In this unit plan you will see the six steps which follows CLIL to create an effective unit plan.

1. Why not CLIL?
1
CLIL UNIT PLAN
NAME: Laura Collado
SUBJECT: SCIENCE
TITLE: HEY, YOU! STAY HEALTHY!
YEAR: 4th
grade
Step 1: The driving question.
 Let’s write down your driving question and why you think this is important.
Why do we need to stay healthy? What consequences could our body have if we eat
junk food every day?
These questions are important because they will help to focus our students and discuss
about a topic that's common between pupils when parents and teachers don't allow
eating sweets and fats at school and home whereas we emphasize the importance to
have a balanced diet, do sport and rest.
It’s a situation students can find frequently and it helps to introduce the importance of
a healthy life style.
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: Nutrition, healthy and balanced diet, hygiene, fruits and vegetables,
sweets, food wheel, pyramid food, menu, fats, water, vitamins, proteins and
carbohydrates.
Verbs: Eat rest, do sport run, (play basketball and football), be active in body and mind
and sleep.
Regarding grammar the tenses we will use are present simple and continuous to report
how we can stay healthy, which food is more beneficial
Step 3: The easiest and hardest section of your unit.
On the one hand, the easiest part of the section will be the vocabulary related about
food, talk about our activities and how we could spend our free time to stay healthy.
On the other hand, the hardest part is making a balanced menu taking into account
what the different foods contribute to our nutrition. In addition, they will explain what
they have learned about nutrition and exercise to other classmates and courses.

2. Why not CLIL?
2
Step 4: Law aspects.
The LOMCE defines 7 competences: (let’s define some aspects of each competences)
 Linguistic competence: how to communicate in a different ways (written, oral,
using graphics…). It is also producing and understanding a language.
 Mathematical competence and basic competences in science and technology:
is the ability to develop and apply mathematical thinking in order to solve a range of
problems in everyday situations using mathematical modes of thought. Competence in
science refers to the ability and willingness to use the body of knowledge and
methodology employed to explain the natural world, in order to identify questions and
to draw evidence-based conclusions. It also implies the understanding of the changes
in our world caused by humans.
 Digital competence: this competence means how to work the information
treatment. It also implies how pupils have to find information and how they
have to treat it.
 Learning to learn: this competence means the organisation of one's own
learning, including through effective management of time and information,
both individually and in groups. This competence includes awareness
of one's learning process and needs, identifying available opportunities and the
ability to overcome obstacles in order to learn successfully.
 Social and civic competences: These include personal, interpersonal and
intercultural competence and cover all forms of behaviour that equip
individuals to participate in an effective and constructive way in social and
working life, and particularly in increasingly diverse societies, and to resolve
conflict where necessary.
 Initiative and entrepreneurship: It refers to the ability of humans to turn ideas
into action. It includes creativity, innovation and risk-taking, as well as the
ability to plan and manage projects in order to achieve objectives.
 Cultural awareness and expression: It refers to a solid understanding of one's
own culture and a sense of identity for an open attitude towards and
respect for diversity of cultural expression.
I will include these LOMCE standards in my unit plan: (try to find it into your
Autonomous Community curriculum)
Linguistic competence: elaborate a healthy diet and ask other what they eat. Discuss
in big groups and pairs what food provides vitamins, which one
Mathematical competence and basic competences in science and technology:
Understand why stay healthy is so important. Calculate how many calories we burn in
Physical Education.
Learning to learn: to realize the improvements that one makes in oneself tasks, the
techniques he/ she applies to remember what he/she studied and worked in class and

3. Why not CLIL?
3
what difficulties can present.
Initiative and entrepreneurship: participate in class actively, express their own ideas,
have determination to elaborate a menu with teacher’s help and classmates.
Digital competence: Search information about pyramid food on the Internet.
Social and civic competences: respect other ideas different from ours, listen to others
and wait for our turn.
Step 5: Content
 Which interdisciplinary subjects could be connected to in this unit? Why and
how?
Physical Education: do sports and stress the importance of eating healthy and having
good habits.
Maths: calculate the calories we burn.
Linguistic competence: discuss in a big group what benefits provide a balanced diet
and what could happen if we eat junk food every day.
English: learn vocabulary about food and teach the expressions: I like…/ I don’t like…/
I love eating…/ I hate eating…
Steps 6: Soft Skills.
 I will include these soft skills in my unit plan:
o Respect other ideas and their turn.
o Share knowledge.
o Have a positive attitude.
o Teamwork.
o Thinking, planning and organising one’s ideas.
o Communicate in front of other classmates and ask if they have doubts.