Unidad aicle the solar system

María Isabel Blanco Pumar

CLIL didactic unit Subject: Social Science

Teacher: María Isabel Blanco Pumar

Title of the Unit:

Course / Level

The Solar System

1. Learning outcomes / Evaluation criteria

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  2. Subject Content

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3rd grade Primary Education

Name and identify the different elements that form the Solar System.

Name the planets and recognize their main characteristics.

Locate the planets position according to the Sun. Explain the Earth's rotation and revolution and their consequences.

Describe the Moon movements, their consequences and identify the Moon phases.

Research and find out information about the Solar System using different sources.

Design a representative model of the Solar System.

Planets, satellites, stars and constellations.

Planet features: position, temperature, size, number of satellites, appearance.

The Earth: movement, location and layers.

The Moon: phases, movement and consequences.

3. Language Content / Communication Vocabulary

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Nouns: planets, stars, satellites, constellations, galaxy, craters, revolution, orbit, axis, day, night, seasons, spring, summer, autumn, winter, phases, moon, rings, gas, rook, dust, ice Adjectives: hot, cold, large, small, giant, dwarf, Verbs: take, move, be, have, revolve, orbit, reflect, cause Adverbs: close, far Cardinal numbers (first, second, third…)

Routines:  Where is the Sun?  Where is the Solar System?  What is the Moon?  How long does the Earth take to go around the Sun?  What is the hottest planet?  What is the coldest planet?

Content:  Present simple: The Earth revolves around the Sun. It takes 365 days to complete one revolution.  Superlative: Venus is the hottest planet.

María Isabel Blanco Pumar

Classroom management:  What’s the date?  Sit down properly.  Don’t disturb the others.  It’s your turn.  Raise your hand.  Clean up.

Discourse type

Solar System description.

Planet description.

Description of the Earth and Moon movements and their consequences.

Language skills

Listening (planet song, videos) Reading (worksheets, websites…)

Speaking (matching game, model presentation) Writing (KWL chart, worksheets)

4. Contextual (cultural) This unit is thought to be taught at the end of the second term because units go progressively from the students’ closer element environment to the general ones. Thus, students study first their local community, second the Autonomous Community, next Spain, then the continents, next the Earth as a planet and finally the Solar System.

5. Cognitive (thinking) processes

Understand the information provided through the videos.

Apply the information learned by talking to another mate or doing some written exercises or even making a craft.

Assess through the KWL chart.

Create a model and present it.

6. (a) Task(s) // (b) Lesson 1 Initial assessment Activities Students fill in the column 'What I Know' on a KWL chart.

The teacher uses flashcards to elicit their memories about the topic.

Students also draw a picture with what they remember. They label the name of the stuff they have drawn.

Lesson 2 Students watch the video about the Solar System. https://www.youtube.com/watch?v=sJrDiUG2JAo They answer some questions orally.

On their tablets students label the planet names using the app Skitch. https://play.google.com/store/apps/details?id=com.evernote.skitch &hl=es

María Isabel Blanco Pumar

Students listen to the song ‘The Solar System song’ and they get familiar with planet features. https://www.youtube.com/watch?v=nbgnF7373oY&feature=youtu. be Lesson 3 Students listen for the second time to the song. Then, they complete a song worksheet where they have to write the missing planets according to their features. https://docs.google.com/document/d/1dB1prNGjhEzrM210ttVbYm mPoUagP_-olTXvlbPct6U/edit?usp=sharing To conclude the lesson, they make a planet and Sun mobile colouring and cutting the objects on the worksheet below. http://printables.scholastic.com/shop/prcontent/Solar-SystemMobile/9780439503761-059 Lesson 4 Teacher hands the students a worksheet that they use as a language model to answer some questions orally  Which is the hottest planet?  Which is the coldest planet?  Which is the largest planet?  Which planet is the closest to the Sun?  Which planet is the furthest to the Sun?  Which planet is the closest to the Earth?  Which planet is called the Red Planet?  Which planet is tipped on its side?

Students play a card game in pairs. One student describes one of the planets and the other has to guess. Then, they change roles.

