This document outlines two activities - one for HOTS (higher-order thinking skills) and one for LOTS (lower-order thinking skills). The LOTS activity involves students identifying different items using their senses and classifying them. Small groups of students will explore items in boxes and complete a chart identifying the items using their senses of sight, smell, hearing, taste and touch. The HOTS activity aims to develop empathy and understanding of blindness. Students will watch videos about visual impairments and discuss challenges blind people face. In groups, they will propose solutions to difficulties blind people may experience and complete a worksheet. They will then be introduced to Braille and write messages to each other using the Braille alphabet.

1. Why not CLIL?
Ana Rosa González
1
TASK 2: Module 3
HOTS AND LOTS II
In the following activity you are going to develop two of the task you have explained briefly in
the previous task. You will take one of the task for the HOTS and one for the LOTS, and prepare
it really well detailed looking for aims, steps of the task and material or resources in case they
are needed.
WORKING LOTS
LOTS & AIM OF THE TASK: Discuss
- Identify different items using their senses.
- Classify the items according to their properties.
- Be able to name the parts of the body that they use to identify the items.
- Introduce the name of the senses.

2. Why not CLIL?
Ana Rosa González
2
EXPLANATION OF THE ACTIVITY
This will be the first activity we will do to introduce the topic. Students will be in
small groups (4-5 children) and each group will have 5 little closed boxes filled with
different items to be identified. The items to be identified will be the same for every
group.
These items could be:
 1st box: pieces of apple and orange
 2nd box: a bell and a small doorbell
 3rd box: a piece of cotton and a piece of something scratchy
 4th box: a perfume and a rose
 5th box: a photo and a page of a newspaper or magazine
When they will be in groups, they will need to discuss which objects are inside the
boxes and they will need to complete a chart like the one is added bellow:
As for help, they will have different flashcards like the ones that are attached:

3. Why not CLIL?
Ana Rosa González
3
Finally, we will put the charts in common and we will talk, as a group, how the
senses help us in our daily life and at the end of the class, the teacher will introduce
the song “MY SENSES” using the following link:
https://www.youtube.com/watch?v=OWW5IaDCj1g
The lyric of the song is:
With my eyes, I can see x3
With my eyes, I can see,
I can see a rainbow.
With my ears, I can hear x3,
With my ears, I can hear,
I can hear a bird
With my tongue, I can taste x3,
With my tongue, I can taste,
I can taste an apple.
With my nose, I can smell x3,
With my nose, I can smell,
I can smell a flower.
With my hands, I can touch x3

4. Why not CLIL?
Ana Rosa González
4
With my hands, I can touch
I can touch a cat.
I have five sense
I can see, I can smell, I can hear, I can taste and I can touch
Five senses!
WORKING HOTS
HOT & AIM OF THE TASK: Imagine
- Understand the diversity of people as something positive and to learn about it.
- Understand not everyone has the same senses; there are some who do not have all
the senses but this is not a problem for their development as a person.
- Empathize with blind people and try to imagine some difficulties blind people could
have and find solutions.
- Introduce the braille language and write a little message for someone.

5. Why not CLIL?
Ana Rosa González
5
EXPLANATION OF THE ACTIVITY
This activity will be done in different because of her length. It is more related to
create an awareness of now everyone has developed the same senses in the same
way. We will visualized different videos such as:
- Coloured blind:
https://www.youtube.com/watch?v=r9yFH9MmHfg&feature=youtu.be
- Taste and smell disorders: https://youtu.be/Dm1YahV5JeE
- Learning braille: https://www.youtube.com/watch?v=soFz7LbKc5E&t=3s
After showing them, we will focus more on blind people. Then, in groups, they will
need to think about 2 or 3 difficulties they think that blind people might have to face
during their daily life and propose solutions. For do that, they will have a worksheet
as the one attached:
As this activity might be quite challenging for kids because of the language needed,
the teacher show walk around the different groups in order to help them with the
difficulties. Furthermore, there will be a traductor on the PDI where children can go
and write the word they need to know in English.
After they complete the table, the teacher will complete the same one in the PDI
with all the ideas that the different groups have think about.

6. Why not CLIL?
Ana Rosa González
6
The following day, the teacher will show again the video “learning braille” and will
show a poster where the braille alphabet is written on it. The poster will be the
following one:
The teacher will have a bag with all the names of the children in it. Students will
need to take a paper and write a note to another student (the one that has taken
from the bag) using the code of braille and then, they will exchange their messages
and try to discover the message they have received. The message they write can be
in catalan or Spanish, as the main point here is using the braille alphabet and be a
little bit more familiarized.
Finally, teacher will show real books written in braille and they touch and try to read
some simple words.