This document provides a template for designing a CLIL didactic unit on the five senses for 4th grade students. The unit aims to help students identify the five senses and their main organs, describe the characteristics of each sense, and explain how senses provide information about the environment. It includes learning outcomes, subject and language content, activities involving experiments with the five senses, modeling sense organs, and creating a "five senses book." Students will be evaluated based on identification and modeling of the senses and organs, as well as their five senses book.

1. Coordinación bilingüe
Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject: Science
Teacher: Montserrath Pazmiño
Title of the Unit: Five Senses / Relationship between human beings and their environment.
Course / Level: 4th grade
1. Learning outcomes
/ Evaluation criteria
To identify the five senses and their main organs.
To describe the main characteristics of each sense and compare
them.
To identify the main function of each organ.
To explain the importance of how senses provide information
about the environment.
2. Subject Content
Five senses and their main organs.
3. Language Content / Communication
Vocabulary
Common Vocabulary:
Nouns:
Class material (such as book, colors, eraser, modeling clay,
paper, pencil, pencil case, notebook).
Parts of the body (such as mouth, eyes, ears, fingers, hand, nose,
head, face, tongue).
Animals (such as bear, bird, cow, cat, dog, lion, pig, owl,...).
Supplies (such as cotton, bottle, box, jar, scissors, sand paper,
juice, candy, illustrations, pictures, sound, ice, rock, sand, lemon,
sugar pepper, orange).
Performers (such as student, teacher, partner, group).
Adjectives:
Positive (such as beautiful, ugly, good, bad, little, many, delicious,
cold, hot, temperature).
Verbs:
To be
Action verbs (such as see, touch, smell, hear, eat, taste, feel,
quiet, loud, like, want)

2. Coordinación bilingüe
Isabel Pérez Torres
Technical Vocabulary
Nouns:
Eyebrow, eyelashes, iris retina, eardrum, ear canal, taste buds,
nostrils, skin, scent, texture, noise, Braille, sight, vision, flavor,
brain, chamomile, cinnamon, odor.
Adjectives:
Sweet, sour, soft, bitter, salty, texture, soft, rough, loud.
Verbs:
Taste, hear, prepare, prefer, recognize, identify, describe, share,
compare, pick.
Let's feel ...
What do you think?...
Let's guess the sound..
What is it?
I like... I don't like...
Structures
- Simple words. (eye, skin, brain...)
- Parts of speech: Pronouns (I, you...), nouns (human), verbs
(smell), adjective (good) prepositions (under).
- Phrases (good flavor), Clauses(After you smell it) and Sentences
(We use our eyes to see.)
- Present tense (We use our nose to smell.) and future tense
sentences. (We will listen different sounds.)
- Common expressions. (How is it going?)
- Questions.
What do you see in this picture?
What kinds of things did you touch?
What animal sound is this?
What sense are you using to identify that flavor?
What kinds of things did you smell?
How do your senses help you find out more about the
environment?

3. Coordinación bilingüe
Isabel Pérez Torres
Discourse type
Informative text, Descriptions using a wide variety of adjectives
based on the five senses. Expositions by comparing and
contrasting elements and ideas.
Language skills
Speaking, listening, writing and reading.
4. Contextual (cultural) Senses make it possible for people to interact with others, get
around in their daily lives and be aware of the features they like
element
and dislike.
5. Cognitive (thinking)
processes
Knowledge: To identify the five senses, relate them with their
organ and the sensations that are perceived.
Comprehension: To compare the main organs used in each of
the five senses and how they provide vital information about the
environment.
Application: To model the main organs of each of the five
senses, and label its parts.
Analysis: To explore and analyze objects and materials using the
senses of sight, hearing, smell, touch and taste as appropriate,
and record observations and measurements.
Evaluation: Model the organs of the five senses.
Create a "Five Senses book" according to their experiences and
explain it.
6. (a) Task(s)
Model the organs of the five senses.
Create a "five senses book" with recordings of the students
observations and measurements.
Oral presentation of the "five senses book."
Identify and compare the characteristics of each of the five
senses.
Describe the appearance, flavor, texture, smell and sound
of different objects and food.
Recognize the information provided by the senses.
Complete charts about the main organs of each of the five
senses.
6. (b) Activities
A. Development of Lesson Introduction
Conversation about how senses help us perceive the world
that surrounds us and brainstorm of the ideas.
Listen and sing along "five senses song" by Dr Jean
Feldman video by Mr. Harry mp4
http://www.youtube.com/watch?v=dWPJoI5lMOY&feature=

4. Coordinación bilingüe
Isabel Pérez Torres
related
Vocabulary
http://en.educaplay.com/en/learningresources/692901/sen
ses_vocabulary.htm
Watch a video about the five senses and their main
organs.
http://www.makemegenius.com/video_play.php?page=1&&
id=164&type=0
http://www.makemegenius.com/video_play.php?id=165&ty
pe=0
Go over some concepts about the five senses and their
characteristics.
Chart compilation.
http://www.worksheetworks.com/pdf/e12/92f00d83e7cc2/
WorksheetWorks_Senses_and_their_organs_1.pdf
B. Experimentation
Optical illusions
http://www.scientificpsychic.com/graphics/index.html
Identification of objects placed in mystery boxes (smell,
touch and taste).
Sound identification
(hearing).http://www.youtube.com/watch?v=oBxwFA7b6Bk
Five senses sorting game
http://www.lakeshorelearning.com/media/images/free_reso
urces/teachers_corner/printables/5SensesSortingGame.pd
f
Listen and repeat, listen and fill in the
gaps.http://www.juntadeandalucia.es/educacion/descargas
recursos/aicle/html/pdf/026.pdf
C. Identification of the main organs of the five senses.
Flash cards http://quizlet.com/24493275/the-5-sensesflash-cards/
Video http://zunal.com/process.php?w=159345
Drawing pictures of each organ.
Ask your partner activities. Pg 7, 11, 13
http://www.juntadeandalucia.es/educacion/descargasrecur
sos/aicle/html/pdf/026.pdf
Experiments
http://kidshealth.org/kid/closet/experiments/experiment_ey
es.html
http://kidshealth.org/kid/closet/experiments/experiment_ear
drum.html
http://kidshealth.org/kid/closet/experiments/experiment_tas
ting.html
http://kidshealth.org/kid/closet/experiments/experiment_on
etwo.html
Taking care of our senses organs, read and follow

5. Coordinación bilingüe
Isabel Pérez Torres
advice.http://www.juntadeandalucia.es/educacion/descarg
asrecursos/aicle/html/pdf/026.pdf
D. Closure activities
Modeling the sense organs
Gather all the information to make de five senses book.
Create the five senses book.
7. Methodology
Organization and class Sixty-minute sessions.
Individual work, pair work and group work.
distribution / timing
Resources / Materials
Board, worksheets, markers, mystery boxes, classroom objects,
lemon juice, apple juice, grapefruit juice, food coloring, salty water,
sandpaper, cotton, rubber ball, pencils, blindfolds, bowls, plastic
wrap, rice, spoons, water, computer, class projector.
Key Competences
Communication in a foreign language.
Group work competence.
Learning to learn.
Guided discovery.
8. Evaluation (criteria
and instruments)
The student will identify the five senses and their function.
The student will identify the main organs of the five senses.
The student will model the main organs of the five senses.
The student will identify the main elements of each of the main organs of
the five senses.
The student will create a "five senses book".
Instruments
Worksheets, class participation, portfolio, class performance, tests.
Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
Un primer modelo de esta plantilla ha sido publicado en:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V.
Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y
conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs

6. Coordinación bilingüe
Isabel Pérez Torres
de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and
Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.