Materiales de la unidad

DISEÑO DE MATERIALES

Para la selección de recursos y materiales que he seleccionado para trabajar la unidad didáctica, me he apoyado principalmente en Internet, youtube, webs donde crear recursos propios (en mi caso flashcards) y diversos REA ya que pienso que las nuevas tecnologías y todo lo que tenga que ver con lo visual y auditivo favorecen el aprendizaje de la L2 y a la vez la comprensión de los contenidos que se van a trabajar. A su vez estos recursos servirán de andamiaje para la consecución de la tarea final. Entre ellos incluyo presentaciones, canciones… para introducir el tema y que se familiaricen con los contenidos, ejercicios de vocabulario, actividades fotocopiables, juegos online…

- ANDAMIAJE

Como andamiaje, se proponen los siguientes materiales a utilizar en diferentes actividades:

Para establecer el “Andamiaje de recepción” utilizaría unos videos de presentación de los conceptos a trabajar.

http://www.symbaloo.com/home/mix/13ePBdj7Y4 (learn eating habits)

Presentación Where do the aliments come from? : esta presentación se realizará como apoyo para realizar la siguiente actividad https://www.youtube.com/watch?v=ATZARiXpE8M#t=13

- “Actividad de andamiaje de recepción”:

- Por otro lado, también usaría como refuerzo de todo lo que se trate unos posters para exponer los aspectos y características del tema en cuestión y que estarán presentes durante todas las sesiones dedicadas a este tema:

 “Andamiaje de transformación”

Se utilizarán actividades donde los alumnos organicen las comidas según el grupo al que pertenecen.

Se utilizarán las flashcards para colocar en tablas o gráficos

 Con estos materiales se llevarían a cabo las actividades en las que los alumnos deberán identificar, decidir, contrastar…

“Andamiaje de producción”: Se proponen un juego online y un concurso para fomentar la participación y las aportaciones o producciones propias de los alumnos.

“Let´s play this quiz” ” //LearningApps.org/watch?v=ps7x74oo201

http://www.songsforteaching.com/foodnutrition.htm (on line game)

http://www.nourishinteractive.com/kids/healthy-games/10-bon-appetite-arcade-nutrition-fun (Food game)

Actividades de andamiaje http://www.twinkl.co.uk/resources/nutrition/food-drink-and-eating/healthy-eating (Activities)

Nutritionprintableshttp://www.nourishinteractive.com/kids/bumper?next=%2Fnutrition-education-printables&previous=http%3A%2F%2Fwww.symbaloo.com%2Fhome%2Fmix%2F13ePBdj7Y4

Vocabulary: http://www.nourishinteractive.com/kids/healthy-games/10-bon-appetite-arcade-nutrition-fun

Songs:http://www.songsforteaching.com/foodnutrition.htm

EJERCICIO INTERACTIVO

Flashcards creadas con quizlet: https://quizlet.com/81022006/fla-flash-cards/

Objetivos de los recursos

My CLIL unit called “Keeping healthy” is elaborated for students in the fifth year of Primary. To develop this unit I have used resources that have the following aims:

- To introduce the topic: Power Point presentation. This kind of presentation is very useful to show the children the topic with images easily recognized by the children.

 - To practice vocabulary and structures:  Videos are resources that motivate the students and reinforce the learning of the key vocabulary. The students are acquiring vocabulary (names, adjectives, verbs…) and structures which will be used to discuss some of the activities of the unit. Visual learning is also been addressed with this kind of resource. Flashcards is also a good visual aid to show the students the vocabulary, as well as something they can play with. Flashcards can be the traditional printed ones or we can have a go at using the application of Quizlet.

 - Understand the vocabulary and the content: Some activities with games help the students to discover what they know.

 - Understand and analyze: The worksheets are varied. Working with different vocabulary and ideas helps the students to build up their skills using expressions, the name of the food and drinks and at the same time, to relate them to the science topic of “Keeping healthy”. Consequently, they can play dialogues in the classroom about the food they usually eat during the day and the meals they have.  

 - Revise the content: The listenings, the videos, the power points and the games will help us to revise the content of the unit and to know more words. We can use them whenever we want. 
         
