UNIDAD AICLE: planificación

La unidad AICLE que he elaborado para el curso Uso de Recursos Educativos Abiertos para el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE), que pienso utilizar cuando de nuevo pueda participar en el proyecto Bilingüe, es sobre la Energía Interna de la Tierra.

Ésta es la planificación de la unidad:

Template to design a CLIL didactic unit

Subject:     NATURAL SCIENCES            Teacher:  ANA Mª DÍAZ SIERRA

Title of the Unit:   EARTH’S INTERNAL ENERGY             Course / Level: 2º ESO              

1. Learning outcomes	To know Earth internal structure To connect the plates' movement with the Earth's internal energy. To connect the plates' movement with the volcanoes' and earthquakes' origin. To understand and to explain the way the seismic waves help us to know Earth's internal structure. To recognize and to value the importance of prediction and prevention of seismic and volcanic risks.
2. Subject Content	The Earth's internal heat. The structure of Earth's lithosphere. Seismic waves and Earth's internal structure. Seismic risk: prediction and prevention Volcanic risk: prediction and prevention Observation of the America’s and Africa’s shorelines and how they match Observation of maps of volcanoes and earthquake and comparation with the tectonic plates’ situation knowledge and acceptance of the rules of civil protection against natural disasters
	3. Language Content / Communication
Vocabulary	-        Nouns: Oceanic ridges, evidence, glacier, fossil, lithosphere, paleontology, fault, eruption, hot spring, loss, crack, seismic wave, tremor, degree, crust, mantle, core, landslide. -        Verbs: Break up, propose, fit together, formulate, slide past, flow, expel, drift. -        Adjectives: Endogenous, molten, built-up.
Structures	-        Tenses:  Present tense, past tense, passive voice: the lithosphere is divided into… -        Question words: What/Who, What/How, Why/What, Where/What … -        Language for learning:  Could you investigate about…? Browse the Internet to find…? Search for photos, maps…  Do you think that…?; To begin with…; What are your ideas about…? I agree/disagree…; that sounds right… Could you please read the information carefully? Have you got any questions? Do you understand what I mean? What’s the meaning of…? How do you say  “___” in English? Could you give an example?
Discourse type	-        Description and definition -        Discussion
Language skills	-       Reading (class book, worksheets, webpages) -       Listening (to the Language Assistant, to the teacher, to videos) -       Writing (exercises, assignment) -       Speaking (debate, answering questions, giving opinion)
4. Contextual (cultural) element	Earthquakes in Andalusia, the El Hierro’s last eruption
5. Cognitive (thinking) processes	Understand, distinguish, know, compare, analyze
6. (a) Task(s)	Make a soda volcano Research on the internet and make a report on earthquakes in Andalusia
6. (b) Activities	Reading a text about Earth’s internal energy Earth structure Quiz Comparing maps of Africa and South America and of volcanoes and earthquakes distribution. Comment an article about El Hierro last eruption Discussing about some questions about predictive and preventive measures and volcanic risk Watching / listening videos about earthquake and plate tectonics Worksheet about this video
7. Methodology
Organization and class distribution / timing	Tasks should be made by 4/5 students groups, but the rest of activities may be worked individually or in pairs Timing: 6 sessions Extra time may be needed for homework
Resources / Materials	Africa and America maps Soda volcano: http://www.wikihow.com/Make-a-Soda-Bottle-Volcano Earth structure Quiz: http://www.visionlearning.com/en/library/Earth+Science/6/Earth-Structure/69/quiz Video about earthquake, with worksheet: http://dotsub.com/view/ebc8232b-1de7-440f-b60b-a00fded3b4ae http://www.slideshare.net/ang_ruiz/earthquakes-13061834 Other resources and materials: Images and animations: http://bit.ly/1BKmYk7 http://bit.ly/1BKn0Zl http://bit.ly/1taaQPb http://bit.ly/1BKn9vE http://bit.ly/1tabcVN Videos: http://bit.ly/1tabtZ3 http://bit.ly/1tabBrm
Key Competences	Knowledge and interaction with the natural environment, linguistical, social, digital, artistic, learn to learn, autonomy
8. Evaluation (criteria and instruments)	Evaluation criteria: -       To explain why the tectonic plates move -       To understand the ridges formation resulting from the movement of the plates. -       To describe how volcanoes occur. -       To distinguish the parts of a volcano. -       To explain how earthquake occur. -       To know what kind of seismic waves there are, and the information about the Earth internal structure that they give us -       To describe the disasters that volcanoes and earthquakes may produce. -       To know the preventive and predictive measures for volcanic eruptions and earthquakes. Instruments: -       Creative, active class participation, cooperation with peers, positive teamwork habits...  (20%) -       Activities, tasks, rubric to evaluate teamwork (20%) -       Test (60%) -       Self‐assessment rubric

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 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.