FACULTAD DE CIENCIAS HUMANAS, SOCIALES Y DE LA EDUCACIÓN

GIZA, GIZARTE ET HEZKUNTZA ZIENTZIEN FAKULTATEA

Graduado o Graduada en Maestro en Educación Primaria

Lehen Hezkuntzako Irakaslean Graduatua

Trabajo Fin de Grado

Gradu Bukaerako Lana

Development of CLIL activities for

Primary Education: Energy and Matter

Estudiante: Maite Izu Ventura

Enlace vídeo: https://youtu.be/3X2kHStNQps

Tutor/Tutora: Edurne Goñi Alsúa

Departamento/Saila: Ciencias Humanas y de la Eduación

Campo/Arloa: English
Mayo, 2021
Development of CLIL activities for Primary Education: Energy and Matter

‘One language sets you in a corridor for life. Two languages open every
door along the way’ Frank Smith

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Resumen

En la sociedad actual, donde la demanda de un sistema educativo plurilingüe y multicultural es cada

vez mayor, el enfoque AICLE -Aprendizaje Integrado de Contenidos y Lenguas Extranjeras- se ha abierto
paso. Se presenta como una metodología innovadora en la que la adquisición de la segunda lengua se
da de forma natural. Debido a su gran capacidad educativa, cada vez son más los centros que apuestan
por implementarlo en sus aulas, contribuyendo así a un cambio significativo en la enseñanza del inglés.
En este trabajo se analizan los antecedentes y los cinco pilares fundamentales en los que se basa.
Finalmente, se plantea un ejemplo de Unidad Didáctica para impartir Ciencias Naturales en el tercer
curso de Educación Primaria.

Palabras clave: AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras); bilingüismo, 4Cs;
tríptico del lenguaje; Ciencias Naturales.

Abstract

In today's society, where the demand for a multilingual and multicultural educational system is
increasing, the CLIL approach -Content and Language Integrated Learning- has made its way. It is
presented as an innovative methodology in which the acquisition of the second language occurs
naturally. Due to its great educational capacity, more centres are encouraged to implement it in their
classrooms, thus contributing to a significant change in the teaching of English language. This essay
analyses the antecedents and the five fundamental pillars on which it is based. Finally, it presents an
example of a Didactic Unit to teach Natural Science in the third year of Primary Education.

Keywords: CLIL (Content and Language Integrated Learning); bilingualism; 4Cs; language triptych;
Natural Science.

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INDEX

INTRODUCTION 6
1. JUSTIFICACIÓN DEL TEMA 6
2. ANTECEDENTS 6
2.1. Bilingual education within the framework of European language policies 6
2.2. Methodology of bilingual teaching 7

3. WHAT IS CLIL? 8
3.1. Definition 9
3.2. CLIL objectives and principles 10
3.2.1. The 4Cs Framework 11
3.2.1.1. Content 12
3.2.1.2. Communication 13
3.2.1.3. Cognition 13
3.2.1.4. Culture 14
3.2.1.5. The 5Cs in Europe 15
3.2.2. Bloom’s Taxonomy 16
3.2.3. Cummins’ Quadrants 18
3.2.4. Vygotsky’s Zone of Proximal Development (ZPD) 21
3.2.5. The Language Triptych 23
3.2.5.1. Language of learning 24
3.2.5.2. Language for learning 25
3.2.5.3. Language through learning 25

3. DESIGN OF THE CLIL TEACHING UNIT 26

3.1. The school 26
3.1.1. Contextualization and background 26
3.1.2. The PAI program 26
3.2. Didactic Unit 26
3.2.1. Key competences 27
3.2.2. Session distribution and activities 28

CONCLUSION 56
REFERENCES 57
ANNEXES 61
A. Annex 1: Image of the Unit 5 61

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B. Annex 2: S.W 1 61
C. Annex 3: S.W 2 62
D. Annex 4: S.W 3 63
E. Annex 5: Titi 65
F. Annex 6: Manipulating the white sheet 66
G. Annex 7: Reversible changes 66
H. Annex 8: Combustion 67
I. Annex 9: Oxidation 67
J. Annex 10: S.W 4 68
K. Annex 11: Homogeneous and heterogeneous mixtures 68
L. Annex 12: Jigsaw groups (Cooke, n.d.) 69
M. Annex 13: S.W 5 69
N. Annex 14: Spider diagram 70
Ñ. Annex 15: S.W 6 70
O. Annex 16: Renewable and non-renewable energy 71
P. Annex 17: S.W 7 71
Q. Annex 18: S.W 8 72
R. Annex 19: S.W 9 72
S. Annex 20: S.W 10 73

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 Development of CLIL activities for Primary Education: Energy and Matter

INTRODUCTION
1. JUSTIFICACIÓN DEL TEMA
El presente trabajo de fin de grado Elaboración de actividades CLIL para Educación Primaria:
Energía y Materia, tal y como su título indica, tiene como centro de atención el diseño y creación de
actividades CLIL para la asignatura de Natural Science en Educación Primaria.
La principal motivación que impulsa la elección de este tema reside en el hecho de haber
cursado la Mención en Lengua Extranjera (Inglés), cuyas asignaturas me han dado a conocer un
enfoque distinto sobre la enseñanza de las lenguas extranjeras, en especial de la lengua inglesa. Así
pues, he decidido adentrarme en el estudio del CLIL para compaginar lo que yo pueda aportar de mi
humilde experiencia educativa vivida durante el Practicum II, utilizando la metodología CLIL, con lo que
investigadores y expertos han estudiado acerca de la enseñanza de las lenguas extranjeras a través de
este enfoque.

