DIDACTIC UNIT: THE SEASONS.

17810 - Contenido y Lenguaje Integrado de Aprendizaje (CLIL)

University of Alicante.
2020/2021

GROUP 4.
Alba Serra Escarabajal
Miriam Campoy Nereo
María Tonda Rodríguez
Esperanza Moreno Calero
 Unit: The seasons Area: Socials Sciences Lessons: 8 Ed. Level: 3rd PRIMARY
 
 
 To identify the weather, its 
factors and 
 In
 order to ensure the previous knowledge, the children will
characteristics: clouds, wind, rainfall and be given two circular pieces of paper. The first piece will
temperature. have “THE SEASONS” written on it and children will have to
 To know the four seasons of the year. paint it with total freedom on the top part there will be a
 To know the significant aspects of each season. shaped cut window to be able to see the other circular
paper.
 To observe the changes and modifications in The second piece of paper will be divided into four equal
Teaching the elements of the environment due to the sections, in all four of them there will be the same drawing
Final Task
Objectives influence of weather. of a boy, girl and a tree. The teacher will then indicate to the
 To recognize the appropriate clothing for each pupils what they have to do, draw and paint each section in
order to represent every season (ex. Flowers in spring or
season. swimsuits on summer).
 To express wishes and ideas through oral or Once both parts are done, they will be attached in the
gestural language. centre with a paper binder so this way the final result will be
 To maintain an attitude of interest and listen to able to spin and every time it does so it will show a different
season.
auditions

Assessment  Communication in mother tongue.

Criteria  Communication in foreign language.
 Mathematical competence and basic
competences in science and technology.
 Digital competence.
 Describe a succession of events in the past related to Key  Learning to learn.
the personal, family or local environment in natural Competences  Social and civic competence.
periods such as the succession of days, months,  Sense of initiative and entrepreneurship.
seasons and years using social and cultural references,  Cultural awareness and expression.
giving examples of aspects that change, indicating those
that happen before or after of a given reference point
and differentiating between past and present.  Flashcards.
 Narrate from examples of personal, family or local life  Tangible materials (flowers, leaves, etc.)
changes in nearby significant aspects such as housing,
 Clothes of different seasons.
clothing, transport, food or professions using images, Materials
audiovisual aids or oral testimonies and state reasons.
 Food of different seasons.
Resources  Seasons popular’s songs and stories.
 Record information about past events related to the
personal, family or local environment from sources  School materials (paper, pencil, colours,
such as narratives, photographs or objects etc).
belonging to people or institutions in the local
environment, obtained through ICT or through
testimonies about how people lived in another
period and that allow us to identify the changes that
have occurred and what has not changed.
 In this didactic unit we're going to teach the seasons of the year in an
integral way, so that our students will learn not only the seasons and their
characteristics, they will also acquire knowledge about the time and their
changes. The main objectives are for students to be able to recognize and
differentiate each of the seasons of the year with great ease. As well as, to
know in depth the characteristics of each of the seasons according to
different aspects, such as clothing or food.

 The implication of the topic is that in some places

it’s cold while in others it’s hot.
 On the one hand, ask open and free-thinking
Content  The incorporation of CLIL in the classroom is
questions.
more useful because children learning foreign
 On the other hand, ask concise and closed- languages by using ordinary subjects.
ended questions that stick to reality.  When working with all the Cs at the same time,
 Propose simple and concrete activities that Student
Cognition Culture we are using a globalized methodology, this is
the students can apply the concepts studied. Learning one of the best ways of teaching because all
 Through the activities, simple thinking skills, Outcomes es children will be able to share knowledge between
learning and remembering facts, will be  the four of the Cs, thanks to that they will get to
worked on. As well as others of a higher order  know how useful all the knowledge that they are
such as analysis, problem solving and Communication  getting is.
evaluation. 

Language for the topic Language for interaction

 
 
 
 
Vocabulary Structures
 
 
 
 Use 
specialisedvocabulary (ex.:  While 
working in this didactic  In this theme children will engage in
winter, summer...). unit, we will work with the talking about their opinions and
 Use simple phrases (ex: I am vocabulary surrounding the debating while using simple verb tenses
cold in winter). seasons, activities and objects such as present simple, past simple,
related to them. and 1st conditional as the main ones
 The activities will be explained (some other tenses can also be used).
by the teacher. This way will be  The students will be expected to use
easier to understand. the same grammar and vocabulary
while doing some discussions and
debating using their own opinión.
Introductory activity: (Bloom, Knowledge) The teacher will ask her students questions about the seasons. The questions will be like : Do you know something
about the seasons? How many seasons are there?... All of the answers will be collected and written by the teacher, also there will not be any wrong answer.

Activity 1: To work the intrapersonal intelligence (Gardner) the following activity will be done. In groups, each one of them will have to do a small representation
(theater) of a season of the year. The other groups should guess what season it is. Children should work in groups and listen to the ideas of all their classmates.
Children who guess should take on the role of others to try to guess what they are representing.

Activity 2: (4 C’s - Culture) In order to extend the children's knowledge about the seasons and how they are different depending on the time of the year and
where in the world. For example, while in a country is summerand hot, on the other side of the world it is winter and might snow or in some places the season
they are doesn’t really matter because it’s always the same [Link] activity will begin with the teacher explaining that not all places have the same season at
the same time. Once the teachess has assured that all pupils know this information, he/she will hand them a written activity to match the beginning with the end
of each sentence (Hawaii in winter - is hot, Alaska in summer - always has snow, …).

