TASK 13: CLIL a) Template

Materia / Área:    Biology and Geology

Título de la Unidad: The Digestive System                 Curso  / Nivel: 3rd ESO

            

1. Objetivos / Criterios de evaluación		At the end of this didactic unit, students should be able to: 1. Know the main nutrients contained in food, and    the different functions they have in the living    organism. 2. Know the different parts in the digestive system    and how the digestion process works. 3. Understand the relevance of carrying out healthy  life habits as a measure in the prevention of food-  related illnesses.
2. Contenido de área /materia		1. Nutrients: - Classification of nutrients 2. Food-related illnesses: - Malnutrition - Food poisoning 3. Anatomy of the digestive system: - The digestive tract - The associated glands: Salivary glands liver, pancreas 4. Digestion: - Physical digestion - Chemical digestion - Nutrients absorption - Egestion
3. Contenido de Lengua / Comunicación (el profesor de área no lingüística (ANL) también prestará atención a este aspecto)	Vocabulario	Key vocabulary: Ingestion, Nutrition, Nutrients, Supply, Regulate, Fibre, Form, Balanced, Malnutrition, Contaminate, Disorder, Deficiency, Lethal, Digestion, Break, Stomach, Saliva, Paste, Absorb, Faeces, Exchange, Collaborate “Nutrients” vocabulary: Food, Water, Minerals, Carbohydrates, Lipids, Fats, Proteins, Vitamins, Diet, Cereals, Starches, Oil, Butter, Meat, Eggs, Fish, Fruit, Legumes, Milk, Vegetables, Undernutrition, Rickets, Anorexia Nervosa, Bulimia, Overnutrition, Salmonella “Digestive system” vocabulary: Mouth, Pharynx, Oesophagus, Stomach, Small Intestine, Large Intestine, Anus, Salivary Glands, Liver, Pancreas, Bile, Pancreatic Juice, Saliva, Gastric Juice, Intestinal Juice, Chime, Chyle
	Estructuras	- Where does this food come from? It comes from... - We should (or not) eat... - We can find this nutrient in... - A healthy meal includes... - How often do you…? (Always, usually, often,    sometimes,    rarely, never) - Most people, some people, a few people, nobody... - Have you ever...? - What do you prefer...? · Speaking or writing  about different organs:   - What size is...?. It’s bigger or smaller than...   - What shape is...? It looks like a...   - Where is it located? It’s located in...   - What is its function?   - Which system belongs to? It belongs to the…
	Destrezas /tipo de discurso	· Exposition (individual and in group) · Description (about different foods, its nutrients, group,    systems and organs, illnesses,..) · Definitions
4. Elemento contextual y cultural		· The importance of foods and diet to the health · To compare Spanish eating habits vs British or other European countries · To know and learn about the most common scientific concepts related with nutrition and digestive process
5. Procesos cognitivos		-Extract information from articles, videos, pictures... -Elaborate conceptual maps and conceptual presentations
6. (a). Tarea / s (final)		During the unit explanation, students will: - Analyze articles about food, Mediterranean diet, healthy habits... - Extract and comment on information from these articles - Extract and comment on information from slide presentation or videos - Elaborate conceptual maps Final slide presentation: in pairs, explain and describe how the digestion process takes place in humans
6. (b). Actividades		First day: - Introducing the unit with a video and a slide presentation - Brainstorm Every day: - Reading the text - Answer questions with simple sentences - Book activities. - Other activities: Practise food vocabulary, healthy and unhealthy food, games, healthy habits worksheet, complete digestive system pictures, speaking, listening , reading and writing activities Every two or three weeks: - Laboratory activities
7. Metodología
Agrupamientos / distribución de la clase / temporalización		Nutrients and Food-related illnesses: Two weeks (two periods of 55 minutes per week) Digestive system: Three weeks (two periods of 55 minutes per week) In general: - Introductory activity: 10 minutes, individual or in pairs. - Explanations and activities 40. - Conclusions: 5 minutes
Recursos / Materiales		-Student’s book -Workbook -Notebook -Video -Science workshop (collection of complementary activities) -Worksheets
Competencias básicas		-Knowledge of and interaction with the physical world -Linguistic ability -Mathematical competence -Information processing and digital competence -Autonomous learning skills
8. Evaluación		Criteria: - Assimilate knowledge about the main nutrients        provided by foods. - Correctly use of the vocabulary acquired in order to  define the concepts studied. - Use of computer tools to consult interactive contents  about nutrients and interprets tables and illustrations. - Know the main parts of the digestive system and  relate  each one of these parts to the function it performs in the  digestive process. - Define the key words and prepare a coherent  explanation of how the digestive process takes place. - Use of computer tools to consult contents and do the  activities. Instruments: - Revision of the students work (once per week). - Continuous assessment: oral (daily) and written test  (once per unit). - Self-Assessment/Self-evaluation - Project presentations: slide presentations, individual  and in group. - Laboratory activities worksheets