This document outlines the steps in planning a CLIL (Content and Language Integrated Learning) unit on world population for a 2nd year ESO (secondary education) social science class. It includes defining the driving question, previewing unit content and vocabulary, identifying the easiest and hardest sections, connecting to curriculum standards, and considering how to incorporate interdisciplinary topics and soft skills. The goal is for students to understand issues around whether Earth's population limit will be reached and to work on competencies related to geography including analyzing population data and models of territorial organization.

1. Why not CLIL?
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CLIL UNIT PLAN
NAME: LETICIA FONTS
SUBJECT: SOCIAL SCIENCE
TITLE: WORLD POPULATION
YEAR: 2nd
ESO
Step 1: The driving question.
• Let’s write down your driving question and why you think this is important.
Are we going to reach the limit of population that can be supported by earth?
It’s a main question nowadays and students are quite interested in that topic and
involve real world and solving a problem is needed
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.
- Increase / decrease
- Developed countries / non developed countries / developing countries
- Birth rate / mortality
- Immigration / emigration
- Fertility rate
- Demographic policies: natalist policies / antinatalist policies
- Natural growth
- Migratory balance
- Child mortality
- Life expectancy
- High / low: higher than…
- Population pyramid
- Population density
- Causes / consequences
- Standard of living
- Rich /poor
- Child / young / adults / old people: cohort
- Base / central body, trunk / cusp in a pyramid

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- Women / men /female/male
- Disease
- Average
Step 3: The easiest and hardest section of your unit.
- The easiest: understanding the main items
- The hardest: analyzing a population pyramid
Step 4: Law aspects.
The LOMCE defines 7 competences: (let’s define some aspects of each competences)
• Linguistic competence: is the result of communicative action within certain
social practices, in which the individual acts with other interlocutors and
through texts in multiple modalities, formats and supports.
• Mathematical competence and basic competences in science and technology.:
implies the ability to apply mathematical reasoning and its tools to describe,
interpret and predict different phenomena in context.
• Digital competence.: involves the creative, critical and secure use of
information and communication technologies to achieve the goals related to
work, employability, learning, use of leisure time, inclusion and participation in
society.
• Learning to learn.: It implies the ability to start, organize and persist in learning.
• Social and civic competences.: the ability and capacity to use knowledge and
attitudes about society, understood from different perspectives, in its dynamic,
changing and complex conception, to interpret phenomena and social
problems.
• Initiative and entrepreneurship.: to transform ideas into acts
• Cultural awareness and expression.: implies knowing, understanding,
appreciating and valuing with a critical spirit, with an open and respectful
attitude, the different cultural and artistic manifestations, to use them as
source of enrichment and personal enjoyment and to consider them as part of
the wealth and patrimony of the towns
I will include these LOMCE standards in my unit plan: (try to find it into your
Autonomous Community curriculum)
Through the unit “world population” we are going to work the next competences
related to the geographic dimension

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Competence 5. Explain the interrelations between the elements of the geographic
space, to manage human activities in the territory with sustainability criteria
Competence 6. Apply the procedures of geographic analysis from the search and
analysis of various sources, to interpret space and make decisions
Competence7. Analyze different models of political, economic and territorial
organization, and the inequalities that they generate, in order to assess how they
affect people's lives and make proposals for action
And the next key contents related to the above standards:
CC17. Sources for knowledge of the physical environment and the societies
that inhabit it. Search, analysis and contrast of statistical information, graphics
and maps, with digital and analog support.
CC21. Demographic, economic, social, political and cultural features of Catalan,
Spanish, European and world society. Population and settlement. Migrations
CC22. Characterization of the great geopolitical and economic areas. Economic
models
Step 5: Content
• Which interdisciplinary subjects could be connected to in this unit? Why and
how?
- Mathematics: rates, averages…
Steps 6: Soft Skills.
• I will include these soft skills in my unit plan:
o Teamwork
o Giving and receiving feedback
o Organizing
o Communication
o Critical thinker
o Emotional intelligence

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o Problem solving