1. Template to design a CLIL didactic unit
Subject: Science
Teacher: Daniel Martín Bellido
Title of the Unit:Human reproduction
1. Learning outcomes
/ Evaluation criteria
2. Subject Content
Course / Level: 6th grade Primary Education
1. To identify the organs of the male and female reproductive
system and their functions.
2. To understand the steps involved in human reproduction.
3. To describe the changes that take place during pregnancy
and to identify in the different stages of embryo
development.
- Characteristics of human reproduction.
- Male and female reproductive systems: organs and functions.
- Fertilization. Pregnancy. Childbirth.
3. Language Content / Communication
Vocabulary
– NOUNS: penis, testicles, scrotum, vas deferens, glands,
uterus, vagina, ovaries, fallopian tubes, vulva, fertilization,
embryo, zygote, childbirth, amnion, placenta, foetus,
umbilical cord, navel, …
– VERBS: join, grow, get in, produce, develop, contract,
become, surround, produce, reach, be born, extract, conect,
leave, …
– ADJECTIVES: sexual, internal, viviparous, long, cilindrical,
oval, hollow, mature, …
– PREPOSITIONS: by, from, through, outside, until, ...
Structures
Present Simple:
– It is..
– It developes...
– it leaves...
Describing a process: First, then, finally.
Asking for information: What is...?, what does it do? What's its main
function?
Discourse type
Teacher talk, pairwork, small grouping. / Describing, asking/giving
information
Language skills
Listening, speaking, reading, writing
4. Contextual (cultural)
– To understand the differences between boys and girls.
element
– To be aware of the importance of taking care of the phoetus
and baby.
– To understand the importance of both progenitors in the
proccess of having a baby.
5. Cognitive (thinking)
– To identify the organs of the male and the female
processes
reproductive systems in pictures.
– To identify differences between male and female
reproductive systems.

2. 6. (a) Task(s)
6. (b) Activities
– To describe the proccesses envolved in human reproduction.
– To sumarize and organize information.
– To get information from a video.
In small groups, students make a poster showing the male
reproductive system and the female reproductive system.
In pairs, students make a powerpoint presentation showing the
stages in human reproduction.
Session 1: Introduction.
– Students talk about their first memories when they were
babies.
– We talk about how their bodies have changed since they
were born.
– We remeber last unit on reproduction and we talk about
different types of reproduction (internal/external,
sexual/asexual, viviparous/oviparous)
– Students come up with a definition of human reproduction
(they have to include the 3 characteristics: sexual, internal
and viviparous)
– The teacher shows the male and the female reproductive
systems in pictures and names the organs (students repeat)
Session 2: Reproductive systems.
– The teacher shows the same pictures of the male and
female reproductive systems shown yesterday. Students try
to remember the organs.
– Label the pictures of the reproductive systems.
– Teacher explains the different organs involved in both the
male and the female reproductive systems.
Session 3:
– students remember the organs of the reproductive systems
from yesterday's lesson.
– Students identify clasiffy the organs in both the male and the
female reproductive systems.
– the teacher remembers the main functions of those organs
with this quizz:
Session 4: 1st Review: students carry on the first taks shown in
section 6a .
Session5: Human reproduction.
– Students watch the three parts of the video Once upon a
time... life – birth.
– Students and teacher talk about what they remember form
the video. The teacher explains whatever the students need.
Students answer questionary on human reproduction.
Session 6. Fertilization and embryo development.
– Students watch the video fertilization and embryo

3. –
develpment.
Students filll in the gaps in the outline given by the teacher.
(pairwork)
Session 7: Computer lab.
– students go to the computer lab to carry on the 2nd activity
described in section 6a.
Session 8: Assesment.
– Test.
– Self evaluation. “now I know”.
7. Methodology
Organization and class This unit will take 8 periods (50 minutes each)
Every session has the same structure:
distribution / timing
– Warm up – remembering last day's lesson. Listening /
speaking.
– Introduction of new vocabulary. Listening / speaking.
– Reading / writing activities.
– What have we done today? Review : speaking.
Resources / Materials
– For all the sessions, students will use “My science projects
book” dossier elaborated by the teacher in which all the
explanations and activities are included.
– Session 1: My science projects book.
– Session 2:
– http://www.neok12.com/diagram/Reproductive-System01.htm
– Session 3:
– http://www.neok12.com/vocabulary/ReproductiveSystem-01.htm
– http://www.neok12.com/vocabulary/ReproductiveSystem-02.htm
– http://www.neok12.com/quiz/REPSYS01
– http://www.neok12.com/quiz/REPSYS02
– Session 4:
– Cardboards, coloured pencils, markers, rulers...
– Session 5:
– http://www.youtube.com/watch?v=HIjZgg1lLg8
– http://www.youtube.com/watch?v=KXRTbRrV240
– http://www.youtube.com/watch?v=wEylDfreE_o
– Session 6:
- http://www.youtube.com/watch?v=J_knnENhzwg
– Session 7:
– Computer lab. Computers with powerpoint software.
– Session 8:
– Test.
– Self evaluation.
Key Competences
Competence in linguistic communication

4. 8. Evaluation (criteria
and instruments)
Competence in Mathematics
Competence in knowledge of and interaction with the physical
World
Competence in social skills and citizenship
Data processing and digital competence.
Autonomy and personal initiative.
Competence in learning to learn
Autonomy and personal initiative.
Evaluation criteria:
– To identify the three characteristics of human reproduction.
– To identify the main organs of the male and the female
reproductive systems.
– To understand some of the functions of the organs inth male
and the female reproductive systems.
– To understand the processes involved in human
reproduction.
– To identify the stages in embryo develpment.
Instruments:
– Observation.
– Test.
– Self-evaluation.
– My science projects book.
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.