Evaluation
instruments

Tasks and activities developed during the lesson time.

Their work and projects (Skeleton composition, labelling
skeleton sheet, numbering sheet, matching sheet, drawing
about their growing change, picture of their feelings, test,
visual dictionary elaboration)
Action songs.
Self-assessment sheet.