They finish when they have described all the planets. http://spaceracers.org/pdf/sun-and-planets-matching-game.pdf To end the lesson, they write sentences on a worksheet using the superlative form. http://bogglesworldesl.com/kids_worksheets/solarsystem.htm Lesson 5 Students watch the video ‘Day and Night Explanation, Causes Science for Kids’ https://www.youtube.com/watch?time_continue=242&v=hWkKSkI 3gkU Then, they answer the following online quiz: http://www.makemegenius.com/gk-activities-kids/quiz-orquestions/day-and-night-quiz-questions Using playdough, a wooden stick, a shoebox and a torch they make a model of the Earth showing the axis and also explaining where it is day and where it is night.

Lesson 6

María Isabel Blanco Pumar

Students watch the video ‘Why Seasons Change’ to find out about the Earths’ revolution and its consequences. https://www.youtube.com/watch?v=UlCLX27NqMg After watching the video, students complete the texts on the following worksheet: http://www.macmillanelt.es/wpcontent/uploads/2014/02/The_Earth_Rotation_and_revolution_Wo rksheet.pdf Lesson 7 Students will participate in the Solar System Scavenger Hunt: https://www.superteacherworksheets.com/space/solarsystemscav-hunt_WMTTD.pdf Each student has a copy of the question worksheet.

The fact cards will be placed around the classroom where students can find them.

Students have to move around the classroom and find the answers on the fact cards.

When they finish, they will talk in pairs about their answers checking they have the same ones.

Finally the answers will be corrected aloud with all the students.

Lesson 8 Students watch the video ‘Moon Phases’: https://www.youtube.com/watch?v=ToQ3k-jBIbk Students make the moon phases using Oreo cookies. Here is the explanation: https://sciencebob.com/wp-content/uploads/2015/04/Oreo-CookieMoon-Phases.pdf Lesson 9 and 10 Students fill in the column ‘What I want to know’ on the KWL chart.

According to what they wrote, they search the net in order to find the information.

They also start to prepare their final project and presentation.

Each student chooses a planet and makes a model of it using a balloon, newspaper, paint and glue. The student finds information about the planet on the Internet and on the app Solar System 3D. https://play.google.com/store/apps/details?id=air.com.cyberlemon s.solarsystem&hl=es On the last lesson the students share their models and make an oral presentation of their planet.

Lesson 11 Students fill in the column ‘What I learned’ on the KWL chart.

To finish the unit and assess the students’ knowledge, the teacher launches a Kahoot quiz about the Solar System. https://play.kahoot.it/#/k/28ed1000-280f-458d-b753-f6359a7973c9

María Isabel Blanco Pumar

7. Methodology Organization and class Timing: 11 lessons.

Class distribution: Individual work, pairs and whole group. distribution / timing Resources / Materials

Resources:  Devices: Digital Board, tablets, computers.  Videos  Apps  Websites Materials: worksheets, modelling clay, wooden sticks, Oreo cookies, balloons, glue, paint

Key Competences

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8. Evaluation (criteria and instruments)

Competence in linguistic communication. Students name and describe the planets and the Earth and Moon movements, as well as, their consequences.

Competence is mathematics, science and technology.

Students name and describe the planets and the Earth and Moon movements, as well as, their consequences.

Digital competence. Students use their tablets to find information about the planets and the Solar System and they use different apps to practice what they have learned.

Competence in learning to learn. Students show curiosity and interest in the Solar System and they show this interest on the KWL chart by adding new stuff on the ‘What I want to know’.

Competence in autonomous learning and personal initiative. Students show independence to find new information about a planet and they show initiative to make their models.

Competence in artistic and cultural awareness.

Students show their creativeness and their artistic skills doing different crafts.

Evaluation criteria:  Identify the celestial bodies of the Solar System and the location of the Earth and the Moon within it.  Explain the movements of the Earth and their consequences.

María Isabel Blanco Pumar

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Name the planets, describing some of their basic features.

Describe the basic characteristics and movements of the Moon, identifying its phases and their consequences.  Obtain specific and relevant information, using different sources.  Use ICT to search for, select and present information.

Instruments:  Daily observation 20%  Quiz on Kahoot 30%  Oral presentations 50%

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