2. ANTECEDENTS
2.1. Bilingual education within the framework of European language policies
In the last 10 years, Europe has broken down its borders and has added many more member
states. According to The European Symposium on the Changing European Classroom – The Potential
of Plurilingual Education, held in March 2005 in cooperation with the Luxemburg Presidency, about
450 million people coming out of various nations, communities, social and cultural backgrounds and
from different language groups live and work in the European Union today.
The influx of refugees and immigrants has changed the typical European classroom into a
multinational environment consisting of students with plurilingual abilities (Attard Montalto, Walter,
Theodorou, and Chrysanthou, 2016). This new reality, where mobility and trans-border migration are
now commonplace and in which English has become a democratized and universalized lingua franca
for international communication (Jenkins, 2007), implies a need to seek new methods and strategies
to implement the teaching of a second language, in this case of English, in an effective and meaningful
way.
Thus, given the need to meet the expectations of the globalized world, European government
policies gave a decisive boost to multilingualism (Morrow, 2004). To overcome the limitations of a
monolingual ideology and promote linguistic diversity in multicultural societies, the EU1 Commission
adopted, in the Framework Strategy on Multilingualism (2005), the long-term objective of increasing

1 EU stands for European Union.

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multilingual students so that everyone acquires practical skills in two or more languages in addition to
his or her mother tongue. In other words, pupils should master at least two foreign languages at the
end of compulsory schooling, as one of the prerequisites for successful participation in the Member
States of the EU.
Consequently, in the 1970s, there was a translation of this new global aspiration to the
educational system that found response in bilingual school programs (Morrow, 2004). This fact
explains the currently growing need for bilingual programmes in Spain, considered a European leader
in the implementation of bilingual programs (Coyle, 2010, p.8). Since the 80’s, Spain has coexisted with
co-official languages such as Basque, Catalan, Galician and Valencian in compulsory schooling. This
practice has gradually created a bilingual mentality that has led to transferring the experience to this
new situation in which the language of the bilingual programs is usually English.
These bilingual programs include the training of teachers in both linguistic and methodological
aspects from the Education Departments of the different Autonomous Communities. The most
relevant initiatives are collected and documented in detail in the first part of CLIL in Spain (Lasagabaster
& Ruiz de Zarobe, 2010) and in CLIL across education levels: opportunities for all (Dafouz & Guerrini,
2009).

2.2. Methodology of bilingual teaching

Before engaging in bilingual education, it is necessary to understand what bilingualism is and
what to be a bilingual person means. Traditionally, it was understood that a bilingual person is one
capable of making a native use of two or more languages. In 1984, Cooper, R. defined bilingualism as
the ‘regular use of two or more languages’ Cooper, R. (1984).
In the same way, authors like Bloomfield assumed that bilingualism implies a ‘native-like
control of two languages’ (1933, p. 56). Nevertheless, his definition was not realistic as he established
a very high goal. The reality reflects that this idea about bilingualism is practically unattainable because
it does not correspond to the functionality that a person assigns to the languages he/she uses.
Normally, an individual who has competencies in two or more languages develops them in specific
contexts and for very specific purposes of his or her daily life. For instance, ‘one may use Spanish at
home with family and friends and English at work with colleagues and other contacts’ (Li Wei, 2000,
p.5).
In the early 80’s, there was a reconceptualization of bilingualism when Jim Cummins
discovered that although two or more languages used by an individual are apparently different on the
surface, they function trough the same central cognitive system. In 1978, the expert in bilingual and

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second language education, proposed the linguistic interdependence hypothesis whereby he

compared an iceberg to a person who learns a language. This theory is commonly known as the ‘Dual
Iceberg’ and explains, as we will see later, the way in which the brains of bilingual learners use two
languages to make sense of their world.
Currently, various studies have shown that the concept of bilingualism is not unambiguous,
rather it is subject to different nuances and its interpretation depends on different variables.
Consequently, there are different typologies that show the representations and forms that bilingualism
can adopt depending on the context in which an individual develops their linguistic abilities, their level
of competence, and the use or functionality that gives to each of them. In fact, Li Wei (2000)
distinguishes up to more than twelve variety of bilinguals: ‘additive bilingual2, coordinate bilingual3,
early bilingual4, recessive bilingual5…’ (p.6).
The above discussion of the causes of language contact and types of bilingual people has
troubled linguistics for decades. To respond to this complexity, the researchers have developed
different models of bilingual education. Even though there are many methodologies for bilingual
education, we cannot ensure which one is the best because an effective methodology must be based
on a combination of didactic practices that emerge from the analysis of several factors: learning pace,
socio-cultural level, the educational project of the centre... and that is adapted to the students to
whom the instruction is directed.
However, among all available innovative methods and approaches to teach foreign languages,
the most widespread and discussed one is the Content and Language Integrated Learning, henceforth
CLIL. Some authors point out the great impact CLIL has had on European classrooms in recent years
(Baïdak, Balcon and Motiejunaite, 2017).

3. WHAT IS CLIL?
As we have mentioned previously, the process of European integration and the pressing
globalization trends have made the English language gain the status of today’s lingua franca, not only
in the European Union but also around the world. Consequently, the concern and need to learn English
has led to changes in the educational framework.

2 Additive bilingual: someone whose two languages combine in a complementary and enriching fashion.
3 Coordinate bilingual: someone whose two languages are learnt in distinctively separate contexts.
4 Early bilingual: someone who has acquired two languages early in childhood.
5 Recessive bilingual: someone who begins to feel some difficulty in either understanding or expressing him or herself with

ease, due to lack of use.

