CLIL lesson plan for subject: Science (Biology)

Developer: Liudmyla Dotsenko

TOPIC: The Digestive System

GLOBAL GOAL: To understand the process of the digestive system

AGE OF STUDENTS: 14-15
LEVEL: B1/B1+
TIMING: 45 minutes

TEACHING OBJECTIVES (What I plan to teach):

Content
 The organs that are a part of the digestive system and the role they
play
 The process of the digestive system
 Differentiate between healthy and unhealthy food.
Culture
 To identify their role within a group
 To understand why some people are more/less tolerant to certain types
of food than others (tolerance/intolerance)
Cognition:
 Recognizing organs
 Making choices and justifying choices
 Identifying problems
Communication:
 Sharing ideas
 Suggesting solutions
  Stating biological facts

Language of learning
 Time connectives
 key vocabulary: digestion, organ, mouth, saliva, break something
down, esophagus (food pipe), enzymes, stomach, acids, liver,
pancreas, small intestine, large intestine, absorb, swallow,
bloodstream, bile, undigested, blood vessels.

LEARNING OUTCOMES (What learners will be able to do by the end of

the lesson/s):
By the end of the unit, the learners will be able to:
 Explain the process of digestion
 Recall and name the important organs in the digestive system
 Understand and explain the role of each organ
Learning methods: work with texts, demonstration, visualization, talk,
brainstorm.

Procedure steps:
1. The teacher announces the topic (1 minute):” Digestion. Human
digestive system”
2. Introducing necessary vocabulary (2 minutes).
The teacher writes on the board the word DIGEST and students brainstorm
(in groups of four) which other words can be derived from this word.
(digestion, digestive, indigestion)
3. Brainstorm activity in pairs (2 minutes):
Which internal organs take part in digestion? (mouth, teeth, gullet, stomach,
small and large intestine, liver, pancreas.)
4. Work with text (On Screen B1+ CC7)(10 minutes)
 a) Students are offered a worksheet (handout 1 from On Screen
B1+ CC7) and fill in the missing words: stomach, pancreas,
liver, small intestine, large intestine, oesophagus. Then students
read out their answers. (Keys: 1. Oestophagus, 2. Liver, 3.
Stomach, 4. Pancreas, 5. Small intestine, 6. Large intestine)
b) Read the text and find answers to the following questions:
 In which order does food pass organs while being digested? (mouth,
oestophagus, stomach, small intestine, large intestine)
 What does liver produce? (bile which breaks down fat)
 What’s the function of pancreas? (to produce digestive enzymes which
break large molecules and small ones)
 Why do vitamins, minerals and water not need to be broken down?
(because they are small enough to be absorbed).
c) Read again and replace the words in bold in the sentences 1-8
with words from the text.
1) Food is broken down into small ones.
2) Food passes down it after going through the mouth.
3) Food is broken down again in there.
4) Digested food is absorbed into it from the small intestine.
5) It is contained in undigested food.
6) This breaks down fat.
7) They are produced in the pancreas.
8) They can be absorbed by the body as they are.
Keys: 1) molecules 2) oesophagus 3) stomach 4) bloodstream 5) fibre 6) bile
7) digestive enzymes 8) minerals, vitamins and water.
Handout 1.

5. Work with video https://www.youtube.com/watch?v=bFczvJp0bpU

(10 minutes)
a) Well, one thing is to read about digestive system, but nothing
compares with watching the process with your own eye. (students
watch a video on digestive system.” Digestive system of human
body”) While first watching write down all inside organs
mentioned in the video (key: alimentary canal, mouth, anus, Buccal
 cavity, food pipe, stomach, small intestine, large intestine, liver,
pancreas, saliva glands, villi, blood vessels)

b) Students watch the video again and this time fill in the grid. (hand
out 2)
Part of Juices secreted What happens there
alimentary canal
Mouth
Stomach
Small intestine
Large intestine ----------------
Hand out 2

Keys:
Part of Juices secreted What happens there
alimentary canal
Mouth saliva Food is chewed and mixed with
saliva
Stomach Mucous, digestive Hydrochloric acid kills bacteria
juices in food and makes food acidic
Hydrochloric acid
Small intestine Bile juice Digested food is passed into
blood vessels
Pancreatic juice
Large intestine ------------------- Excess of water and salt are
absorbed in the large intestine
6. Group work on digestive organs (10 minutes).
Divide class into subgroups of 8 with two or three students in each group
depending on your class size. Distribute the Digestive System Index Cards
with one organ listed on each card. Assign students to research the organ and
outline 5 facts about each organ on the back using reliable internet sources
such as Medline Plus.
http://www.nlm.nih.gov/medlineplus/
Students will present their findings to the class.
7. Healthy and unhealthy eating habits (7):
Tell students to raise their hands if they know what "nutrients" are. Explain
that nutrients are the things in food that are healthy for bodies and help them
grow (Vitamins, minerals, protein).
"Healthy food is the best fuel for bodies because it is full of nutrients. Does
anyone know any foods that probably have a lot of nutrients? Can anyone
think of a type of food that might have almost no nutrients?" Provide
examples if needed.
Tell your students that there are a few easy ways to determine whether food
is healthy and full of nutrients or bad for you.
"Healthy foods with the most nutrients are natural, so they probably grew
from a tree or out of the ground. We don't add much to healthy food or
change it a lot because we want it to keep its nutrients." Explain the
difference between unhealthy white bread and healthy whole grain bread.
"Unhealthy food has things added to it like sugar, salt, fat, and even
preservatives. Preservatives are chemicals put into food to make it last a long
time—do you think preservatives are nutritious? Can you think of any food
that probably has a lot of preservatives? Unhealthy food is usually not
natural or used to be natural until a bunch of stuff was added to it that made
it lose its nutrients."

"Healthy foods give us the most energy and make us feel good. Unhealthy
food usually makes us feel bad. It can make us tired, cranky, or sick because
it doesn't give our body what it needs." Ask students what foods have ever
made them feel bad.
Students get list of foods. The task is to divide the foods into two categories:
a) Healthy for digestion:
b) Unhealthy for digestion.
The list: Apples, grilled chicken, french fries, turkey sandwiches, cookies,
chocolate, salad, yoghurt, china seeds, oranges, banana, whole grains,
chewing gum, beans, spicy foods, lean meat, whole milk, ginger, unsalted
nuts, coffee.
Keys:
Good for digestion Bad for digestion
Apples Grilled chicken
Turkey sandwich French fries
Salad Cookies
Yoghurt Chocolate
China seeds Beans (contain hard-to-digest sugar
and cause gas and stomach upset)
Banana
Spicy foods (Some people get
Whole grains
indigestion or heartburn after eating
Lean meat them, especially when it's a large
Ginger meal)

Unsalted nuts Whole milk (too fat and cause

constipation)
Oranges (acid can cause ulcer)
Coffee (It can relax the muscle at
the top of the stomach, which lets
food move back into your
esophagus. That can cause
heartburn
Chewing gum (contains artificial
sugar)

8. Round up and feedback (2 minutes): students report on what new lexis

that have learnt during the lesson, and what was new for them at the
lesson.
9. Home assignment (1 minute): using the picture from handout 1 explain
how we digest food.