CLIL LESSON PLAN

GLOBAL GOAL: Understand how is the human being.

UNIT 1. The human being, a multicellular organism.

LEVEL: 3 ESO

TIMING: 10 lessons

AIMS
- To present the content of the Unit.
- To introduce the concept of Human being and its main features.
- To make learners aware of and build a prior knowledge of cell and the human being as a multicellular organism.
- To help learners understand that learning can be achieved in a second language.
- To help learners understand that keeping a record of new words is important.
- To help learners understand that humans being are formed by millions of cells.
- To help learners get closer to scientific method.
CRITERIA FOR ASSESSMENT
Teacher, peer and self-assessment processes will be used to assess how well learners:
- Understand the levels of organization of the matter.
- Understand the concept of biomolecule.
- Differentiate the organic biomolecules from the inorganic ones.
- Understand the characteristics of human cells and identify the function of cellular organelles.
- Classify the different types of human tissues.
- Differentiate the concepts of organ and system.
TEACHING OBJECTIVES (what I plan to teach)
Content: Cognition:
- Levels of organization. - Provide learners with opportunities to understand the key concepts
- Bioelements and biomolecules. and apply them in different contexts.
- The cell. Cell types. - Identify cells and cellular structures in microphotographs.
- The organelles of the animal eukaryotic cell. - Identify the type of human tissue using the microscope.
- Tissue, organs, apparat and systems of the human body. - Vocabulary building, learning and using.
- Arouse learner curiosity-creative use of language and learner
questions.
Culture:
- Opinion on the technology referred to donations.
- Be aware of the use of embryonic stem cells for the cure of diseases.
- Understand that they can learn, no matter which language they are using.
COMMUNICATION
Language of learning Language for learning Language through learning
- Adipose tissue. - Asking each other questions: What do - Distinguish language needed to carry out
- Atomic level. you know about? Can you tell me activities.
- Bacterial capsule. something about? - Retain language revised by both the
- Bacterial chromosome. - Classifying: The different levels of teacher and learners.
- Blood tissue. organization. The different kinds of cells. - Make use of peer explanations.
- Bone tissue. The different kind of tissues and systems - Record, predict and learn new words that
- Cartilaginous tissue. of the human body. Bioelements and arise from activities.
- Cell. biomolecules present in living things.
- Cell envelope. - Comparing and contrasting: Components
- Centrosome. of a eukaryotic and prokaryotic cell.
- Chromosome. - Debating: What do you think about
- Cilia. donations?
- Circulatory system. - Others: How do you spell? What does
- Connective tissue. mean?
- Cytoplasm.
- Cytoskeleton.
- Digestive system
- Endoplasmic reticulum.
- Epithelial tissue.
- Excretory apparat.
- Flagella.
- Golgi complex.
- Guts.
- Lipids.
- Mineral salts.
- Mitochondria.
- Molecular level.
- Muscle tissue.
- Nerve tissue.
- Nucleic acids.
 - Nucleus.
- Organ.
- Organelle.
- Organism.
- Proteins.
- Reproductive apparat.
- Respiratory system.
- Ribosomes.
- System.
- Tissue.
- Vasculature.
- Water.