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In recent years, the methodology of the second language has evolved, going from a traditional
approach, FLT (Foreign Language Teaching) in which the language itself was exclusively studied, to a
communicative approach in which the learning of the language is intended through the delivery of the
contents, using that second language as a vehicle for teaching the contents of certain subjects.
This change was supported by the Council of Europe, which established the main objective of
promoting multilingualism, and the consequent realization of an integrating language curriculum that
facilitates their educational practice in an efficient way. So, in the search for a common system that
would meet the strategic objectives of the European educational bodies for the promotion of foreign
language teaching, emerged, in 1994, an innovative methodological approach called CLIL.
Nikula, Dalton-Puffer, Llinares & Lorenzo (2016) explain that this educational policy, concerned
with promoting economic, social, and cultural well-being, has spread specially in Europe since mid-
1990s and draws on earlier models of bilingual education such as immersion and content-based
instruction. In the same way, this form of education supports effective learning of two or more
languages, and, since 1995, has explicitly supported CLIL as a curricular approach which can achieve
this.
The policy of the EU has led to the development of CLIL initiatives in many parts of Europe, at
pre-primary, primary, secondary, and tertiary levels. Ioannou-Georgiou and Pavlou (2011) think that
these initiatives, in addition to supporting good practice in schools and classrooms, provide training
and research opportunities which can guide the effective implementation of CLIL for the future.

3.1. Definition
The acronym CLIL ‘Content and Language Integrated Learning’, translated into Spanish as AICLE
‘Aprendizaje Integrado de Contenidos y Lengua Extranjera’, is not new in methodology. Conversely,
the term was adopted in 1994 (Marsh et al., 2001) within the European context to describe and further
design good practices that are achieved in different types of school environments where teaching and
learning take place in an additional language.
Before going into detail, it is important to know that learning a foreign language is different
from the mother tongue because a mother tongue is a huge system that surrounds the child, while the
foreign language belongs to people that are far from the pupil’s environment and with a different
culture. Therefore, the CLIL objective is precisely to make it nearer, to create an environment in which
students can communicate in this new language in a natural way, in a more different situation.
To begin, CLIL is an umbrella term for programmes that use a FL (foreign language) as a medium
of instruction. There are many authors who agree on this definition. For example, Darn (2007) refers

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it as a dual-focused method where curricular content is taught through the medium of a FL, students
are learning both, content and language at the same time. Likewise, to Coyle et al., (2010) ‘CLIL is a
dual-focused educational approach in which an additional language is used for the learning and
teaching of both content and language’ (p.1). According to this general definition, we have to highlight
three essential aspects.
Firstly, CLIL is not a simply language-learning teaching approach. It does not consist of teaching
a subject in a second language to improve the linguistic competence of the students, but rather the
approach is oriented both to content learning and language learning of the subject studied. Secondly,
within the CLIL framework, content and language are learned in an integrated way. Whilst there is no
single model for CLIL, all the different variations share this common fundamental principle whereby
content and language learning are integrated. In this way, CLIL prepares students for working in a
plurilingual world. And finally, considering the definition given, it should be mentioned that in CLIL,
language is both a learning medium and a content. In fact, there is a simultaneous teaching and
learning of curricular contents and a foreign language, in which this second language becomes, at the
same time, an object and vehicle of learning. So, the main idea of CLIL is to use the English language
not only as a subject, but also as a vehicle to communicate.
In short, CLIL carries out a different methodological treatment of the language, focusing on
students learning a new language through the teaching of content of curricular subjects such as
Mathematics, History, Sciences, Arts, and Craft, etc. This allows learning a foreign language without
reducing the teaching time of other curricular subjects. Based on foregoing, CLIL constitutes an
enormous educational impact tool with extraordinary potential to increase language skills while
developing cognitive abilities.

3.2. CLIL objectives and principles

CLIL, or any form of multilingualism, is a meaning-focused learning method where language
knowledge is not the ultimate aim but rather a vehicle for instruction. Therefore, the aim of CLIL is
twofold: to learn a subject matter together with learning a language.
By using CLIL, students learn one or more than one of their school subjects in a target language,
often English, but sometimes in another second language. Nevertheless, students are not expected to
master or to be proficient in the new language before starting to study, but in the long term, students
learn both the content and the new language as well as, if not better than, students who study content
and language in separate classes (Montalto et al., 2016).

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Professionals, therefore, must consider that CLIL is not simply a disguise for additional
language lessons. On the other hand, using CLIL does not mean that content teaching is simply
translated into a foreign language, but as Yessengaliyeva (2019) said, ‘they learn the language they
need for studying at the same time as they learn the subject’ (p.281).
As we can see, with CLIL, learning the content and learning the language are equally important.
Both are important curriculum subjects for the students, and they are developed and integrated slowly
but steadily. From this perspective, as we already said, language is used as a tool through which
students acquire the specific knowledge of a subject of study, and during this process, language
acquisition occurs simultaneously. This requires a ‘comprehensive methodology that transcends the
traditional dualism between content and language teaching’ (Meyer, 2010, p.26). This methodology is
based on 4 main pillars:
 Coyle’s so-called 4Cs (2007, based on Mohan’s Knowledge Framework 1986).

 The 5Cs (2010).

 Bloom’s Taxonomy (1956).

 Cummins’ Quadrants (2000).

 Vygotsky’s Zone of Proximal Development (1920).

3.2.1. The 4Cs Framework

The 4Cs refer to the theoretical framework based on Mohan’s Knowledge Framework (1986)
and advocated by Do Coyle (2007), which reveals how content and language are integrated into
teaching to obtain balanced bilingualism.
To understand CLIL and how to implement it, we first need to highlight the different
components that make up the methodology and how they are related. This influential framework
incorporates four blocks elaborated within a context, which serves as equal and balanced curriculum
reference points. In turn, these elements that we can see in Figure 1 are characterized by sharing the
same initial letter, the C, thus giving the name of the ‘The 4Cs Framework’: Content, Communication,
Cognition, and Culture (Coyle et al., 2010, p.41).

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Figure 1
The 4Cs framework for CLIL

Note: Adapted from The 4Cs conceptual framework for CLIL, Coyle, 2005, CLIL:
Planning tools for teachers.

As we can see in Figure 1, the 4Cs Framework integrates the four contextualized building
blocks. It starts with content and focuses on the interrelationship between content (subject matter),
communication (language learning and using), cognition (learning and thinking processes), and culture
(developing intercultural understanding and global citizenship) (Gierlinger, p.1).

