SIX STAGES FOR REFLECTION

Phase 1: Global Vision Set global objectives that are intended with the
TO PLAN introduction of the methodology in
Classroom.

Phase 2: Context Adapt the CLIL model to context conditions: center,

students, community ... Participation of the agents of the
environment

Phase 3: Planning the  Content:

unit (4Cs Framework)  Area of
knowledge / theme
 Learning objectives
 Adaptation to the Curriculum
 Relationship between Content and
Cognitive habilyties:
 Bloom taxonomy
 Communication: Language and use.
 Learning language
 Language for
learning
 Language through
learning
 Culture: link with the
thematic
Phase 4: Preparation Material design and activities for the realization of
the teaching unit

DO Phase 5: Monitoring and evaluation monitor process learning and

evaluate the effectiveness of the practice.
 CHECK Phase 6: Reflection and
query

LESSON PLAN
CLIL MIND MAP: THE SOLAR SYSTEM

CULTURE CONTENTS

The solar The earth The stars

The man in the Moon system • Movements • Main
• The stars and and constellations
their features: implications:
The Earth, the The day and the
The constellations Sun and the night
moon Las seasons

COMMUNICATION COGNITION

Keywords: stars (planet, star, satellite),

Lenguaje of
Seasons of the year, constellations,
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learning
adjectives . Elaboration of a
mural
Describe characteristics: adjectives
• Compare elements: comparative
Language for structures.
the learning • Ask and offer opinions and ideas.
•Simple present
Identify the stars,
describe the
Vocabulary and expressions of learning
differences and
Language a • Contributions from classmates and
interpret the Earth
through the teachers
movements
learning • Language needed to cope with tasks:
Classroom language.
Apply

Define the
concepts and
main features
Understand
 DIDACTIC PROPOSAL

Theme: The solar system.

Knowledge area: Social Sciences.
Language of instruction: English.
Level: 2nd Primary Education.
Temporization: 3 sessions (1 hour)
Methodology: CLIL (Cooperative Work and Exploratory Talk)
Global objective: Improve oral expression and interaction.

SESSION 1 (Annex 2)
Previous Activity:
With the aim of activating students' prior knowledge about the subject of work, the group will be
asked what they know about the Solar System and its elements. In this way, the key vocabulary
that they will handle throughout the proposal will be introduced:
Key vocabulary
Astros, planet, star, satellite, constellation, Seasons (spring, summer, autumn and winter), Earth,
the Moon, the Sun, day, night, movement, astronaut, adjectives: size (large, small ...), color
(yellow, blue ...) and adverbs of place (up, down, back ...).

Activity 1:
Duration: 40 minutes
Material / Resource: http://spaceplace.nasa.gov/
Work dynamics: Complete group.
Process: Students, through the help and guidance of the teacher, will investigate the theme
through the web provided. From the information obtained and the appropriate explanations, the
group will express the fundamental concepts extracted from the activity around the following
elements: The Earth, the Moon, the Sun, the Seasons and the day / night.

Activity 2:
Duration: 20 minutes
Material: photocopy provided by the teacher.
Work dynamics: Cooperative work (couples).
Process: To check if the students have acquired the knowledge raised, the teacher will offer a
photocopy in which they will have to join images, concepts and information. The work in pairs
will allow students to enrich themselves with the contributions of their classmates, as well as
reformulate their own ideas. The debate that arises, as a result of the activity, will involve the use
of the language of instruction and the use of the vocabulary previously worked.

SESSION 2 (Annex 3)
Activity 1:
Duration: 35 minutes
Material / Resource: http://spaceplace.nasa.gov/
Work dynamics: Complete group.
Process: As in the previous session, students go to the website provided to find information
about constellations. The teacher, again, acts as a facilitator of the process and encourages
participation in the classroom within a climate of trust.
The teacher will write on the board the most important ideas, based on the notions that the
students have internalized. At this point, the
It is important that participants understand the process to follow and share their assessments with
the teacher.

Activity 2:
Duration: 25 minutes
Material / Resource: Text provided by the teacher, Man on the Moon.
Work dynamics: Cooperative work (couples)
Process: Students, organized in pairs, will read a simple text prepared by the teacher in which
they will learn the story about the arrival of man on the moon. To complete the activity, students
will have to answer some questions that will later be shared with the group. In this way, the
group is enriched by the contributions of its members and the fundamental information will
appear, for all, on the board. Again, the interaction will be the basis of the task.

SESSION 3
Activity 1:
Duration: 60 minutes
Material: plastic arts materials
Work dynamics: Small group
Process: To finish everything learned, students will organize themselves in small groups to
organize a joint mural. The purpose is to reflect the main ideas that have been internalized
throughout the unit and that, all this, is reflected in a group work. In this way, the groups to be
created will revolve around the following elements:
The earth and its movements, the Moon and the arrival of man, the Sun and the constellations.
At the end of the session, the
students will join the different parts
creating the final mural of the
teaching unit.

Annex 2: Materials
Activity 1
Through the
different
links,
students
internalize
the concepts
Activity 2: examples

Annex 3: Materials
Activity 1:

Through the
sections of
the web and
the help of
the teacher,
the students
will be able
to know this
phenomenon.
Activity 2: Example

CONCLUSIONS
In the light of what is stated in the document, and according to the different aspects analyzed,
the acquisition and teaching of foreign languages is, today, as one of the essential focuses in the
educational field. The importance of establishing a common framework for global
communication has placed English as the reference language, so its introduction into the
classroom has become a necessity.
However, and despite the promotion of Bilingual Education Programs (PEB), the finding of a
suitable methodology for its development is a replica in which it is still working. At this point, it
is worth highlighting the emergence of CLIL as the ideal approach for achieving the specific
purpose. The characteristics of the methodology and its success in the implementation in
different European countries evidently its value and place it as the desired alternative. Likewise,
its empowerment in Spain is a fact and the results obtained in the different Autonomous
Communities show this approach as a firm alternative for the formation of the individual by the
different aspects that it encompasses.

Regarding Primary Education, it is worth highlighting the relevance that CLIL proposals have at
this stage. The development of language and content is accompanied by the empowerment of a
broad set of skills, essential in the formation of people: critical thinking, cooperative work,
interaction, use of ICTs ... the union of the different factors guides the educational action towards
a comprehensive teaching-learning process, thus separating itself from the existing
methodologies proposed. In view of the Social Sciences, area in which this document focuses, it
is important to highlight the benefits that are extracted through the application of CLIL. As a
consequence of the structuring of this subject, it can be considered as an area that lends itself to
reworking and that adapts to the modifications that are introduced. This is the case of learning
objectives, both language and content, which can be established in parallel with relative ease and
whose achievement can be carried out
by developing different proposals. Likewise, cooperation and group work play an essential role
and the themes that are worked on present a high degree of interest for students.