LEARNING OUTCOMES (What learners will be able to do by the end of the lessons)
By the end of the unit learners will be able to:
- Demonstrate understanding of the concept of cell.
- Describe the levels of organization of living organisms and the characteristics of inorganic biomolecules and organic biomolecules.
- Distinguish between eukaryotic and prokaryotic cell.
- Know the characteristics of the human cell and identify different elements of the cell.
- Explain the functions of the membrane, cytoplasm, nucleus and cellular organelles.
- Define the concepts of cell differentiation and tissue, and know the main human tissues.
- Know the apparatuses and the systems of the human body.
- Classify the apparats and systems of the human body according to their function.
- Outline the parts of the optical microscope and the electron microscope, and use the optical microscope with correction.
- Use different ICTs to investigate and extend knowledge about the characteristics of living things.
- Acquire specific vocabulary about the contents of the unit to express the oral and written knowledge about them.
- Distinguish different types of tissues.
- Recognize the different systems that make up the human body.
- Classify information.
- Successfully engage in visual marching between concepts and images.
- Interpret visual information.
- Use language creatively.
- Ask and respond to wh- questions about their work.
- Use a class vocabulary record of new words.
 Key competence Descriptor Achievement
Competence in Linguistic Use appropriate vocabulary, linguistic Define in your notebook and correctly use concepts related to the
Communication structures and orthographic and knowledge acquired as biomolecule, cell differentiation, tissue, organ, etc.
grammatical rules for writing and oral He writes brief reports about the cell as an anatomical and functional unit,
texts. cell differentiation and nucleus structure.
Correctly performs oral exposure on cell regeneration
Understand the meaning of written Achieve the comprehensive reading of the text How many cells are in your
and oral texts. body and extract the main idea.
Mathematic competence Know and use the basic mathematical Calculate the size of cells using mathematical elements.
elements: operations, magnitudes,
percentages, proportions, geometric
forms, measurement criteria and
numerical coding, etc.
Understand and interpret the He knows the structure of the cell and the main human tissues, organs and
information presented in graphic apparats when he draws or explains in his notebook the functions of these
format. structures.
Competence in knowledge of Manage knowledge about science and Know the correct use of the microscope and its need for the study of cells
interaction with the physical technology to solve problems, when carrying out a laboratory practice.
world understand what is happening around
us and answer questions.
Competence in processing Handle digital tools for building Use the resources provided by the teacher to obtain information for the
information and ICT knowledge. accomplishment of activities
Competence in social skills and Conceive a value scale and act Value the importance of the development of the microscope in the
citizenship according to it. knowledge of the cell and argues it in his notebook.
Develop the capacity for dialogue with Respect opinions expressed by classmates in the debate on What is the
others in situations of coexistence and importance of the cell theory?
work, and for conflict resolution.
Autonomy and personal initiative Generate new and divergent Proposes own hypotheses elaborated from the acquired knowledge on the
possibilities from previous knowledge cellular regeneration, the glandular epithelium, etc.
of the subject.

Show personal initiative to initiate or Participate actively when student works as a group.
promote new actions.
Cultural and artistic competence
Learn to learn
Appreciate the beauty of artistic
expressions and manifestations of
creativity, and show a taste for
aesthetics in everyday life.
Develop strategies that favor the
rigorous understanding of the
contents.
Recognizes the importance of drawing and photography to study the cell
and tissues in the different activities where they are requested to draw or
interpret and obtain information from them.
Complete a conceptual map of the unit based on the knowledge acquired.
Use a dichotomous key to classify tissues.
Make tables of the biomolecules, the functions of the cellular organelles,
etc.
Interprets and distinguishes different cellular organelles from photographs
and drawings that are presented in the activities of the book or RF.

Evaluate achievement of learning Carry out the final activities of the unit to self-evaluate the acquired
objectives. Summarize in your knowledge.
notebook the main ideas of the unit.
CLIL LESSON PLAN-Teachers notes

Difficulties prediction
It would be necessary to review the units of the decimal metric system and have the students recognize the mean dimensions of the different levels of
organization: Angstrom, nanometers, micrometers, millimeters, meters, etc.
The most notable conceptual leap for students, which cant be completely addressed at this level, is the one that goes from molecule to prokaryotic cell
because it is the leap from the inert to the living.
It is important to make students understand that the cell is the compendium of all the functions that define life, which is necessarily manifested in unicellular
organisms. Also, that in the associated cells, to form organs and tissues, some of these functions are atrophied and even lost.
Observations of cells under a microscope and in photographs often favor the conceptual error that the cells are extraordinarily flat. It is convenient to
resort to 3D animations and manipulative physical models.
TEACHING/LEARNING ACTIVITIES

Lesson 1: Know the different levels of organization. Human beings composition.

Warm-up: General overview of the unit. Conceptual map.
Introduction: https://www.youtube.com/watch?v=ZRFykdf4kDc
Whole class: levels of organization.
Activity 1: Read the following text and extract the main idea. Text available: http://phenomena.nationalgeographic.com/2013/10/23/how-many-cells-are-
in-your-body/
Activity 2: What level of organization they correspond at? An erythrocyte, blood, pancreas, a lipid, water and oxygen.
Activity 3: Make a table indicating which are the monomers that form the organic biomolecules and which are the polymers resulting from their union.
Ending the lesson: Learners think about examples of each level of organization.
Glossary: Time to think about new word that learner do not know. One of the learners writes down which word they decided to choose.

