際際滷

際際滷Share a Scribd company logo

Human reproduction unit outline

Download as ODT, PDF
D
damarbe

This document provides a template for designing a CLIL didactic unit on human reproduction for 6th grade primary education students. The unit aims to teach students about the male and female reproductive systems and the process of human reproduction through 8 sessions incorporating content, language, skills and assessment. Key elements of the unit include identifying reproductive organs and their functions, understanding fertilization and embryo development, developing reproductive vocabulary, and evaluating students' learning through observation, tests and self-assessment. The template provides guidance on learning outcomes, content, language skills, activities, methodology, timing, resources and evaluation criteria.

1 of 4
Downloaded 32 times
Template to design a CLIL didactic unit Subject: Science Teacher: Daniel Mart鱈n 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.
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
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
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: P辿rez Torres, I. 2009. "Apuntes sobre los principios y caracter鱈sticas de la metodolog鱈a AICLE" en V. Pav坦n, J. vila (eds.), Aplicaciones did叩cticas para la ense単anza integrada de lengua y contenidos. Sevilla: Consejer鱈a de Educaci坦n de la Junta de Andaluc鱈a-Universidad de C坦rdoba.171-180. Est叩 basada sobre todo en la experiencia pr叩ctica a la hora de dise単ar unidades y conversaciones con expertos y compa単eros. Tambi辿n he tenido en cuenta la teor鱈a 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.

More Related Content

Human reproduction unit outline

  • 1. Template to design a CLIL didactic unit Subject: Science Teacher: Daniel Mart鱈n 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: P辿rez Torres, I. 2009. "Apuntes sobre los principios y caracter鱈sticas de la metodolog鱈a AICLE" en V. Pav坦n, J. vila (eds.), Aplicaciones did叩cticas para la ense単anza integrada de lengua y contenidos. Sevilla: Consejer鱈a de Educaci坦n de la Junta de Andaluc鱈a-Universidad de C坦rdoba.171-180. Est叩 basada sobre todo en la experiencia pr叩ctica a la hora de dise単ar unidades y conversaciones con expertos y compa単eros. Tambi辿n he tenido en cuenta la teor鱈a 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.