This document outlines the steps for a CLIL (Content and Language Integrated Learning) unit plan on the water cycle for a 3rd year science class. The unit will use an inquiry-based approach to help students understand where water comes from and the importance of conservation. It will incorporate various competencies as defined by law, including linguistic, artistic, mathematical, digital, social and environmental awareness. The plan aims to connect the water cycle topic across different subjects and develop soft skills like teamwork, collaboration, and problem solving.

1. CLIL UNIT PLAN
6 STEPS

2. UNIT PLAN
• SUBJECT: Science
• TITLE: “The water” (water cycle…)
• YEAR: 3

3. Step 1: The driving question.
• Let’s write down your driving question and why
you think this is important.
• Where the rain comes from? Why the sea water
is salty? Is the water from the rain salty?
I think it is important to know the water cycle,
where the water comes from, the importance of
saving or not wasting water.
Respect the environment; keep the rivers, the
beach / sea clean, because of all se water life
plants, animals…

4. Step 2: The preview of the whole unit
• Concept vocabulary: Solid, liquid, gas, vapour.
• Vocabulary: sea, river, lakes, swamp, waterfall,
mountains, sun, hot, clouds, rain, snow, hail,
cold.
• Save, waste, respect, clean, dirty, salty.

5. Step 3: The easiest and hardest
section of your unit.
• The easiest part can be the weather vocabulary they
already know, and they will be able to use and
understand.
• With examples and experimentation it will be easy to
understand the concept of solid, liquid and gas
(vapour).
• The environment aspect of keeping the rivers and sea
clean can be easy.
• The difficult aspects in my point of view is to provide
material to investigate why sea water is salty, why rain
water is not salty… the amount of writing, structures,
and how to organise activities and provide activities to
help them to express their ideas.

6. Step 4: Law aspects.
• Linguistic competence. Ability with oral communication
(speaking, listening…) in a writing form and also audio-
visual languages using the communication technologies and
dealing with language diversities, the use of different
supports and texts according to different social and cultural
situations. It includes:
– Oral communication
– Writing comprehension
– Oral Expression
– Writing Expression
– Interaction in communicative situations
– Multilingual and Interculturality

7. Step 4: Law aspects.
• Artistic and cultural. Knowing, comprehension
and be critic in front of different cultural and
artistic situations. It also includes the capacity of
creating own artistic productions and express
content through different artistic resources.
– Knowing and enjoy with the artistic and cultural
diversity.
– Respect and participate in cultural and artistic
situations.
– Express and communicate through language and art.

8. Step 4: Law aspects.
• Mathematical competence and basic
competences in science and technology. Ability
to understand, use and relate numbers, the
information that are express in a numerical way.
It includes basic operations, symbols and ways to
express mathematic reasoning, problems and
situations related with normal day life, scientific
knowledge and working and social world. IT
includes:
– Organization, comprehension, express, mathematical
reasoning to describe the reality.
– Approach and resolution of normal day life.

9. Step 4: Law aspects.
• Digital competence. Search, select, register and
information process, use of technology and different
strategies depending the supports they use (oral,
writing, audio-visual, digital) with a critic and reflexive
attitude. It is required a good knowledge of basic
specific languages (textual, number, icon, visual,
graphic and sound).
– Ability to search communication and information
treatment and transform in knowledge.
– Use of information and communication technology as a
way of information.
– Communication and production of knowledge.
– Critical and reflexive attitude to regulate the use.

10. Step 4: Law aspects.
• Learning to learn. Ability to build the own
learning and be able to continue learning in an
effective and autonomous way according to
personal objectives and necessities.
– Knowledge of personal leaning and self- regulation
of learning.
– Use of learning techniques and abilities.
– Positive attitude to learning.

11. Step 4: Law aspects.
• Social and civic competences. Ability to
understand the social reality of the area where
they live, deal with the coexistence and conflicts
use in judgements based on values and
democracy with constructivist, solidary attitude,
responsible in front of civic right and obligations
and respectful to diversity.
– Social ability, coexistence and coeducation.
– Participation in a plural society
– Understanding of now a day social reality.

12. Step 4: Law aspects.
• Cultural awareness and expression. Knowledge
that will allow students to understand the
different relation between societies and the
environment, do a good use of natural resources,
take care of the environment, protect the
individual and collective health as a basic aspect
of life quality.
– Understanding, interpretation of life, the physical
world and their interactions.
– Notion and experiences (process and methodologies)
Scientifics and technologic.
– Values to take care of environment and health.

13. Step 4: Law aspects.
• This unit will deal with all the different competences listed above.
Communicative aspects are basic to share information, knowledge or just
instructions.
• Producing a water cycle model will help students to understand and as a
showcase activity to sum what they learned about the water cycle.
• Mathematical competence will be reflected with data registration,
graphics, volume and capacities, solve real problems of now a day
situations and so on.
• Digital competence will be present using information and sharing
knowledge with presentations.
• Learning to learn, showing a positive attitude and motivation in the
learning process, organising the activities-work.
• Social and civic competences will be reflected with the understanding of
now a day social reality.
• Cultural awareness and expression will be worked through values to take
care of environment and health.

14. Step 5: Content
• Which interdisciplinary subjects could be connected to
in this unit? Why and how?
• This unit can be worked natural science the water
cycle. Social science working with the rivers that are in
the living area. Mathematics, counting the raining days
and doing registration and graphics, investigating the
water collected from the rain, how flowing are the
rivers from the area, now day life situations for
instance the litters of water a person use in a day. Arts
and crafts doing a model of the water cycle. Music
working the rain, water sounds producing a rain sticks.
• It can be connected to all subjects.

15. Steps 6: Soft Skills.
• I will include these soft skills in my unit plan:
– Teamwork
– Share
– Giving and receiving feedback
– Collaborating
– Critical thinker
– Problem solving
– Respectful