1. !1
Why not CLIL?
Marta Quiñonero Corcobado
CLIL UNIT PLAN
NAME: Plants
SUBJECT: science (biology)
TITLE: Plants
YEAR: 1st ESO
Step 1: The driving question.
• Let’s write down your driving question and why you think this is
important.
DRIVING QUESTION: Can you mention the names of the plats and flowers that
you have in your house?.
The driving question is important because I can know if the students can
recognise the plant’s names as well as the flower’s names.
Step 2: The preview of the whole unit.
• Preview the whole unit. Take a look at the title, headings, and captions
to obtain 15-20 basic vocabulary that must be internalized by my pupils
at the end of the unit.
VOCABULARY PLANTS AND FLOWERS: tulip, bean, cactus, basil garlic.
PARTS OF THE PLANTS AND FLOWERS: bulb, stick, pood, seeds, spine, stem,
leaves and clove.
NOUS: plant, stick.
Step 3: The easiest and hardest section of your unit.
CONTENT:
3.1 THE EASIEST SECTION OF THE UNIT:
To learn and remember the name of plants and flowers as well as the parts of
the plants and flowers (using the nouns, adjectives, and adverbs).
3.2 THE HARDEST SECTION OF THE UNIT:
2. !2
Why not CLIL?
Learning how a plant grows in a flowerpot.
Appreciate the differences among the different plants.
Step 4: Law aspects.
The LOMCE defines 7 competences: (let’s define some aspects of each
competences)
• Linguistic competence: Plants and flowers vocabulary.
• Mathematical competence and basic competences in science and
technology: To count the different plants/flowers that students have in
their houses.
• Digital competence: To use the laptop to look for information in the
net about the plants, online dictionary to look for the meaning of some
plants.
• Learning to learn: To express opinions.
• Social and civic competences: To cooperate in group.
• Initiative and entrepreneurship: To organise information meaning of
some parts of the plants/flowers.
• Cultural awareness and expression: To be aware and appreciate
differences among the different plants have in different countries.
I will include these LOMCE standards in my unit plan: (try to find it into your
Autonomous Community curriculum)
Step 5: Content.
• Which interdisciplinary subjects could be connected to in this unit? Why
and how?
INTERDISCIPLINARY SUBJECTS: science, maths, technology and geography.
Science: Explaining how growing plants.
Identifying parts of the plants.
Maths: Counting the different types of plants that students have in their
houses.
Technology: Looking for information in the net about plants.
Geography: Naming the different plants that students can find in other
countries.
3. !3
Why not CLIL?
Steps 6: Soft Skills.
• I will include these soft skills in my unit plan:
o Planning.
o Organizing information.
o Taking turns.
o Cooperate in groups.
