1. Coordinación bilingüe
Isabel Pérez Torres
DIDACTIC UNIT: MATTER
Subject:
Science
Teacher: Macarena Pareja
Course / Level 6ºPrimaria
1. Learning outcomes
/ Evaluation criteria
-
2. Subject Content
To know what the matter is, its properties and states.
To understand the difference between natural and artificial
materials.
To identify the main physical and chemical changes.
To distinguish pure substances from mixtures and
solutions.
- Matter: specific and fundamental properties.
- States of matter: solid, liquid and gas. Processes in changing
matter: melting, solidification, evaporation, condensation.
- Material: natural and artificial.
- Types of changes in matter: physical and chemical changes.
- Differences between pure substances, mixtures and solutions.
3. Language Content / Communication
Vocabulary
Nouns: matter, mass, volume, amount, density, shape, ,
resources, deformation, expansion, contraction, product,
substance, quartz, mixture, component, solidification, solution,
condensation, evaporation.
Verbs: to measure, to adapt, to hold, to collect, to fill in, to avoid,
to apply, melting,, to react, to heat, to cool down, to distinguish, to
float, to sink, to compress, to increase , to decrease, to filter, to
decant…
Adjectives: fundamental, available, useful, absorbent, plastic,
elastic, transparent, opaque, rusted…
Prepositions: By, of, inside
Relative pronouns: which, them, to each other.
Structures
Passive voice: - It is measured in…
- It is fabricated by…
- It is made up of…
Describing processes (connectors): First/at the beginning,
then/ after that, finally/ at the end.
Asking for information: - What colour/ size it is?
- What is its natural state?
- What type of substance is it ?
- Can you hold it?

2. Coordinación bilingüe
Isabel Pérez Torres
Expressing opinion: - I think …
- Under my point of view.
- In my opinion…
Comparative and Superlative
Discourse type
Description, dialogue and argument.
Language skills
Listening, speaking, reading and writing.
4. Contextual (cultural)
element
-To understand the importance of not exhausting the natural
resources.
- To know how some chemical changes can damage the
environment.
5. Cognitive (thinking)
processes
6. (a) Task(s)
- To get information from texts and videos.
- To identify the main characteristics in different materials.
- To summarize and organize the information in diagrams and
cells.
- To observe some processes in order to classify them.
- To be able to get information from other people.
- To learn how to behave in a laboratory.
(To work in small groups)
-
-
Each group has to look for andinvestigateeasyexperiments
about types of changes in matter
They should get enough information to work out if they are
physical or chemical changes. We will provide them a
template with some helpful questions.
In session 7 each group has to show how their
experiments work and tell their conclusions to the rest of
the class.
6. (b) Activities
SESSION 1: INTRODUCTION.
-To introduce the topic we´ll listen to a song called “Matter”.
- We talk about what we ´ve understood and we´ll see what
we know about the information given in the song.
- Fill in the gap activity with the lyrics of the song
SESSION 2: WHAT IS THE MATTER?
-
We´ll watch a video explaining what the matter is , its
properties and states.
In partners they have to ask/ answer a set of questions
about the video.
They have to write down the answer given by their
partners.

3. Coordinación bilingüe
Isabel Pérez Torres
SESSION 3: STATES OF MATTER.
-
-
We´ll watch the `State of matter rap´. They have to identify
the processes which generate the changes in matter.
Reading exercise:
http://www.bbc.co.uk/bitesize/secondlevel/sciences/planet
_earth/changing_state/read/1/
Quiz and game in the same website.
SESSION 4: PHYSICAL OR CHEMICAL CHANGE?
-
-
We´ll watch a video about physical and chemical changes.
They have to think about several physical and chemical
changes they normally do (or they see) in their lives. Share
with the class.
The class will take the test in the same website of the
video.
SESSION 5: DIFFERENT MATERIALS
-
We´ll listen “Natural material vs man-made material”.
We´ll play the game “Look for an object which is made
of…”
Time for a quiz: “Natural and man- made materials”. In
groups of three they have to look for the correct answer on
the Internet.
SESSIONS6 : PURE SUBSTANCES AND MIXTURES.
-
In small groups they´ll read the lyrics of the song `Mixture
separating song´. Each group will have a piece of the
song.
- They have to look for the words they don´t understand.
- We´ll bring all the ideas together.
- We´ll listen to the song.
- Game: they´ll listen to a description in order to tell the
correct word.
SESSION 7: LABORATORY EXPERIENCE.
- Task described in section 6a.
SESSION 8: ASSESMENT.
-
Self – evaluation questionnaire.
Test.
Laboratory experience.
7. Methodology
Organization and class
distribution / timing
Eight sessions of 50 minutes.
The class will be divided into threeparts:
1st) Welcome (10 minutes)  we talk to each other about our day,
something important to tell to the rest of the class, any scientific
discovery…

4. Coordinación bilingüe
Isabel Pérez Torres
2nd) Oral activity (20min)  watching a video, listening to a song…
3th) Reading/ writing activity
Resources / Materials
-
-
-
-
Science dossier which includes all the theoretical
information, the template for the laboratory session, some
complementary activities and the self-evaluation
questionnaire.
Session 1 : http://youtu.be/Sri3ItB8JvA
Session 2: http://youtu.be/AVY5aKpy55s
Session 3: http://youtu.be/cBBmdqti_Kg
Session 4:
http://studyjams.scholastic.com/studyjams/jams/science/m
atter/changes-of-matter.htm
Session 5: http://www.slideshare.net/AnniePau/quizquestion
Session 6: http://youtu.be/Pr7JU0zsLNs
http://quizlet.com/5350685/pure-substances-and-mixturesflash-cards/
Netbooks.
Notebooks.
Whiteboard.
Laboratory equipment.
http://www.proprofs.com/games/crossword/matter-4/
http://www.proprofs.com/quizschool/story.php?title=NjAxOTMx
http://www.symbaloo.com/mix/matter4kids
Key Competences
Competence in linguistic communication
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.
8. Evaluation (criteria
and instruments)
EVALUATION CRITERIA:
- To know what the matter is and to identify its properties
and states.
- To recognize the processes involved in the changes of
states.
- To classify some objects depending on how they are made
up of.
- To understand the main differences between the physical

5. Coordinación bilingüe
Isabel Pérez Torres
-
and the chemical changes.
To identify pure substances and mixtures.
- To be able to communicate their own conclusions.
INSTRUMENTS
- A test which includes different types of activities.
- Self-evaluation questionnaire.
- Daily work.
- Observation work.
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.