Task 8: Plantilla de CLIL

Subject: Biology Teachers: Xènia Escolano Marin

Tatiana Monaco Molina

Unit title: Nutrition Year:  3º ESO

Objectives / Key competences		To have a basic knowledge of what a diet / balanced diet is. To know the function and classification of different nutrients. To identify healthy habits related to food and lifestyle. Cómo se trabajarán las competencias básicas a lo largo de la unidad: lingüística, matemática, social, digital, cultural, aprender a aprender, autonomía. Linguistic competence Social competence Digital competence Learning-to-learn
2. Contents of the subject		Definition and features of a diet / balanced diet. Nutrients: function and composition. Healthy habits.
3. Language / Communication content	Vocabulary	Nouns: anatomy, diet, food, organism, nutrients, physical activity, amino acids, cholesterol, metabolism. Adjectives: unsaturated, monounsaturated, polyunsaturated, saturated, trans fats. Specific science locutions: energy source, balanced diet, processed foods, high/low LDL levels, healthy habits. Nutrients: carbohydrates, fats, proteins, vitamins, water, fibre
	Structures	Routines: Identifying different factors that make up a healthy diet:                What is the function of…? / What are the different                types of…? / Is this good/bad for…? / How… affects                to our body?                Describing food and healthy habits:                (Name of food +) contributes to the well-                functioning of… / prevents/causes (+                illness/disorder) / is high/low in… / is                healthy/unhealthy / is a source of…. Content: Present simple to express universal truth (Banana is high in potassium) and opinions: I think; I believe… Comparative and superlative: more adapted, the healthiest, is higher / lower in … than … Causative and consecutive connectors: because..., therefore Classroom management: Identifying nutrients and its function Expressing opinions about healthy diets and habits: Why do you think…? Do you believe…?/ In my opinion, I think, I believe , and support them with arguments: Because… therefore
	Skills /type of discourse	Expositive and argumentative texts.
4. (a). Tasks		Session 1 Google slides presentation about what a balanced diet should include Session 2 Role play (visit to the nutritionist, elaboration of a diet according to the nutrients they lack) Session 3 Voicethread about weekly healthy habits
5. (b). Activities		Session 1 Activity 1. Diet + food Pyramid: Make a guess! Activity 2. Calculate your ideal food intake Session 2 Activity 1. Video on nutrients Activity 2. JMatch Session 3 Activity 1. Quiz: How healthy are you? Activity 2. Video + Google forms
7. Methodology / Grouping / Distribution / Temporalization		Within a communicative learning, we will focus on a task-based approach, being the two first activities of each session a scaffolding for the evaluation activity. Session 1: Activity 1. (15 min) Individual work. Activity 2. (5-10 min) Individual work. Task. (25-30 min + homework) Group work. Session 2: Activity 1. (10 min) Whole class. Activity 2. (5-10 min) Individual work. Task. (30-35 min) Group work. Session 3: Activity 1. (15 min) Individual work. Activity 2. (20 min) Individual work. Task. (15 min + homework) Individual work.
Resources / Materials		https://issuu.com/tatianamm/docs/materiales-isssu.docx
Evaluation criteria		The student: Identifies the different types of food and the recommended servings in a balanced diet. Recognises the function and classification of different nutrients. Identifies healthy habits related to food and lifestyle. Uses correctly ICTs to perform the different tasks and activities. Is able to communicate their ideas and respect others’ when working in groups. Uses correctly the linguistic structures and vocabulary aforementioned to perform the different tasks and activities.
8. Evaluation		We have a class blog where all the tasks performed throughout the three sessions will be published. Task 1 (20%) Result 10% Language 5% Format 2% Group work 3% Task 2 (20%) Language 10% Performance 5% Group work 5% Task 3 (30%) Language 20% Format 10% Participation (20%) First and second activity of the three sessions. Behaviour in class (10%).

Plantilla de:

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.