3.2.1.1. Content
The content is the starting point of the planning process as it refers to the subject matter or
the CLIL theme. It is fundamental that the content of the topic, project, theme or syllabus leads the
way.
In considering the content, it is useful to think of the subject in two ways: the teaching
objectives and the learning outcomes. On the one hand, the teaching aims are what the teacher
intends to do, that is, the knowledge, skills and understanding which are intended to be taught and
developed. It provides opportunities to study content through different perspectives, which can lead
to achieving a deeper understanding of the subject. In accordance with Coyle (2008), content
introduced to students must be successful as well as progress in knowledge; this means that students
have to acquire new knowledge.
On the other hand, the learning outcomes focus on what students must be able to do and
understand at the end of each unit. Using the target language through CLIL may help learners to
understand the subject. This focus on content can prepare students for future studies and/or for their

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working life. So, at the heart of the learning process lies successful content or thematic learning and
the related acquisition of new knowledge, skills, and understanding.

3.2.1.2. Communication
It refers to students using the target language which occurs in interaction and learning in the
classroom to communicate their thoughts, opinions, attitudes, and discoveries about the lesson
content. So, language is a conduit for communication and for learning.
Coyle (2005) emphasized both speaking and writing as students ‘learn to use language and use
language to learn’ (p. 5). As we can observe, he distinguished between language learning and language
using as language learning emphasises on grammatical progression, whereas language using focuses
on the communication and learning demands of the moment.
In 2008, Coyle pointed out that communication goes farther than grammar because students
use the language not only to learn it, as in the language lessons, but also to communicate. He explained
that even if our grammar is faulty, we know very little words or our pronunciation is poor, we can
communicate reasonably successful in a language. Therefore, communication involves learners using
language in different ways.
Therefore, each language is formed by different types of language use. In CLIL, we also find
these differences. For example, Coyle et al., defined in 2010 a three-dimension language framework
used in CLIL. As we will explain later, this triptych distinguishes between language of, language for, and
language through.

3.2.1.3. Cognition
Acquiring subject knowledge, skills and understanding is related to learning and thinking, that
is, cognition. For Kiely, R. (2011), cognition ‘reflects the development of learning and thinking in the
subject context during the lesson, contributing to the linking new knowledge and skills to existing
understanding’ (p.28).
Likewise, Coyle (2008) stated that cognition is an important tool that makes CLIL effective, as
it creates adequate conditions for developing critical thinking skills, creative thinking skills, and
problem-solving skills. In this sense, students develop individual criteria of thought that allow them to
understand and build knowledge on their own. Hence, CLIL is not about transforming knowledge, but
about allowing individuals to construct their own understandings and be challenged.

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We will see later that the Bloom’s Taxonomy, serves as a stimulus and guide for planning,
discussion and evaluating practice since it explores the relationship between cognitive processing
(learning) and knowledge acquisition (of content) particularly relevant to CLIL (Coyle et al., 2010).

3.2.1.4. Culture
The relationship between cultures and languages is complex. When we learn a new language,
we are also learning its culture and it requires tolerance and understanding (Coyle, 2008). Nowadays,
we have many opportunities to gain competence in intercultural awareness as we are continuously
exposed to different perspectives and views.
In education, CLIL plays an important role because it helps to develop intercultural knowledge,
awareness and understanding. For instance, in primary schools where there are children from several
transmigrant backgrounds, teachers use CLIL to facilitate cultural and linguistic adaptation processes.
So, students not only develop intercultural communication skills, but also, they learn about other
European countries, regions, or minority groups. That is the reason why culture is another essential
building block when dealing with CLIL, because intercultural awareness and learning are fundamental
to CLIL. Besides, when we understand ourselves and other cultures, the process of communication
with foreign people is more effective. In definitive, as Hall Edward (1959) described culture in the 21st
century means ‘diversity and dynamism because there is no culture of one as culture is communication
and communication is culture’ (p.186).
Regarding its implementation, the 4 C's work in synergy to provide students with optimal
learning and scaffolding conditions. In doing so, they take account of integrating content learning
(content and cognition) and language learning (communication and culture) within specific
contexts.On the other hand, in CLIL, the curriculum also presents a synergy of the teacher’s plan with
the learner’s authentic needs. Through balanced and learner-centred CLIL sessions, students have
many opportunities to apply knowledge and develop communication skills. However, it should be
specifically pointed out that CLIL is not about simply importing ‘foreign stuff, foreign ideas, foreign
textbooks’ as the founder of the term Marsh (Cambridge University Press ELT, 2010, 0m38s) explains,
but that the basis for a successful CLIL lesson is rooted in the 4 C’s model proposed by Coyle. Thus, the
correct methodological application of CLIL contemplate these four aspects illustrated in the diagram
of the four C’s (Coyle, 1999).

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3.2.1.5. The 5Cs in Europe

However, CLIL is not static but it evolves. Many researchers criticized the initial framework
established by Do Coyle arguing that the entire CLIL framework was encapsulated within context. In
2014, Gierlinger, used the term ‘context-sensitive’ (p.70), meaning that communication, content, and
cognition already existed in a context. So, he suggested a fifth C. In addition, as the Figure 1 indicates,
communication, content and cognition also happen within a cultural environment.
Subsequently, Coyle, Hood and Marsh (2010) modified and transformed the European
Framework in 2010. Even though the notion of context was outlined, they did not convert it into the
fifth C since, according to Lynch (2015), ‘the context encapsulates the original 4C framework’ (p.70).
Conversely, they proposed the conceptual framework of the Figure 2: 4 Cs + 1, based on Content,
Communication, Competence, Cognition and Community, with culture affecting communication,
content, and cognition, while all exist simultaneously in a specific context.

Figure 2
The 5Cs in Europe.

