This document provides details on a science unit plan for 2nd grade primary students titled "Seasons and Weather". The unit aims to teach students about the four seasons - spring, summer, autumn, winter - and related weather vocabulary. Learning outcomes include identifying the seasons and months, asking and answering questions about the weather, and using terms like hot, cold, sunny, and cloudy. The unit utilizes songs, games, worksheets and role-plays to reinforce vocabulary and language structures like "What's the weather like today?". Students will be evaluated based on daily work, participation, and a test at the end of the unit.

1. Curso AICLE
LUCÍA VALADO
Subject: Science
Teacher:LucíaValado Cruz
Title of the Unit : SEASONS AND WEATHER
1. Learning outcomes
/ Evaluation criteria
Course / Level: 2nd Primary
-Learning outcomes:
1. To know and differentiate the four seasons of the year: spring,
summer, autumn, winter.
2. To identify the months : January, February…
3 To use weather’s vocabulary: hot, warm, cold, sunny, windy,
cloudy, foggy, raining, snowing.
4. To ask and give information about the weather in different
places
-Evaluation criteria:
1. To identify the four seasons and the months.
2. To ask and give information about the weather
3.To use weather vocabulary.
2. Subject Content
-Seasons: spring, summer, autumn, winter-Months
-Weather: hot, cold, cloudy, sunny, rainy,….
3. Language Content / Communication
Vocabulary
-Seasons spring, summer, autumn, winter.
-Sun, hot, beach, leaves, wind, cold, snow, flowers, warm
-Weather: hot, warm, cold, , sunny, windy, cloudy, foggy,..
Structures
-What´s the weather like today?
- It’s (sunny).
- Is it (hot)?
- It isn’t (cloudy).
-In what season would you go swimming, skii….?’
-Classroom management:
Can you repeat, please?
Thanks / You’re welcome / Please
Listen, draw, tick, read, write/ look / trace/point…
Discourse type
-
Exposition, description,explanation
Language skills
-
Listening, speaking ,writing and reading.

2. Curso AICLE
4. Contextual (cultural)
element
LUCÍA VALADO
-
To identify the weather in the United Kimdong and in our
country.
To know when students star and finish the school and the
school holidays.
5. Cognitive (thinking)
processes
-
To understand, to repeat, to explain.
6. (a) Task(s)
-
Role-play
6. (b) Activities
-
To learn seasons vocabulary and months vocabulary
(video, games, flashcards)
To read a story.
To play dominoes.
To perform a dialogue.
To show a photo about a season and talk about it.
To prepare a role-play (in groups)
To review all the contents.
-
7. Methodology
Organization and class
distribution / timing
-Warm up: 15 minutes
-Practising vocabulary: games, songs, worksheets, dialogues
20 minutes.
-Review vocabulary: 15 minutes
Resources / Materials
-Seasons Song:
http://www.youtube.com/watch?v=LTXtSGf1VdY
-Months song:
http://www.youtube.com/watch?v=v608v42dKeI
-Games:
http://www.playkidsgames.com/games/seasons/seasons.htm
http://www.activityvillage.co.uk/four-seasons
-Flashcards
-Worksheets
-Domino games
Key Competences
_ Competence in linguistic communication
_ Competence in knowledge of and interaction with the physical
world
_ Competence in processing information and use of ICT
_ Competence in social skills and citizenship
_ Cultural and artistic competence
_ Learning to learn
_ Autonomy and personal initiative.
8. Evaluation (criteria
and instruments)
- Daily work 50%
- Participation 25%
- Test 25%

3. Curso AICLE
LUCÍA VALADO
Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
Un primer modelo de esta plantilla ha sido publicado en:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V.
Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y
conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs
de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and
Marsh, D., 2010. Content and LanguageIntegratedLearning. Cambridge UniversityPress.