 - Investigate: Finally, all these resources will be used to elaborate a healthy, balanced menu.         

CLIL Unit

Template to design a CLIL didactic unit

Subject: Science                                                     Teacher: Mª Ángeles Sánchez Vacas

Title of the Unit: KEEPING HEALHTY                                                    Course / Level:5º E.P.        

1. Learning outcomes  / Evaluation criteria	-To Know that a balanced diet, good sleep, and regular exercise help to keep our bodies healthy - To be aware of the importance of personal hygiene and taking care of our bodies - To know the food groups and their functions - To know how to make a balanced meal
2. Subject Content	- Information about other people´s tastes and habits and about our own tastes and habits. - Identification about food, drinks, and main meals in English - Likes and dislikes relating to food. - Information about the main rules for correct hygiene
	3. Language Content / Communication
Vocabulary	- Nouns: meals (breakfast, snack, lunch, dinner); food (cereals, fruit, vegetables, milk, meat, raw, cooked); nutrients (carbohydrates, proteins, minerals, fibre, vitamins, fats) - Adverbs of frequency (never, sometimes, often, always) - Dental care (incisor, canine, molar, dentist, toothpaste, toothbrush)
Structures	- Routine:   What are your healthy habits?   How often do you eat fruit and vegetables?   How often do you practice sports?   Do you eat fast food? How often?   - Contents:   Present simple: affirmative and negative questions and answers (What do you have for…? I usually have…; How often do you…? How do…? I like/ I don´t like…). - Classroom managements:   How do you say in English…?   Can you repeat, please?   I don´t understand it   I don´t Know   I think
Discourse type	Narration, exposition, dialogue, description
Language skills	Reading, listening and speaking
4. Contextual (cultural) element	The main cultural element is to connect the unit with their habits of eating
5. Cognitive (thinking) processes	- Extract information from different sources such as videos, worksheets, games, etc. - Analyze their habits of eating and elaborate a healthy diet. - Create a daily menu.
6. (a) Task(s)	- Creating a daily menu. - Discussion about healthy and unhealthy food.
6. (b) Activities	- Warm out activities. - Listening/Reading task. - Worksheets. - Online activities. - Games. - Final task.
	7. Methodology
Organization and class distribution / timing	- Eight lessons in two weeks (four lessons each one). - Each session is organised: • Warm up (10min.) • Explanation (5 min) • Activities (20 min) • Review game (10 min)
Resources / Materials	http://www.teachingideas.co.uk/themes/keepinghealthy/ https://www.tes.co.uk/teaching-resource/staying-healthy-keeping-fit-6333584 http://www.primaryresources.co.uk/topic/topic.htm http://learnenglishkids.britishcouncil.org/es/category/topics/parts-the-body - Flashcards: http://www.twinkl.co.uk/resources/keystage2-ks2/ks2-topics/ks2-staying-healthy - Games http://www.bbc.co.uk/schools/scienceclips/ages/9_10/keeping_healthy.shtml - Videos https://www.healthyactivekids.com.au/teachers/online-video/whats-on-your-plate-kids/ https://www.youtube.com/watch?v=VndaHWVXxYo https://vimeo.com/4889898?utm_source=affiliate&utm_medium=pro-eean-standard-20140801&utm_campaign=10335 - Song http://www.learninggamesforkids.com/educational_videos/educational_videos_healthy_food.html
Key Competences	- Competence in linguistic communication (Communicate thoughts, emotions, life experience, opinions, ideas,...) - Competence in knowledge of and interaction with the physical world (apply autonomous healthy habits related to self care, demonstrate critical thinking in the observation of reality, the adoption of responsible consumer habits in daily life, demonstrate responsible behaviour and respect towards self and others,...) - Processing information and digital competence (organise, relate and analyse information,...) - Social competence and citizenship (be aware of social values, demonstrate respect to different people and different habits,...) - Cultural competence - Competence in learning how to learn (develop the habit of asking questions, learn from others and with others,...) - Autonomy and personal initiative
8. Evaluation (criteria and instruments)	- To know different kind of healthy and unhealthy food - To create a daily menu - To know how to make a balanced diet INSTRUMENTS Daily work Different task Final test       4.   Final task