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Five Senses (4to EB)


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I'm glad to share the following lesson plan unit. Five Senses / Relationship between human beings and their environment.
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Five Senses (4to EB)

  1. 1. Coordinación bilingüe Isabel Pérez Torres Template to design a CLIL didactic unit Subject: Science Teacher: Montserrath Pazmiño Title of the Unit: Five Senses / Relationship between human beings and their environment. Course / Level: 4th grade 1. Learning outcomes / Evaluation criteria To identify the five senses and their main organs. To describe the main characteristics of each sense and compare them. To identify the main function of each organ. To explain the importance of how senses provide information about the environment. 2. Subject Content Five senses and their main organs. 3. Language Content / Communication Vocabulary Common Vocabulary: Nouns: Class material (such as book, colors, eraser, modeling clay, paper, pencil, pencil case, notebook). Parts of the body (such as mouth, eyes, ears, fingers, hand, nose, head, face, tongue). Animals (such as bear, bird, cow, cat, dog, lion, pig, owl,...). Supplies (such as cotton, bottle, box, jar, scissors, sand paper, juice, candy, illustrations, pictures, sound, ice, rock, sand, lemon, sugar pepper, orange). Performers (such as student, teacher, partner, group). Adjectives: Positive (such as beautiful, ugly, good, bad, little, many, delicious, cold, hot, temperature). Verbs: To be Action verbs (such as see, touch, smell, hear, eat, taste, feel, quiet, loud, like, want)
  2. 2. Coordinación bilingüe Isabel Pérez Torres Technical Vocabulary Nouns: Eyebrow, eyelashes, iris retina, eardrum, ear canal, taste buds, nostrils, skin, scent, texture, noise, Braille, sight, vision, flavor, brain, chamomile, cinnamon, odor. Adjectives: Sweet, sour, soft, bitter, salty, texture, soft, rough, loud. Verbs: Taste, hear, prepare, prefer, recognize, identify, describe, share, compare, pick. Let's feel ... What do you think?... Let's guess the sound.. What is it? I like... I don't like... Structures - Simple words. (eye, skin, brain...) - Parts of speech: Pronouns (I, you...), nouns (human), verbs (smell), adjective (good) prepositions (under). - Phrases (good flavor), Clauses(After you smell it) and Sentences (We use our eyes to see.) - Present tense (We use our nose to smell.) and future tense sentences. (We will listen different sounds.) - Common expressions. (How is it going?) - Questions. What do you see in this picture? What kinds of things did you touch? What animal sound is this? What sense are you using to identify that flavor? What kinds of things did you smell? How do your senses help you find out more about the environment?
  3. 3. Coordinación bilingüe Isabel Pérez Torres Discourse type Informative text, Descriptions using a wide variety of adjectives based on the five senses. Expositions by comparing and contrasting elements and ideas. Language skills Speaking, listening, writing and reading. 4. Contextual (cultural) Senses make it possible for people to interact with others, get around in their daily lives and be aware of the features they like element and dislike. 5. Cognitive (thinking) processes Knowledge: To identify the five senses, relate them with their organ and the sensations that are perceived. Comprehension: To compare the main organs used in each of the five senses and how they provide vital information about the environment. Application: To model the main organs of each of the five senses, and label its parts. Analysis: To explore and analyze objects and materials using the senses of sight, hearing, smell, touch and taste as appropriate, and record observations and measurements. Evaluation: Model the organs of the five senses. Create a "Five Senses book" according to their experiences and explain it. 6. (a) Task(s) Model the organs of the five senses. Create a "five senses book" with recordings of the students observations and measurements. Oral presentation of the "five senses book." Identify and compare the characteristics of each of the five senses. Describe the appearance, flavor, texture, smell and sound of different objects and food. Recognize the information provided by the senses. Complete charts about the main organs of each of the five senses. 6. (b) Activities A. Development of Lesson Introduction Conversation about how senses help us perceive the world that surrounds us and brainstorm of the ideas. Listen and sing along "five senses song" by Dr Jean Feldman video by Mr. Harry mp4
  4. 4. Coordinación bilingüe Isabel Pérez Torres related Vocabulary ses_vocabulary.htm Watch a video about the five senses and their main organs. id=164&type=0 pe=0 Go over some concepts about the five senses and their characteristics. Chart compilation. WorksheetWorks_Senses_and_their_organs_1.pdf B. Experimentation Optical illusions Identification of objects placed in mystery boxes (smell, touch and taste). Sound identification (hearing). Five senses sorting game urces/teachers_corner/printables/5SensesSortingGame.pd f Listen and repeat, listen and fill in the gaps. recursos/aicle/html/pdf/026.pdf C. Identification of the main organs of the five senses. Flash cards Video Drawing pictures of each organ. Ask your partner activities. Pg 7, 11, 13 sos/aicle/html/pdf/026.pdf Experiments es.html drum.html ting.html etwo.html Taking care of our senses organs, read and follow
  5. 5. Coordinación bilingüe Isabel Pérez Torres advice. asrecursos/aicle/html/pdf/026.pdf D. Closure activities Modeling the sense organs Gather all the information to make de five senses book. Create the five senses book. 7. Methodology Organization and class Sixty-minute sessions. Individual work, pair work and group work. distribution / timing Resources / Materials Board, worksheets, markers, mystery boxes, classroom objects, lemon juice, apple juice, grapefruit juice, food coloring, salty water, sandpaper, cotton, rubber ball, pencils, blindfolds, bowls, plastic wrap, rice, spoons, water, computer, class projector. Key Competences Communication in a foreign language. Group work competence. Learning to learn. Guided discovery. 8. Evaluation (criteria and instruments) The student will identify the five senses and their function. The student will identify the main organs of the five senses. The student will model the main organs of the five senses. The student will identify the main elements of each of the main organs of the five senses. The student will create a "five senses book". Instruments Worksheets, class participation, portfolio, class performance, tests. 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
  6. 6. Coordinación bilingüe Isabel Pérez Torres de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.