This two-week unit plan aims to teach 4th level students about the solar system. It will introduce key concepts like the elements of the solar system, and the differences between rotation and revolution. Students will be assessed on their understanding of these concepts, as well as their ability to locate places on maps and use graphic organizers. Lessons include matching activities, hands-on modeling, and simulations to demonstrate the movements of rotation and revolution. The plan provides learning objectives, teaching methods, resources, and assessment strategies to help students build on their prior knowledge of the solar system.

1. Block 3. Activity 1: TOOLKIT UNIT PLAN
Unit: Solar System
Level: 4
Timing: 2 weeks (10 sessions)
Aims
 To present the content of the solar system
 To introduce the concept of solar system, revolution, rotation and representation
of the Earth.
 To make learners aware of and built on prior knowledge of the topic.
 To help learners understand that using complete sentences to explain processes is
important.
Criteria for assessment
Teacher, peer- and self- assessment processes will be used to assess how well learners:
 Understand the Solar System
 Compare the rotation and the revolution movements
 Recognize the moon phases
 Locate places on a flat map of the Earth.
 Use a KWL chart and Venn diagram chart to organize their thinking and learning.
 Construct a model of the globe.
Teaching objectives
Content
Introduction of the topic
 Elements of the solar system
 Rotation and revolution
 Phases of the moon
 Representing the Earth
Cognition
Provide learners with opportunities to
understand the key concepts and apply
them in different contexts.
Enable learners to identify the elements of
the solar system.
Enable learners to explain processes of the
solar system.
Arouse learner’s curiosity to investigate

2. Block 3. Activity 1: TOOLKIT UNIT PLAN
interesting facts.
Culture
Locate Zaragoza, Spain and Europe using different types of maps.
Discover the story of Laica.
Communication
Language of learning
Vocabulary: Sun, Moon,
Earth, Mercury, Venus,
Mars… rotation, revolution,
axis, spin, full moon, new
moon, waxing moon,
meridians, parallels, poles.
Key phrases: when…, the…;
goes around, it is called.
Understand commands and
orders: Go around.
Language for learning
Produce commands and
orders: match, define,
explain.
Language structures to
match the cards: this goes
here.
Body language to explain
rotation and revolution.
Language through learning
Recycle previous knowledge
of the planets and solar
system.
Extend the vocabulary of
verbs of movement.
New vocabulary emerging
from the simulation.
Learning outcomes
By the end of the unit learners will be able to:
Demonstrate understanding of the concept of Solar System and its related features.
Distinguish between rotation and revolution of the Earth.
Demonstrate the movement of rotation and revolution.
Describe the elements of the solar System.
Compare the two movements.
Identify places on a map.
Use the targeted graphic organizers successfully.
Use language appropriately.
Use a word bank of the topic.

3. Block 3. Activity 1: TOOLKIT UNIT PLAN
CLIL LESSON PLAN TEACHER’S NOTES
UNIT: SOLAR SYSTEM
SESSIONS: 10
Teaching/learning activities
Lesson 3 and 4
1. Warming-up activity: Students will brainstorm ideas on a KWL chart about
the movements of the Earth using the 1, 2, 4 cooperative learning technique.
15’
2. Main activity: Students will match an adapted text with the pictures in
groups. 20’ Then, pupils will make a hands-on activity to show understanding
of the key contents. 40’
3. Rubric for self-assessment. 15’
Lesson 5
1. Warming-up activity:
a. Watch a video about rotation and revolution 5’. Pupils know that if
they take notes the get a star.
b. Questions for understanding 5’
c. Pupils need to match cards with the definition 5’
d. Pupils should be able to express: When the Earth goes around itself is
called rotation. When the Earth goes around the sun is called

4. Block 3. Activity 1: TOOLKIT UNIT PLAN
revolution. 5’
2. Main activities:
a. Pupils in groups of 3 have to simulate the movement of rotation and
revolution and show it to the rest of the class. 15’
3. Round-up activity:
a. Pupils self-assess themselves using the provided rubric.
Instruments for assessment
Teacher monitors group and individual activities.
Learners successfully carry out the activities.
Learners participation in all tasks and activities.
Learners complete graphic organizers.
Learners complete self-assessment rubrics.
Scaffolding
Language for the teacher
Sit down, please. Let’s get started.
Do you remember what we did
yesterday?
What do you know about…?
Listen up, please!
Don’t forget to write down all the
information.
We are going to work in
pairs/groups/individually.
Do I need to explain it again?
If you have questions, raise your hand.
Great job!
Whole brain teaching technique: Class-
class
Language for the learners
Language for describing a process.
Language of classification as pupils are
going to compare.
It goes around…
It takes… one day, 365 days…
It causes…

5. Block 3. Activity 1: TOOLKIT UNIT PLAN
Resources
 Graphic organizers.
 Computer: videos and Popplet mind map.
 Fold-ups.
 Stationary materials.
Notes
Students already know key concepts about the Solar System. Students are about to
extend their previous knowledge through active and engaging activities.
We’ll provide scaffolding through visual, kinesthetic and hands on activity.