This document provides a template for designing a CLIL (Content and Language Integrated Learning) didactic unit on the topic of space and astronomy. The unit is aimed at 4th year students and integrates the subjects of science, literacy, and arts. It outlines learning outcomes, content objectives, language goals, activities, methodology and evaluation. The final task challenges students to prepare a report and interview about Earth for alien visitors. A variety of hands-on activities are designed to help students achieve the unit's goals, including creating models, videos, games and presentations about concepts like the solar system, day/night, seasons and phases of the moon.

1. Coordinación bilingüe Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: Science, Literacy and Arts Teacher: José
Martínez Alcolea.
Title of the Unit Space and Beyond.
Course / Level year 4.
1. Learning outcomes
/ Evaluation criteria
• They realize that the Sun, Earth and Moon are
spherical.
• They show a consciousness that shadows changing
is something related to the Sun.
• They use a simple model to explain the effects
caused by the Earth’s movements ( days, nights,
seasons).
• They explain using a model how the moon orbits the
Earth.
• They can talk about the main elements of the solar
system.
2. Subject Content • To know that The Sun, Earth and Moon are spherical.
• To be conscious that the position of the sun changes during
the day.
• To realize that shadows change as Sun changes during the
day.
• To realize that day and night are related to the spin of the
Earth on its on axis.
• Understand that the Earth orbits the Sun once a year,
causing different seasons.
• Understand that the Moon orbits the Earth.
• Identify the main elements of the solar system.
3. Language Content / Communication
Vocabulary Nouns: Earth, Moon, Saturn,….
Adjectives: Enormous, isolated, cold, hot, reddish, alone…
Verbs:
To travel, to orbit, to cause, to spin around, to influence….
Prepositions: near, beyond, over,…
Structures Comparatives.
Superlatives.
It is so… that

2. Coordinación bilingüe Isabel Pérez Torres
Discourse type Oral and written
Language skills Reading, listening, speaking and conversing.
4. Contextual (cultural)
element
To develop curiosity about the space and the Earth in the space.
5. Cognitive (thinking)
processes
6. (a) Task(s) In this unit pupils have to prepare this final task:
FINAL TASK.
A strong wind has come. You have seen a very bright light and then
you have seen yourself in a very strange planet surrounded by
aliens!!!!!!
Aliens explain to you that if you want to go back to the earth you
should make them a very clear report about your planet. Have into
account that if they don´t understand things properly you will never
come back! These are the points you should include:
• Where is your planet?
• Is it the only planet in the galaxy? Are there other planets
there?
• Why is the Sun so important to your planet? Give information
about the sun.
• Is there any satellite? What`s its name? Can you include a
diagram about its phases?
• Is there always sunlight in your planet? Why?
• Why are there seasons?
Finally aliens seem to be happy with your report and you are safe
home but now everybody wants to know about your extraterrestrial
experience. So you go to a t.v show to answer some questions. You
are going to prepare a sketch and you are going to aswer a
journalist´s questions about your experiences!
Prepare some questions and answers about your experience. You
should talk about aliens ( apearance and behaviour) and also about
your planet in order to do so, you should select a planet from the
solar system and you should have as much information about it as
you can!

3. Coordinación bilingüe Isabel Pérez Torres
6. (b) Activities These are some of the activities they have made to make the final
task:
1. Powerpoint presentation about the earth, moon and sun.
2. Activity: Compare Earth, Moon and Sun to a pea, a tennis
ball and a beach ball.
3. Experiment about sun rising ans setting and shadows.
4. Demonstration abou rotation movement.
5. Videos about seasons, day and night and planets.
6. Sheet about tilted Earth.
7. Powerpoint presentation about the Moon.
8. Sheet with information about different planets.
9. Interactive games.
10. Who wants to be a millionaire game.
11. Links posted in the blog:
http://inthemoodforsugus.blogspot.com.es/
12. Different books for investigations.
13. Tale: “Baby brains” and “Comander Orion” to invent a new
end. (LITERACY)
14. Models of the solar system (Arts)
15. Self evaluation sheets.
7. Methodology
Organization and class
distribution / timing
They are arranged in groups and depending of the activities we have
individual, pair and group work.
This unit is prepared for three weeks integrationg Science, literacy
and Arts.
Resources / Materials They have been named in the activities section. Anyway, most of
them are posted in the blog page:
http://inthemoodforsugus.blogspot.com.es/
Key Competences Linguistic competence.
Learning to learn competence.
Matematical competence.
Digital competence.
8. Evaluation (criteria
and instruments)
Criteria:
• To realize that the Sun, Earth and Moon are
spherical.
• To show a consciousness that shadows changing is
something related to the Sun.
• To use a simple model to explain the effects caused
by the Earth’s movements ( days, nights, seasons).
• To explain using a model how the moon orbits the

4. Coordinación bilingüe Isabel Pérez Torres
Earth.
• To talk about the main elements of the solar system.
Instruments:
-All the sheets and tasks.
-Observation.
-Recorded oral performances.
-Final task—report.
-Self and co-evaluation sheets.
Feel free to use this template. Thanks for attributing the source.
A first sample of this template has been published at:
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.
It is mainly based on the hands-on experience at designing units and on conversations with
experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This
theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D.,
2010. Content and Language Integrated Learning. Cambridge University Press.