Notes: Adapted from The CLIL guidebook (p.20), by Montalto, S. A.,

Walter, L., Theodorou, M., & Chrysanthou, K., 2016, Lifelong Learning
Program.

If we compare the 4 C’s+1 framework with the initial one, we can observe two different words:
community and competence (the added C). Although it may seem that the term ‘community’ is new,
it is not. Some CLIL writers, such as Mehisto et al., (2008), prefer to use the term community rather
than culture to reflect the link between classroom learning and the wider social context of learning.
For example, Lear (2018) describes the community aspect as ‘the ability to communicate for real
purposes and spot the differences or similarities with students’ own language and culture’ (p.82).

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Therefore, the added C is the concept of competence, which refers to ‘can-do statements’ made by
the students about the lesson content and skills or about new language once they have internalized a
new skill or ability (Montalto et al., 2016, p.21).

3.2.2. Bloom’s Taxonomy

In the 1950s, there was already a need to find a common assessment system that would
facilitate the planning process for teachers. Thus, in 1956, the educational psychologist Bloom, who
worked at the University of Chicago, developed his taxonomy of Educational Objectives, called Bloom's
Taxonomy, which became a key tool to structure and understand the learning process.
The psychologist proposed that the learning process fit within the cognitive domain, which
categorizes and orders goals and thinking skills. Regarding the thinking skills, the author categorised
them into Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS). Using HOTS
encourages students to investigate and evaluate new information and to use it to develop something
new, whereas LOTS is about gathering information. Therefore, Bloom's Taxonomy is a ‘hierarchy’ that
follows the learning process and organizes the educational objectives that teachers want their
students to learn.
Although Bloom’s Taxonomy is often depicted using a triangle, representing the skills like this
gives the impression of a hierarchical approach to critical thinking. It seems that the LOTS must be
acquired before the HOTS, but this is not necessarily the case. However, as Carolyn Westbrook explains
(2014), the different skills can and should be used in a more integrated way. For that reason, it can be
helpful to think of Bloom’s taxonomy as a wheel (the Bloom’s Wheel), with no start or end, and where
the skills can be integrated following a logical order (see Figure 3).

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Figure 3

Bloom's Wheel

Note: Bloom’s Wheel, Adapted from The CLIL Guidebook, (p.23),

Montalto, S. A., Walter, L., Theodorou, M., & Chrysanthou, K., 2016,
http://www.languages.dk.

Briefly, we can see in Figure 3 that the taxonomy is composed of 6 categories (thinking skills)
arranged in ascending order, from inferior or lowest order to higher order skills. Both Bloom’s
Taxonomy of Educational Objectives (Bloom, Englehart, Furst, Hill & Krathwohl, 1956) and later
Anderson and Krathwohl’s Revised version of Bloom’s revised Taxonomy of Educational Objectives
(2001) distinguished the following six distinctive categories of cognitive objectives: knowledge,
comprehension, application, analysis, synthesis and evaluation. Moreover, as we can see in the
diagram, the six skills are associated with a number of verbs that teachers can use as a guide to
promote critical thinking skills when they are designing tasks. By using the verbs, we can take any kind
of input and create critical thinking tasks around those verbs.
According to the Figure 4, LOTS includes recalling knowledge to identify, label, name or
describe things, while HOTS calls on the application, analysis or synthesis of knowledge, needed when
learners use new information or a concept in a new situation. Students should go through all these
phases, from the basic (lower) to the more complex (higher) order skills. A student must be able to
have a knowledge base first (knowledge), to be able to understand (comprehension) it as a whole. In
addition, they have to apply it (application) to be able to analyse it (analysis) and, thus, develop a
synthesis capacity (synthesis) that will lead them to self-evaluation or self-assessment.

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Figure 4

HOTS and LOTS

Note: Adapted from High Order Thinking Skills and Low Order Thinking Skills,
Zamacona, M., 2014,
https://mayolazamacona.wordpress.com/2014/11/02/blooms-taxonomy/

According to Chamot and O’Malley (1994, p. 41-44), in CLIL due to the integration of academic
content with language, the development of critical thinking skills is associated with the development
of language functions, too. In Bloom’s Taxonomy, the higher the slabs are the more complex language
and vocabulary it requires, so it is possible that students might not know the specific vocabulary and
expressions used. That is why it is necessary to provide a suitable scaffold for the use of language,
creating bridges from the language pupils already know and that allow students to modify and adapt
what they know to what they should know.
So, the key concepts of CLIL methodology are essentially two:
 Scaffolding: to make language easier for learners.
 Taxonomy: to engage learners with different kinds of tasks.

3.2.3. Cummins’ Quadrants

CLIL teachers may wonder why their learners seem to be able to speak English fluently but still
have difficulty understanding academic English, for instance when reading a text on vertebrate animals
for Natural Science, discussing graphics in Mathematics, or analysing a written experiment for Physics.
This is because the language that students need for CLIL is sometimes more varied than the language
they would need for general English.
Professor Cummins (1979) distinguishes between two dimensions of language: conventional
and academic, commonly known as Basic Interpersonal Conversational Skills (BICS) and Cognitive
Academic Language Proficiency (CALP). On the one hand, Basic Communication Skill, is the kind of

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language that is frequently taught in standard learning classes and that comprises the skills necessary
to function in conversational situations (Bentley, 2010). On the other hand, Cummins defines the
Academic Cognitive Linguistic Competence, as ‘the extent to which an individual has access to and
command of the oral and written academic registers of schooling’ (Cummins, 2000, p. 67).
This distinction between BICS and CALP arises from the early work of Cummins (1984) in which
he demonstrated his ideas on the development of a second language in a simple matrix called the
Cummins’ Matrix, composed of four quadrants resulting from the crossing of vertical (cognitive
demand at the linguistic level) and horizontal axes the level of contextualization), as we can see in the
Figure 5.

Figure 5

The Cummins' Matrix

Note: Adapted from Cummins’ Matrix, Rose, A., 2021,

https://slideplayer.com/slide/9020842/.

If we analyse the Figure 5, in BICS language learning is contextualized, that is, it relies on very
specific and close situations (Lorenzo et al., 2011), so that the tasks associated are usually less
demanding from a cognitive point of view. Nevertheless, in CALP, the language is more demanding
from this perspective, since it corresponds to the register used in the teaching of curricular content,
which is more abstract and formal. Consequently, cognitive-academic language expresses and requires
higher-level thinking skills (HOTS) such as applying, analysing and creating (Llull, et al., 2016).
In CLIL settings, the transition from BICS to CALP is progressive. Collier found that ‘it may take
five to seven years for second language learners to become proficient in academic language skills’
(Dale, L., Van der Es, W., Tanner, R., & Timmers, S., 2010, p.46). That is why most of the classroom

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 Development of CLIL activities for Primary Education: Energy and Matter

activities are placed on quadrants 2 and 3 of the matrix, as these tasks are accessible in terms of
language and cognitive demands. However, in a sequence of CLIL activities, there should be a
progression towards quadrant 4, as these tasks require to master the language and are cognitively
demanding at the same time. For this reason, teachers should plan the activities carefully and guide
students to advance gradually. The development of CALP, in short, is one of the challenges proposed
by CLIL so that students can build a solid academic linguistic base that allows them to favour the
acquisition of curricular content.
Apart from this, Cummins developed, in 1983, the ‘Dual Iceberg’ theory to represent the
interaction between BICS, CALP, and cognitive processes. By using the image of an iceberg, he
described how the bilingual learners’ brains use two languages to make sense of their world. For
Cummins, an iceberg can be compared to a person who learns a language because an individual who
is involved in language learning is like a ‘dual-iceberg’, with parts of their knowledge invisible, under
the waterline, and parts of it visible, above the waterline.
In the next paragraph, especially in Figure 6, we will see a picture that explains the Cummins’
Iceberg Model of Language Interdependence.
Figure 6

Cummins’ Iceberg Theory

Note: Adapted from Cummins’ Iceberg Model of Language Interdependence,

Serpa, M., 2005, http://ldldproject.net/languages/index.html.

If we look at the Figure 6 more closely, we will observe that both tips of the iceberg contain
the two or more languages (L1 and L2) that bilingual learners can use to communicate. Underneath

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the waterline, there are the experiences and knowledge of the students, as well as an understanding
of how language is used to express their thoughts, which is independent of the language they use. That
is why, Cummins (2005), stated that the two or more languages used by an individual, although it may
seem they are different on the surface, function through the same central cognitive system, hence the
name Common Underlying Proficiency.

As Dale. L, et al., (2010) expose, ‘learners already have knowledge and skills in one or more
languages’ (p.255), therefore, activating CLIL makes them aware of it and transfer everything they
know from one language to another. For example, students may know the concept of ‘contemporary’
and the word ‘contemporary’, in Spanish. Nevertheless, this knowledge may not be visible in the
second language, as they do not know the pronunciation and spelling of the English word
/kənˈtɛmpərəri/, where the stress is on a different syllable from Spanish contemporáneo. In this case,
what students need to add is not the understanding of the concept, just the label (the word
contemporary and how to pronounce and spell it). If learners know neither the concept of
‘contemporary’ nor the language used to describe it, they will need to develop both concept and
language at the same time.
Therefore, what differentiates the CUP theory is that it does not separate two areas for
different languages, rather bilingual learners store two languages together and the knowledge is linked
and can interact; and this way of understanding bilingualism is also known as the ‘iceberg analogy’.

3.2.4. Vygotsky’s Zone of Proximal Development (ZPD)

Another important element within this CLIL methodology is Scaffolding (andamiaje), a
‘teaching strategy used to move students progressively toward stronger understanding and greater
interdependence in the learning process’ (Ball, P., Kelly, K., & Clegg, J., 2015, p.306). People who talk
about scaffolding say it is like a music teacher guiding a child’s arm as they move the violin bow from
side to side until the child can make the correct moment alone, or like parents helping their children
to ride bicycles; they hold on until the child can keep upright on their own, but even then, they stay
close to provide emotional support until the child is truly independent. Although both examples
concentrate on teaching children to do things, scaffolding is, perhaps, a good metaphor for supporting
students at any age.
In 1920, Vygotsky introduced the concept of Zone of Proximal Development, commonly known
by its acronym ZPD, and he wrote (1980) it as ‘the distance between the child’s actual developmental
level as determined by independent problem-solving and the level of potential development as
determined through problem solving under adult guidance or in collaboration with more capable

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 Development of CLIL activities for Primary Education: Energy and Matter

peers’ (p.133). The author affirmed that children learn best in the Zone of Proximal Development,
when, with help of someone more ‘expert’ than themselves, they can understand and do new things.
So, as we can see in Figure 7, the ZPD is when children are ready for the next bit of learning.
Figure 7

ZPD and Scaffold

Note: Adapted from Vygotsky-Zone of Proximal Development, McLeod, 2018,

https://www.researchgate.net/figure/Vygotsky-Zone-of-Proximal-Development-
Source-McLeod-2018-7-from-more-knowledgeable_fig1_332342953.

