Open Education Project based on a Social Science topic: Landscapes. This unit follow the contents of 2º grade of Primary Education.

1. URJC MASTER’S DEGREE 2017. THE USE OF ICT AND OPEN EDUCATIONAL RESOURCES FOR CLIL
PRIMARY EDUCATION
TEMPLATE FOR PROTOTYPING AN OPEN EDUCATIONAL CLIL PROJECT
This template is based on the template by 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.
1
OPEN EDUCATION PROJECT TITLE: LANDSCAPES
TEACHER’S FULL NAME: PAULA ESTEBAN LÓPEZ
LEVEL 2º GRADE OF PRIMARY EDUCATION
 Preschool (nursery/Kindergarten)
 Primary  Year _____
NUMBER OF SESSIONS 5 SESSIONS
AREAS SOCIAL SCIENCE
The topic: Landscape appears all years of primary education but with changes in the
difficulty of the content
TEACHER’S ROLE: (ADD any additional roles for sections in lesson/session)
 MONITOR  LEADER  PEER
The teacher will be a monitor since he/she only explains the main contents and what the
students have to do. Then the students are the ones in charge of their work.
STUDENTS’ ROLE: (ADD any additional roles for sections in lesson/session)
 INDIVIDUAL
 ROLE PLAY
 PAIRWORK
 WHOLE CLASS
 GROUPS (3 – 4 – 5)
 OTHER: _________

2. URJC MASTER’S DEGREE 2017. THE USE OF ICT AND OPEN EDUCATIONAL RESOURCES FOR CLIL
PRIMARY EDUCATION
TEMPLATE FOR PROTOTYPING AN OPEN EDUCATIONAL CLIL PROJECT
This template is based on the template by 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.
2
AIMS
o Understand how humans change and shape the environment
o Distinguish between man-made and natural features
o Identifies inland landscapes and coastal landscapes and the form of relief of each
one
_____________________________________________________________________________
Content
Subject content:
- Know the principal forms of relief
- Distinguish between inland and coastal landscapes
Vocabulary:
- Features inland landscapes: mountain, mountain range,
plain, plateau, hill, valley, river, lake
- Features coastal landscapes: island, archipelago,
peninsula, beach, bay, gulf, port, headland or cape
Linguistic content:
- Describe: In this picture we can see... / This inland
landscape is composed of ... / There are a lot or man-
made features as ...
- Give opinion: I really like this place / Definitely I will go
there / I don’t like this coastal landscape...
Communication
The students have to communicate with each other mainly
because they work all the time in pairs or in groups and they
have to agree on their answers and the only language they can
speak in class is English. Also, they have to explain some

3. URJC MASTER’S DEGREE 2017. THE USE OF ICT AND OPEN EDUCATIONAL RESOURCES FOR CLIL
PRIMARY EDUCATION
TEMPLATE FOR PROTOTYPING AN OPEN EDUCATIONAL CLIL PROJECT
This template is based on the template by 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.
3
KEY COMPETENCES
LOMCE (Primary)
1. CC - Communication skills 
2. MCST -Mathematical competence and basic competences in science and technology 
3. DC - Digital skills 
4. LL - Learning to learn 
5. SCC - Social and civic skills 
6. SIE - Sense of initiative and entrepreneurship. 
7. CAE - Cultural awareness and expression. 
Assessment Criteria
activities they have made to the rest of the class and explain their
final task too.
Cognition
Students in almost every activity have to take decisions and think
about what the best answer would be, for example when they
have to classify between man-made or natural features or when
they have to think what the better definition of a certain feature
is. For doing the final task they have to work with their critical
and creative thinking because they have to make a postcard with
all they have learned along the unit.
Culture
They are going to learn to respect the environment and be
critique with the overexploitation of landscapes keeping in mind
the changes over the years and how beautiful was a landscape
without any construction and now.
Working together they are going to learn how to behave properly
and accept the ideas of the rest.

4. URJC MASTER’S DEGREE 2017. THE USE OF ICT AND OPEN EDUCATIONAL RESOURCES FOR CLIL
PRIMARY EDUCATION
TEMPLATE FOR PROTOTYPING AN OPEN EDUCATIONAL CLIL PROJECT
This template is based on the template by 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.
4
 Evaluation tools: the teacher will evaluate the students through observation
along the whole teaching unit. Speaking and writing skill will be evaluated with
some activities and also with the final task since they have to create it by their
own and expose it orally.
 Standards of learning (only Primary):
- Understand how humans change and shape the environment
- Identifies the principal forms of relief using the Iberian Peninsula as an
example: island, archipelago, peninsula, mountain, mountain range, plain,
valley, river, lake, coast, beach, gulf, bay, port.
SKILLS
 READING  SPEAKING  LISTENING  WRITING
RESOURCES
 HANDOUTS
 VIDEOS
 IMAGES
 RECORDINGS
 SLIDES
 WEBSITES/INTERNET
CONNECTION
 COMPUTER/PORTABLE
DEVICES
 IWB
 OTHER
SETTING
 CLASSROOM  OUTDOORS  IT SUITE  SCHOOLGROUND
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. URJC MASTER’S DEGREE 2017. THE USE OF ICT AND OPEN EDUCATIONAL RESOURCES FOR CLIL
PRIMARY EDUCATION
TEMPLATE FOR PROTOTYPING AN OPEN EDUCATIONAL CLIL PROJECT
This template is based on the template by 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.
5
CHALLENGES: (TYPES OF ACTIVITIES TO ACHIEVE AIMS)
- Playing games
- Label and classification activities
- Language awareness – description
- Draw a landscape and write about it
FINAL OUTCOME:
The students in pairs have to create a postcard. First of all, they have to choose a
landscape and draw it in the piece of paper which the teacher will give them. Once they
have chosen and drawn the landscape, in the other part of the piece of paper they have
to write the description and invite someone to come and visit this place.
MISSIONS TO OVERCOME THE FINAL OUTCOME (Tick the most suitable ones for your Open
Educational Project):
 Acting out
 Blog collaboration
 Classroom magazine
 Cloze test
 Comic
Debates
 Describing items or processes
 Dialogues
 Digital posters
 Virtual boards
 Graphic organizer
 Guessing activities: from guessing
to creating a different end
Interactive exercises
 Interactive image
 Intertextuality (films/tv)
 Interviews author/character
 Listening comprehension
Mind maps
 Ordering: images (to make a story,
to describe a process), lines (poem,
song, chant),

6. URJC MASTER’S DEGREE 2017. THE USE OF ICT AND OPEN EDUCATIONAL RESOURCES FOR CLIL
PRIMARY EDUCATION
TEMPLATE FOR PROTOTYPING AN OPEN EDUCATIONAL CLIL PROJECT
This template is based on the template by 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.
6
 Picture dictation
Picture drawing
 Poetry reading session
 Presentations: speed presentations
 Quiz/kahoot
 Reading comprehension
 Recording (podcast)(video)
 Treasure hunt
 Venn diagrams
 Webcasts (listening with video)
 Webquest
 Writing a poem
 Other: