PLANIFICACIÓN DE LA UNIDAD AICLE.

A estas alturas de curso ya hemos planificado una unidad didáctica AICLE. Además hemos analizado los recursos propuestos e incluso hemos diseñado actividades interactivas. A continuación comparto con vosotros la planificación de mi unidad llamada "ELECTRICITY"

Subject:         TECHNOLOGIES                                        Teacher: HENAR AGUADO

Title of the Unit              ELECTRICITY                                        Course / Level   1ESO        

1. Learning outcomes  / Evaluation criteria	Recognise that an electric circuit consisting of an energy source (battery) and other circuit components (wire, bulb, switch) forms an electrical system. Show an understanding that a current can only flow in a closed circuit. Identify electrical conductors and insulators. Know that we can use different components in a circuit to do different jobs. Set up simple circuits using a buzzer or a motor to realise that electricity does not only make a bulb light but for example can make a motor turn.
2. Subject Content	Electric circuit. Components: wire, bulb, switch, battery, motor, buzzer Electrical conductors and insulators materials
	3. Language Content / Communication
Vocabulary	Nouns: electricity, circuit, buzzer, bulb, battery, wire, switch, power Verbs: attract, repel, connect, supply, Adjectives: insulator, conductor, closed, open, series, parallel, dangerous Prepositions: from, to, through,
Structures	Routines Why is electricity important in our lives? What did he invent? What do these circuits have in common? Content: Present Simple: A electrical circuit is…./ A bulb is… Present Continuous: Electrons are flowing…. Comparative: This wire is thinner/ thicker than… Classroom Management: Introducing the topic What we are going to cover today is ... /First of all, I would like to talk about ... Today, I am going to talk about … The important point I want to make today is ... Making Transitions Between Ideas Now, let's see what happens. If that's clear, we will go on to the next point. Let's get back to the idea of... I'd like to finish talking about ... before we move on ... Summarizing and Concluding In summary ... /To conclude ... /In conclusion ... /The conclusions we can draw from this are…
Discourse type	Description and Exposition
Language skills	Reading, listening, speaking
4. Contextual (cultural) element	Electricity is used to power many of the things that we use every day. Without electricity, our lives would be very different and in many cases more difficult.
5. Cognitive (thinking) processes	Understanding, remembering, applying, analyzing
6. (a) Task(s)	a)Introductory questions: Discuss your list and the answers to the points below in a small group and with the rest of the class Is electricity important in your life? Suggest up to five problems that you might have if you had to live without electricity. Are there any problems that arise because you use electricity for certain tasks or activities? b)Introductory video https://www.youtube.com/watch?v=EJeAuQ7pkpc c)Interactive activities http://www.bbc.co.uk/schools/scienceclips/ages/6_7/electricity_fs.shtml http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors_fs.shtml
6. (b) Activities	a) Looking at the poster http://www.npl.co.uk/educate-explore/factsheets/electricity/ and design your own poster b) Complete de current scale with 5 more examples http://www.npl.co.uk/educate-explore/factsheets/electricity/ c) Pairs of pupils are presented with various electric circuits and are asked to explain how each one works. The circuits to be considered are: 1. one battery and one bulb; 2. one battery and two bulbs in series; 3. two batteries and one bulb; 4. one battery and two bulbs in parallel. When the pairs have finished they report back on their findings
	7. Methodology
Organization and class distribution / timing	The activities will be done in pairs and they will be discuss with the whole group. Session 1. Introductory questions. Session 2. Introductory video and interactive questions. Session 3. Teacher explanations Session 4. Poster activity Session 5. Activity current scale Session 6. Workshop. Activity electric circuits
Resources / Materials	http://www.symbaloo.com/mix/reaaicle2015
Key Competences	Communication in foreign languages Learning to learn Digital competences
8. Evaluation (criteria and instruments)	The assessment objectives of the syllabus are aligned to the  three domains in the curriculum framework as shown below: Assessment of Knowledge, Understanding and  Application of Science Concepts Assessment of Skills and Process Assessment of Ethics and Attitudes Before making an  assessment about a certain aspect of students‟ performance, the teacher should ensure that the assessment mode used  will generate information that reflect accurately the particular  aspect of performance the teacher intends to assess. In addition to the written tests, the following instruments will be used: Practicals Teacher observations Checklists Reflections / Journals Posters Games and quizzes Debates http://www.ducksters.com/questions/electricityquiz.php

Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.

 A first sample of this template has been published at:

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.

It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.