Activity 3: In order to develop the 11th key (Tony Ryan) , to make a ridiculous statement that would be virtually impossible to implement, and then attempt to
actually substantiate it the teacher will present the following task:
Try to justify this statement: "If the leaves fall the squirrels have nowhere to hide
themselves"

Activity 4: (Bloom, Evaluating) The teacher will explain to the children more characteristics about the seasons. After that, the children will choose their favorite
and say why it is.

Activity 5: To work the naturalist intelligence (Gardner), the teacher will bring seeds to class and each student will have to plant their own and give it the
necessary care according to the weather and season.

Activity 6: To develop this C, cognition, we will make a memory. We will use flashcards with clothes, food and objects of the seasons of the year, two of each
(for example two coats, two bikinis, two snowplows, two watermelons, etc.). We will place all the flashcards face down and the children will have to pick them up
in pairs, trying to remember where the pair from which they are picking up is.

Activity 7: To develop the Body Kinaesthetic intelligence (Gardner), the whole class will play “Simon says…”
Teacher tells: Simon says that… draw a snowman in a minute.
Teacher tells: Simon says that… touch a jumper.
Teacher tells: Simon says that… you tell how many seasons there are.

Activity 8: (Bloom, Analysis) The whole class will work individually. In order to do this activity each kid will be handed a paper with a pattern, this one being:
brown leaf, snowflake, flower, brown leaf, snowflake, flower, brown leaf, snowflake and a blank. This blank is meant to be fo r the flower that the children will have
to draw.
Activity 9: To work with the 17th key (Tony Ryan), construction, the teacher will ask them to choose between two topics:summer and winter. Depending on the
chosen season they will have to do one of the following tasks: Build the highest snowman with three large cotton balls, a carrot, a hat and small buttons or Build a
sandcastle with beach sand, sand cube, sea water.

Activity 10: (Synthesis, Bloom) Working in small groups they will have to modify a seasonal item of clothing in order to be useful in other seasons. One example
could be a jacket filled with ice in order to keep ourselves cool in summer.

Final activity: In order to ensure the previous knowledge, the children will be given two circular pieces of paper. The first piece will have “THE SEASONS”
written on it and children will have to paint it with total freedom on the top part there will be a shaped cut window to be a ble to see the other circular paper.
The second piece of paper will be divided into four equal sections, in all four of them there will be the same drawing of a boy, girl and a tree. The teacher will then
indicate to the pupils what they have to do, draw and paint each section in order to represent every season (ex. Flowers in spring or swimsuits in summer).
Once both parts are done, they will be attached in the centre with a paper binder so this way the final result will be able t o spin and every time it does so it will
show a different season.
 Unit: The seasons. Lesson: 2
 
 Learning Outcomes 
  
  
Content Communication Cognition Culture
    
Acquire  knowledge about   simple phrases (ex: I
Use  Ask
 concise and   The implication of the
the time and their am cold in winter). closed-ended topic is that in some
changes.   
Use simple verb tenses 
questions that stick to  places it’s cold while
Be able to recognize and 
such as present simple, reality.
  in others it’s hot.
differentiate each of the past simple, and 1st  Propose simple and  Learn a foreign
seasons of the year with conditional as the main concrete activities that languages by using
great ease. ones the students can apply ordinary subjects.
the concepts studied.

 To introduce this activity, the teacher will remind the children the activity that had been
Introduction/ previously done in the classroom the session before. “Do you remember how many
seasons are there?” if that knowledge has not been settled yet, the teacher will remind it
Revision and make sure they know it before continuing on with the lesson.

 After remember the activities done on the first session, we began this session
by evaluating our student's prior knowledge on the main topic of this session,
Warm up using questions such as: Does anyone know if it is always cold at the North
Activities Pole? Do you know what happens in Alaska in summer?

 In order to extend the children's knowledge about the seasons

and how they are different depending on the time of the year
and where in the world. For example, while in a country is
summerand hot, on the other side of the world it is winter and
Main might snow or in some places the season they are doesn’t
Activities really matter because it’s always the same [Link] activity
will begin with the teacher explaining that not all places have
the same season at the same time. Once the teacher has
assured that all pupils know this information, he/she will hand
them a written activity to match the beginning with the end of
each sentence (Hawaii in winter - is hot, Alaska in summer -
always has snow,…).

 Together, they will read out loud their answers to the questions, and the teacher will
Want to know/ reinforce the correct ones, saying that they are fine and the reasons why they are fine,
for example: In summer in Alaska snows because the weather is always cold.
Reinforcement/ Similarly, she will correct the incorrect ones and also give the explanation of why they
Extension are wrong.

 The evaluation will consist of two parts. First, students will do a self-assessment,
Assessment/ as explained in the previous section. And secondly, the teacher will collect the
Reflection students' papers to check that they have done a good self-evaluation and
evaluate, according to their achievement indicators, if they have succeded or not.

 The necessary materials to carry out this activity are the following ones:
Materials/ - Pencil
Resources - Eraser
- A sheet divided into two columns one of them with the beginning of the sentence
and other with the end. (The ends will be mixed so they have to search for the
correct one).