This document contains a 6 step plan for a CLIL (Content and Language Integrated Learning) chemistry and physics unit on separating mixtures. The unit aims to teach students the names and uses of laboratory equipment for separation techniques. It identifies the driving question of separating a mixture of sand and seawater. Key vocabulary that must be learned is previewed. The easiest and hardest sections are identified as learning equipment names and separation techniques. The unit contributes to both scientific and linguistic competences. Biology is identified as an interconnected subject area. Soft skills like teamwork and planning are included.

1. Why not CLIL?
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CLIL UNIT PLAN
NAME: José Martín Gómez
SUBJECT: Chemistry and Physics
TITLE: Separation of mixtures
YEAR: 2nd
course of ESO
Step 1: The driving question.
 Let’s write down your driving question and why you think this is important.
QUESTION: Would you be able to separate a mixture of sand, sea water?
The importance of thisunitis basicallybecause studentshave to learnall the aspectsrelatedto
the separation techniques used in a laboratory to separate the components of a mixture. For
this purpose, students have to know very well the name of all the lab material used in these
separationtechniquesaswell aswhen theyhave toapplyeachtechnique.
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.
Wash bottle, safety goggles, erlenmeyer flask, beaker, hot plate, watch glass, corks,
Thermometer, graduated cylinder, spatula, funnel, gloves, dropper, wire brush, meter,
decantation, filtration, magnetic separation, cristallization, distillation, cromatograhy.
Step 3: The easiest and hardest section of your unit.
The easiest section is probably the names of the lab equipment.
The hardest section is definitely to learn all the different techniques that we can use to
separate mixtures in a lab.

2. Why not CLIL?
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Step 4: Law aspects.
CONTRIBUTION TO SCIENTIFIC COMPETENCES:
Competences1,2, 4, 5, 6

3. Why not CLIL?
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CONTRIBUTION TO LINGUISTIC COMPETENCES IN THE FOREIGN
LANGUAGE:
Competences2,3, 7, 8, 9
Step 5: Content
 Which interdisciplinary subjects could be connected to in this unit? Why and
how?
Biology is probably the most connected subject to this unit because all the lab
equipment they will learn is also used in Biology lab sessions. Moreover, they also study
all the characteristics of the sea water and the fauna living in this water.

4. Why not CLIL?
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Steps 6: Soft Skills.
 I will include these soft skills in my unit plan:
o teamwork
o planning
o organizing
o relating
o learning
o choosing