Lesson 2: The cell. Prokaryotic and eukaryotic cell.

Starting routine: What can you remember? Questions:
What level of organization do the following elements belong to? Bacteria, water, proteins, heart, nervous system, paramecium.
Warm-up: Brainstorm about cells characteristics.
Prior-knowledge: Students have studied in 1 ESO the cell: characteristics and their vital functions.
Whole class: The cell and characteristics.
Thinking activity: Debate What is the importance of the cell theory?
Activity 2: Identify the elements of each cell.

Ending the lesson: Think about the difference between both types of cells.
Glossary: Time to think about new words that learners do not know. One of the learners writes down which word they chose.

Lesson 3: Cell organelles

Warm-up: Students watch the following video: https://www.youtube.com/watch?v=H8MSFi22ocs
Prior-knowledge: Students have studied the day before at home cell organelles and their function. They also have studied them in 1ESO.
Introduction: Before starting the game, and after watching the video, the teacher answer any doubt about cell organelles. Flipped classroom methodology
is going to be used. All information has been provided in this link https://padlet.com/albiski/r09hfeo9lep5
Activity 1: Kahoot about cell organelles. Summative assessment. The winner team get 0.5 extra point in the exam.
Ending the lesson: Learners think about organelles functions
Glossary: Time to think about new word that learner do not know. One of the learners writes down which word they decided to choose.

Lesson 4: Human tissues, organs, apparats and systems

Warm-up: Students watch the following video https://www.youtube.com/watch?v=O0ZvbPak4ck
Whole class. Tissues, organs, apparats and systems.
Activity 1: Lists the characteristics and functions of human tissues.
Activity 2: What are the organs that make up the endocrine system called? What substances do they make? What function do they relate with?
Activity 3: Which bodies are involved in two different vital functions? What functions and systems are associated?
Self-assessment: Complete the test and check your knowledge (Annex I)
Ending the lesson: Learners think about organelles functions
Glossary: Time to think about new word that learner do not know. One of the learners writes down which word they decided to choose.

Lesson 5: Human tissues (Laboratory practice) Summative assessment

Warm-up: Students get the instructions to use de microscope.
Pre-knowledge: The lesson before, students have studied types of human tissues.
Activity 1: Under the microscope, students have to identify the type of tissue of six samples gives, and complete the following table for each tissue:

Tissues name
Other varieties related to this tissue
Name of the main cells of this tissue
Function that plays in the human body
Faced with a destructive agent, does it have regenerative capacity?
Possible tumor that is generated in this tissue
Non-cellular elements that are part of the tissue, if there are

Tissues samples:

Bone tissue Adipose tissue Smooth muscle tissue

Skeletal muscle tissue Cardiac muscle tissue Nervous tissue

Lesson 6: Collaborative learning Summative assessment
Warm-up: https://www.youtube.com/watch?v=O48LJ4EMNqE
Activity 1: https://createwebquest.com/campaign-organ-donation
Students have done the WebQuest. This day, students have to present their own campaign.
Lesson 7: The island (2005)
Students are going to watch the movie The island
Lesson 8: The island (2005)
Students continue watching The island.
Lesson 9: The island (2005)
Students finish watching The island.
Activity 1: Scientific analysis:
It is a film in which you can see the relationship between science, technology and society, with ethics as the driving principle. The scientific aspect is cloning,
specifically human cloning. Although in mammals this was achieved in 1997 with the famous Dolly sheep, in humans it is banned for obvious reasons. If it
is allowed in some countries therapeutic cloning, which has the purpose of obtaining stem cells to regenerate damaged tissues and treat diseases.
In the history of the film, cloning is allowed in order to obtain vital organs for when they are required by cloned persons. Receiving clone organs avoids the
main problem of transplants, rejection.
In working with this film we intend to conclude the cloning process, to evaluate therapeutic cloning as a way to treat degenerative diseases, to understand
as an aberration the possibility of investigating human reproductive cloning, to value organ donation as a great saving factor.
Activity 2: Debate Human cloning and therapeutic cloning. Do you agree with?