Many people use this term to describe the role of the teachers, as ´they provide
successive levels of temporary support that help students reach higher levels of achievement
than they would be able to achieve without assistance. The supportive strategies are gradually
removed when they are no longer needed´ (Ball et al., 2015, p.306). That is to say, teachers
support students, providing the framework to hang their knowledge on, just as we use
scaffolding to support a structure that is being built. However, we must know that there is no
single zone for each individual and that students can create a ZPD for any domain of skill.
Besides, as Rogoff (1982) explains, there are cultural variations in the competencies that
children must acquire by interacting with society. For instance,

Boys in Micronesia, where sailing a canoe is a fundamental skill, will have a ZPD for the skills of
navigation, created in interaction with sailing masters. A girl in the Navajo weaving community will
have experiences in a zone not quite like any encountered by the daughters of Philadelphia.
Whatever the activity, in the ZPD we find assistance is provided by the teacher, the adult, the
expert, the more capable peer. (Tharp and Gallimore, 1998, p. 96)

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Finally, Davies (2011) explains that cognition and content are interleaved in the CLIL process
being slantingly linked to Vygotsky’s Zone of Proximal Development (ZPD)and, thus, accentuating the
cognitive processing of language learning suited to each learner’s comfort zone. That is why, following
the scaffolding strategy allows learning in which there is a progressive evolution and where new
knowledge is built from what children already know and master.

3.2.5. The Language Triptych

CLIL is a pedagogy that takes the integration of subject and language development as central.
As described above, through the 4Cs, students construct their own knowledge and skills, and their
identity as learners in a context culturally shaped by, at least, two languages and attention to subject
knowledge. In this framework, Kiely, R. (2011) points out that the CLIL curriculum maintains a dual
focus, where subject and language learning are fostered in an integrated way, and is in alignment with
the individual personal, social, and intellectual development of each child as they progress through
pre-primary and primary school.
Delving into the section on learning a language through CLIL, it is important to consider the
need to integrate cognitively demanding content with the use and learning of that language. For this,
Coyle, et al., (2010) designed a linguistic triptych clarifier, the ‘Language Triptych’ that serves as a
support for teachers, since it helps to understand how to interrelate the content objectives with the
language learning objectives. We can see it in Figure 8.

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 Development of CLIL activities for Primary Education: Energy and Matter

Figure 8

The Language Triptych

Note: Adapted from the Language Triptych, Coyle et al., 2010, p.36.

The triptych does not replace the grammatical progression, but rather enhances it. It supports
the students in the use of the language through the analysis of the vehicular language used in CLIL,
from three interrelated perspectives. Therefore, language is a means of communication and learning
that can be described as: ‘Language learning and language using’, in Spanish ‘aprender a usar el
lenguaje y utilizar el lenguaje para aprender’ (Coyle, D et al., 2010, p.32). Communication in this sense
goes beyond the grammatical system. For this purpose, we can clearly recognize the three perspectives
of language learning used in the CLIL classroom: language of language for learning and language
through learning.

3.2.5.1. Language of learning

It is the language students need to access basic concepts and skills relating to the subject
theme or topic, that is, the necessary scientific vocabulary during the unit. It includes nouns, adjectives
and verbs. Nevertheless, the selection of these nouns, adjectives and verbs will depend on the content.
In the case of Energy and Matter, for example, the language of learning consists of the key
vocabulary and phrases related to energy and matter, changes of state, types of energy, sources of
energy and so on. However, it goes beyond a list of key phrases. If the learners are required to define
energy, they will need to embed the lexis into ‘defining’ language. It is not enough to simply identify
key words and phrases without considering how learners will need to use them in order to learn. Using
this vocabulary for authentic purposes in a CLIL class enables the students to use the language

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appropriate to the content in a meaningful way, which can then be further explored for grammatical
cohesion in the language class.
Nonetheless, as Coyle et al., (2010) say ‘this does not imply that second or additional language
lessons should be reduced to grammar lessons, but that a more varied menu can be created to provide
a richer diet’ (p.37). For the subject teacher, it requires greater explicit awareness of the linguistic
demands of the subject or content to take account of literacy and oracy in the vehicular language.

3.2.5.2. Language for learning

It is the language used to operate in a foreign language environment, that is, in real contexts.
According to Coyle, learning is the most crucial element for successful CLIL, as it makes transparent the
language needed by learners to manage in a learning environment where the medium is not their first
language.
Working with energy and matter, the language for learning is linked to the language student
will need during lessons to carry out the planned activities effectively. For example, if the students are
required to organize, research and present it, then they will need language which will enable them to
work successfully in groups, carry out their research and present their work. So, academic functions
(describe, explain, establish hypotheses, define...) would be a language for learning because they
provide the teacher and the student with speech acts linked to the content.

3.2.5.3. Language through learning

It is the use of language to refer to the new meanings acquired. As new knowledge, skills and
understanding develop, new language will emerge through learning, too.
The CLIL classroom demands a level of talk of interaction and dialogic activity which is different
that of the traditional language or content classroom. So, if there is no active relationship between
language and thought, effective learning cannot take place. Students need language to support each
other and be able to advance their thought processes, while acquiring new knowledge, as well as to
progress in their language learning (Coyle, et al., 2010).
When learners are encouraged to articulate their understanding, then a deeper level of
learning takes place. In CLIL settings, new meanings are likely to require new language. This emerging
language needs to be captured, recycled and developed strategically by teachers and learners.
Moreover, as language is linked to cognitive processing, it is important to make use of opportunities
to advance learning, to encourage learners to articulate their understanding, which in turn advances
new learning.

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The challenge for teachers is how to capitalize on, recycle and extend new language so that it
becomes embedded in the learners’ repertoire. Language progression in this sense can be defined as
the systematic development of emerging language from specific contexts, supported by structured
grammatical awareness, using known language in new ways, accessing unknown language and so on.
In the Energy and matter project, language through learning may emerge if, for example,
during the mini-project preparation, students working in groups need language to express a new idea
which they have constructed, and which is not in their resources; this might involve dictionary work
and teacher support.

3. DESIGN OF THE CLIL TEACHING UNIT

3.1. The school

3.1.1. Contextualization and background
My practices have taken place in a bilingual centre located in Pamplona. Regarding the socio-
economic status, most of the students are working families with a lower-middle economic income.
Students who attend to this school come from the centre and to a lesser extent from the surrounding
neighbourhoods (Milagrosa, San Jorge, or Chantrea). So, we can say that it is a small multicultural
school with a wide variety of students from many nationalities: Ecuador, Romania, China, or Abu Dhabi.

