CLIL activities programmed for 1st Grade Primary Education in Natural Science

1.
NATURAL
SCIENCE
2nd
TERM
Unit 3
LIVING
THINGS
(Unit 4
English)
TOPIC LANGUAGE
SKILLS
LANGUAGE
STRUCTURE
T: TEACHER
S: STUDENT
METHODOLOGY
Plants:
Experiment:
Planting
beans,
chickpeas…
S 1: I think it
needs water
S 2: I think so / I
don’t think so. / I
don’t agree.
COOPERATION
-Working in pairs.
They take care of a
seed, a plant,
discussing what that
seed / plant needs
each time they have
Science (3 days a
week)
Life cycle of
a plant: Mini
Book
What a plant
needs
S 1 & 2:
I think it needs
water.
I agree / I don’t
agree / I don’t
think so. It
needs…
COOPERATION
-Talking in pairs
with a given
worksheet or mini
book (they have to
complete it)
Living
Things -
Plants: Mind
Map
S 1: It needs… to
grow
S 2: And it also
needs… to breath
S 1: It has got
roots
S 2: And it has
also got leaves
MIND MAP
Talking in pairs to
complete a mind
map about Living
Thingsplants.

2.
NATURAL SCIENCE
Unit 4
ANIMALS
(Unit 5
English)
TOPIC LANGUAG
E SKILLS
LANGUAGE
STRUCTURE
T: TEACHER
S: STUDENTS
METHODOLOGY
Parts of an
animal:
beak, fur,
gills, fins…
S 1: I think it goes
there because it’s
got a beak / a tail /
fur / feathers…
S 2: I think so / I
agree / I don’t
think so because
it’s got …
(“Because” will be
the important link
to express ideas,
reasons, ….)
COOPERATION
-Drawing some animals for the
City building.
www.meddybemps.com/Trains/village.html
-Classification of those animals.
Working in pairs (the chart,
made with chalk and cards, will
be on the floor).
This activity will take several
days. Easy classifications each
day.
Vertebrate,
invertebrate.
*The same as
before (variations
based on verbs)
-Classification of those animals.
Working in pairs (the chart,
made with chalk and cards, will
be on the floor).
Viviparous,
oviparous
*The same as
before (variations
based on verbs)
-Classification of those animals.
Working in pairs (the chart,
made with chalk and cards, will
be on the floor).
Carnivore,
herbivore,
omnivore
*The same as
before (variations
based on verbs)
-Classification of those animals.
Working in pairs (the chart will
be on the floor, made with chalk
and cards).
Pets, Wild
animals,
farm
animals.
*The same as
before (variations
based on verbs:
…because it
lives…)
-Classification of those animals.
Working in pairs (the chart,
made with chalk and cards, will
be on the floor).
Animals
Classificatio
n:
Vertebrate,
invertebrate,
viviparous,
oviparous,
herbivore…
T: X, Is it
carnivore? Why?
S: Yes / No.
Because it eats…
T: X, Is it a farm
animal?
S: Yes / No.
Because it lives…
-Classification of those animals
on a worksheet (Mind Map).
Group work activity. It will be
done on the blackboard with the
help of students’ participation.

3.
S: Animal parts:
They have got…
Animals
General
Classificatio
n:
Vertebrate,
invertebrate,
viviparous,
oviparous,
herbivore…
S: I agree… / I
don’t agree…/ I
don’t think so / I
think…
One Folded List Maker per
student.
COOPERATION
-Working in pairs.
-Guessing game (animals –
habitat, classification…).