This document outlines a unit plan for teaching about the human body using CLIL (Content and Language Integrated Learning) methods. The unit plan focuses on helping students understand how the body works and the importance of a healthy lifestyle. It includes driving questions for the unit, 15-20 key vocabulary words, descriptions of the easiest and hardest content areas, connections to competencies in the LOMCE curriculum framework, potential connections to other subjects like physical education and art, and a focus on developing soft skills like responsibility, communication, and creativity.

1. Why not CLIL?
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CLIL UNIT PLAN
NAME: Araceli Gómez
SUBJECT: Science
TITLE: The human body
YEAR: 2016-17
Step 1: The driving question
 Let’s write down your driving question and why you think this is important.
How does our body work?
Everything we do, running, playing, singing, eating, studying…, we do it through the
body. It is therefore important to explore different parts of the human body in order to
understand how it works and to know ourselves. Once we learnt how our body works,
we could take care of it and realize the importance of following a healthy style life.
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.
Language OF learning Language FOR learning Language THROUGH
learning
Break down, absorb, release,
stomach, Intestines, trachea,
lungs, heart, kidneys, healthy,
unhealthy, waste, stimuli,
brain, processes, receptors
organs, glands, smell, sight,
taste, touch, hearing, send,
collect, involuntary, voluntary,
spinal cord, nervous, bones,
muscles, joints.
What do you know about…?
Could you give me an example of…?
Could you help me?
What do we have to do?
As a result…
In my opinion…
Is this correct…?
Sorry, I don’t understand…
Let’s startwith…
Spontaneous language

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Step 3: The easiest and hardest section of your unit
The easiest section:
In my opinion the easiest part would be learning the names and parts of the different
body systems (digestive system, respiratory system, musculoskeletal system and
sensory system) because students just have to memorise them. That means that they
only have to use low order thinking skills such as remembering and understanding.
The hardest section:
I think that comprehend the processes that take place inside our bodies could be
difficult in some cases. With regard to stimuli, pupils tend to think that stimuli are only
external (heat, cold, smell, etc.). For that reason, is important to give them some
examples of internal stimuli, such as stomachache, headache, thirst or sleepiness.
Another common belief is that the nervous system includes only the brain, and that
the blood vessels and nerves which run through the body are the same thing. It would
be advisable to establish the difference between the two concepts.
Step 4: Law aspects
The LOMCE defines 7 competences: (let’s define some aspects of each competences)
Linguistic competence
This competence is based on the use of language in a variety of contexts as a means of
oral and written communication and as a learning tool for self-regulation of thinking,
emotions and behaviour.
Mathematical competence and basic competences in science and technology
This competence means using skills and attitudes which allow one to use mathematical
reasoning to deal with problems and challenges in everyday life. Moreover, means the
ability to use knowledge to explain the natural world and to draw evidence-based
conclusions.
Digital competence
This competence is about the confident and critical use of information society
technology and includes the ability to search for, obtain, process and communicate

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information, and transform it into knowledge. Also involves the use of technological
resources to solve problems efficiently.
Learning to learn
This competence implies being able to organise our own learning and an efficient use
of intellectual resources and techniques. Moreover, it means accepting a variety of
possible answers in a rational manner.
Social and civic competences
It involves the individual patterns of behaviour which facilitate peaceful coexistence,
relationships with others, cooperation, and the resolution of conflicts. It also implies
an understanding of the social situation we live and the ability to respond to conflicts
with ethical values.
Initiative and entrepreneurship
This competence involves the ability to turn ideas into action. It also implies to be
creative and innovative, to dare and to take risks.
Cultural awareness and expression
This competence implies knowledge, appreciation, understanding, and critical
evaluation of different cultural and artistic manifestations. It involves keeping an open-
minded attitude towards different types of Art as well as encouraging our own creative
capacity.
I will include these LOMCE standards in my unit plan:
Linguistic competence:
 Think about and appreciate the importance of healthy daily habits.
 Understand the function of interaction: stimuli and responses.
 Describe how the nervous system and its various parts work.
Mathematical competence and basic competence in Science and Technology:
 Learn about the vital functions of living things.
 Think about and appreciate the importance of healthy daily habits.

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 Understand the function of interaction: stimuli and responses.
 Distinguish between and learn about the different receptor organs in the
human body.
 Describe how the nervous system and its various parts work.
 Identify the most important parts of the musculoskeletal system.
 Follow procedures typically used in scientific work, such as gathering and
analysing data.
Digital competence:
 Distinguish between and learn about the different receptor organs in the
human body.
 Describe how the nervous system and its various parts work.
 Identify the most important parts of the musculoskeletal system.
Competence in learning to learn:
 Follow procedures typically used in scientific work, such as gathering and
analysing data.
Initiative and entrepreneurship:
 Think about and appreciate the importance of healthy daily habits
Step 5: Content
 Which interdisciplinary subjects could be connected to in this unit? Why and
how?
Physical Education
Regarding to the primary educational curriculum, this science topic is connected to
physical education through many facts like:
 Be aware of the limits and possibilities of the body in performing physical
activities
 Hygiene habits, posture, body and healthy style life.
 Show on healthy habits in physical activities in daily life.

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Some contents that appear in both subjects are:
 The body: image and perception. Main muscles, bones and joints of the body
involved in different movements
 Recognition of organic and functional elements related to movement.
Acceptance of the reality of the our body
 Evaluation of the physical exercise for maintaining and improving the health
recognizing major harmful habits to our health
Arts and crafts
As students have to create a project based on the 5 senses (including a mural and a
model of every sense) arts and crafts will be an important subject in this science unit.
Regarding to the primary educational curriculum, this science topic is connected to arts
and crafts through many facts like:
 Use basic elements of visual language techniques and artistic tools to express
themselves and communicate
 Design and conduct multidisciplinary projects and artistic productions
 Using basic elements of visual language, body and musical and strategies to
understand and appreciate the artistic productions.
Some related contents are:
 Imagination and creativity in artistic expression and communication
 Resources forms, communicative possibilities of different elements and artistic
languages
 Production of images and objects, recreation imaginary space, creating
structures, sets, exhibitions, installations
 Interest, appreciation and respect for artistic and artistic productions
themselves and others
 Planning processes of artistic production:
Generation of ideas/Consensus idea/Research for the extension of the
idea/Distribution of tasks/Action and creation

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Steps 6: Soft Skills
 I will include these soft skills in my unit plan:
o responsibility
o communication
o motivation
o empathy
o creativity
o sociability