Lesson 10: Exam day

Pre-knowledge: During the lessons, students have acquired all information necessary to complete the exam. Activities have been necessary to facilitate
this acquisition.
ANNEX II

INSTRUMENTS FOR ASSESSMENT

- Teacher monitors group and individual activities.
- Learners successfully play a marching game.
- Learners interaction with a partner (speaking creatively).
- Learners participation in all task and activities.
- Learners complete information gaps.
- Learners complete a self-assessment sheet.
- Learners complete the laboratory activity.
- Learners do the cooperative activity.
- Exam.
 SCAFFOLDING TIPS
The focus of the unit is on language Language for the learner
Language for the teacher I think the difference between a prokaryotic and eukaryotic cell is
Settle down quickly, please, lets get started. I dont think so, because
Lets just recap on what we did the other day. I dont know
What do you know about? Can you help us?
Can you tell me something about? The levels of organization are
Read out loud. The function of this system is
Dont forget to write a note about information your partner gives you. Tissues are classified in
Dont panic.
Find a partner to work with.
Is that clear?
Youve worked well today. Good.
RESOURCES
Computer, projector, whiteboard, animations, presentations, computer programs
Worksheets.
Pens and whiteboard.
Scripts, laboratory material (microscope, tissue samples).

NOTES
It is the first time that learners are experiencing the organization of human body unit in English, so teachers need to focus on learner confidence-building,
enjoyment and a sense of achievement. Whilst individual outcomes will vary, providing a range of scaffolded learning tools will encourage learner
participation and engagement. For example, take time to explain how a dictionary (paper or online) works.
EVALUATION
For evaluation, all activities and tests will be weighted as follows:
- Exam: 40%
- Laboratory practice: 20%
- Cooperative activity: 20%
- Notebook (including all activities): 10%
- Participation, behavior: 10%
For each element evaluated, rubrics has been used (ANNEX III).
ANNEX I

1. The levels of organization, computer from less to greater complexity, are:

A) cell, molecule, atom and subatomic particle.
B) molecule, atom, cell and organ.
C) cell, tissue, organ, apparatus and system.
D) organism, organ, cell and molecule.

2. The prokaryotic cell has:

A) membrane, cytoplasm, genetic material and ribosomes.
B) numerous cytoplasmic organelles
C) nucleus differentiated with a single chromosome.
D) always one capsule per tenth of the plasma membrane.

3. The eukaryotic cells:

A) they do not have cytoplasmic organs.
B) have in the nucleus several strands of DNA forming the chromatin.
C) only have the ribosomes.
D) have two distinct parts: membrane and cytoplasm.

4. 4. cellular metabolism consists of:

A) anabolism and catabolism.
B) anabolism and respiration.
C) anabolism, catabolism and reproduction.
D) nutrition, relationship and reproduction.

5. Cellular respiration is performed in:

A) ribosomes.
B) Golgi complex.
C) nucleus.
D) mitochondria.
6. The cytoskeleton consists of:
A) mineral salts of calcium and phosphorus.
B) protein filaments of different types.
C) mineral salts of calcium and magnesium.
D) cytoplasmic extensions.

7. The tissues are formed by:

A) like cells that perform different functions.
B) bodies acting in coordination.
C) different cells that perform the same function.
D) specialized cells that perform the same function.

8. Actin and myosin are tissue protein fibers:

A) nervous.
B) muscular.
C) connective.
D) epithelial.

9. The organs are:

A) Structures consisting of several coordinately functioning tissues.
B) structures formed by a single cell type.
C) structures formed by several apparatuses.
D) structures formed by several systems.

10. A system is formed by:

A) several devices of the same type.
B) several different tissues that coordinate their function.
C) several organs of the same type performing a similar function.
D) several different bodies acting in coordination.
ANNEX II

1. Indicate the different levels of organization, ordered from lowest to highest complexity that we can find in humans. Cite examples from each
level.

2. Why is the cell the fundamental unit of living beings?

3. What is the difference between prokaryotic cells from eukaryotes?

4. Complete the figure and indicate the type of cell.

5. Relates the elements of the two columns:

DNA Glycerin and fatty acids

Proteins Monosaccharides
Lipids Nucleotides
Polysaccharides Most abundant biomolecule
Water Amino acids.
6. Define cellular metabolism and differentiates between anabolism and catabolism.

7. Relates each organ with its function:

Membrane Movements
Mitochondria Control of cellular functions
Nucleus Regulation of the exchange of substance with the outside
Lysosome Cellular respiration
Cilia and flagella Intracellular digestion

8. Complete a table like this for each of the four major classes of tissues.
Tissue Characteristics Types Function

9. Write from each organ the system or apparatus to which it belongs:

Kidneys Heart Lungs Stomach Femur

Thyroid Biceps Brain Ovaries Testicles

10. Cite the function performed by each pars and systems of the human body.
ANNEX III

Exam rubric

Bad Poor Very good Outstanding

Dont understand the levels of Understand some levels of Understand the levels of Understand the levels of
organization of the matter organization of the matter. organization of the matter, giving organization of the matter, giving an
some examples. example of each level.
Dont understand the concept of Understand poorly the concept of Understand the concept of Understand the concept of
biomolecule. biomolecule. biomolecule. biomolecule, giving examples.
Dont differentiate the organic Differentiate poorly the organic Differentiate the organic Differentiate the organic
biomolecules from the inorganic biomolecules from the inorganic biomolecules from the inorganic biomolecules from the inorganic
ones. ones. ones. ones, giving examples of each one.
Dont understand the characteristics Understand poorly the Understand the characteristics of Understand the characteristics of
of human cells and dont identify characteristics of human cells and human cells and identify some human cells and identify the function
any function of cellular organelles. identify few function of cellular function of cellular organelles. of cellular organelles.
organelles.
Dont classify the different types of Classify some types of human Classify the different types ofClassify the different types of human
human tissues and dont recognize tissues, recognizing some cells human tissues, recognizing sometissues, recognizing cells which form
cells which form the tissue. which form the tissue. cells which form the tissue. the tissue.
Dont differentiate the concepts of Differentiate the concepts of organ Differentiate the concepts of organ Differentiate the concepts of organ
organ and system. and system. and system, giving some examples. and system, giving examples.

Laboratory practice

Bad Poor Very good Outstanding

Dont recognize tissue samples and Recognize few tissue samples and Recognize some tissue samples and Recognize all tissue samples and give
dont complete the activity give poorly information about the give information required in the all information required in the
activity activity. activity
Cooperative activity
Poor
CONTENT Students do not present a
complete information.
ORGANIZATION The information is
disorganized. There is no
pictures, visual elements,
colours. It is not original.
PRESENTATION & The information provided,
ORIGINALITY the organization and
presentation is not either
original or creative.
Notebook
Bad
CONTENT Students do not present all
activities
ORGANIZATION The information is disorganized.
There is no pictures, visual
elements, colours. Activities are
not corrected.
Good
Students present a poor
information.
The information is poorly
organized, with one or two
pictures. It is little original.
The information
provided, the organization
and the presentation is
barely original and creative.
Poor
Students present few
activities.
The information is poorly
organized, with one or two
pictures. Some activities are
corrected.
Very good
Students present a
complete information required.
The information is organized.
Some pictures are presented. It is
quite original and visual.
The information provided, the
organization and the
presentation is original and
creative.
Very good
Students present most of the
activities.
The information is organized.
Some pictures are presented.
Most of the activities are
corrected.
Outstanding
Students present a detailed
information.
The information is highly
organised, including several
pictures and organizing
elements. It is highly original and
visual.
The information provided, the
organization and the
presentation is highly original
and creative.
Excellent
Students present all activities.
The information is highly
organised, including several
pictures and organizing elements.
All activities are corrected.
Participation and behavior
Bad
PARTICIPATION Students dont participate at
debates and oral activities
BEHAVIOR Behavior is inappropriate, dont
respect others students turn.
Good
Students participate at debates
and oral activities
Behavior is appropriate, usually
respect others students turn.
Very good Excellent
Students mostly participate Students highly participate at
at debates and oral activities debates and oral activities
Behavior is appropriate, Behavior is highly appropriate,
respect others students always respect others students
turn. turn.