3.1.2. The PAI program

Motivated by the need to overcome the limitations of a monolingual ideology and promote
linguistic diversity in a multicultural society, this school started to implement the PAI program.
The main idea of PAI is to use the English language not as a subject, but as a vehicle to
communicate. Developing foreign language resources and skills occurs through the building of
vocabulary and supporting the development of discourse abilities. That is why participation should be
the starting point and the target language learning.

3.2. Didactic Unit

In this unit pupils will extend their knowledge of materials and matter, reviewing some of their
basic properties and developing the concept that everything is made up of matter. Pupils will observe
how matter changes, use different materials to make mixtures and different tools to separate
mixtures. On the other hand, students will also explore the essential role that energy plays in our lives

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and we will encourage them to think about when, where, and how we use energy every day. In
addition, pupils will study renewable and non-renewable energy sources and will become aware of the
importance of energy conservation.
Pupils will begin by refreshing what they have learned about common materials and their
properties and demonstrate this understanding by means of a picture. Then, they will go on to apply
their knowledge of properties while exploring different physical and chemical changes of matter.
Likewise, they will realize what they already know about energy and they will be able to extend their
knowledge too.
Then, pupils will be introduced to mixtures and learn that almost everything around us
contains two or more different materials. This lesson provides plenty of opportunities for pupils to
make and separate mixtures with a variety of materials. By its part, student will explore the different
types of energy that we find all around us in our daily lives. This followed by an explanation of
renewable and non-renewable energy sources, focusing on how each one is obtained and how they
produce energy.
Likewise, pupils will practise vocabulary that they have previously learned, as well as develop
specific scientific vocabulary about matter, materials, energy, and a variety of processes. As we already
know, in CLIL, it is very important to focus on language learning. So, to keep all the new or tricky
vocabulary words, connectors and grammatical structures learned, students will complete a Glossary.
In this way, they will be able to look the words up when necessary and it will be a useful tool to study.
Besides, they will continue to work on important skills including observation, classification, choosing
the correct tool for different purposes, and the collection and presentation of data. Regarding the
evaluation, both the language and the content are going to be assessed in three different ways,
through continuous assessment, formative assessment and an end-of-unit test (annex 20).

3.2.1. Key competences

Regarding the competences, we distinguish seven categories:
 C1 LIN: competence in linguistic communication.
 C2 MST: competence in mathematics, science and technology.
 C3 DIG: digital competences, that is, competence in the use of new technologies.
 C4 LTL: competence in learning to learn.
 C5 SOC: competence in social awareness and citizenship.
 C6 AUT: competence in autonomous learning and personal initiative.
 C7 CUL: competence in artistic and cultural awareness.

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3.2.2. Session distribution and activities

Table 1.

Objectives of the 1st session

MATTER: FIRST SESSION

CONTENT
Teaching objectives Learning outcomes
To recognize that matter is the material that The pupils will compare different objects to
everything is made of. see that everything in our planet is made up
of matter.
To observe and classify materials according to
their properties: solids, liquids and gases. They will identify the properties of common
materials.
COGNITION
Teaching objectives Learning outcomes
To provide the pupils with opportunities for The pupils will infer the concept of matter
defining the concept of matter, comparing from practice.
common materials and contrasting the
properties of matter.
CULTURE
Teaching objectives Learning outcomes
To use strategies to help their own learnings, The pupils will learn to demonstrate a
as well as asking for help and information. positive attitude towards learning.
COMMUNICATION
Language of learning Language for learning Language through learning
-Lexical items -Questions words: who, -Language through activities
Subject-related lexical items: which, how many… and questions during the
matter, material, gas, liquid, session:
solid, glass, plastic, paper, -To describe: there is/are
metal, wood, fabric, A book is made of…
waterproof, absorbent, A chair can be made of…

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smooth, rough, rigid, flexible, -Prepositions of place: in, on,

shape, volume, definite. under, next to, above, below,
on the left, on the right, in
-General English words: front of, behind, opposite,
balloon, party, music, between…
vacuum cleaner, recycling,
container. -Quantifiers: a lot of, many.

-Verbs: fill, change, occupy,

present, have-do not have/
has-does not have

-Phrasal verbs: change into.

-Grammatical tense: Present

simple
Present continuous

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Table 2

States of matter

MATTER: States of matter

Session 1 Length: 45 minutes

Materials:

 Interactive Whiteboard (IWB)

 The textbook: ByME Natural Science Learn Together (2019).

Place: the ordinary classroom

Procedure: the aim of the first session is to develop our pupils’ observation skills and find out what
they already know about the topic of the unit. Before introducing the topic, we will give them and
explain that they will have to complete the Glossary with the vocabulary bank.

Activities Description Interaction Timing

Activity 1 To activate the previous knowledge, we are going to

Class group 10
use the picture we find on the cover of the unit 5
‘Look at me!’ minutes
(McLoughlin et al., 2019), and use it to elicit
vocabulary related to matter and energy, as well as
action verbs to describe what is going on in the scene
and adjectives to describe the various characters
and elements (annex 1).

For that, we will project the image on the interactive

whiteboard (henceforth IWB), focus only on the
picture of the scene of the block of flats, not the
questions, and let them describe what is happening
in the different flats. We can elicit ideas about what

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is happening in the picture from the class (there is a

lot of people; there is a bin for recycling things, etc.),
or ask some guided questions while pointing to the
picture. For example:

 What people in each flat are doing?

 What relationship each person has to the
other people in the same flat?
 Which of the activities shown they also do in
their own homes?

Alternatively, we can use the IWB and ask pupils to

come up to the board, mark an area of the picture
and describe what they can see.

In the second activity, we will ask pupils to choose

Activity 2 Class group 15
three objects from the picture that can also be found
minutes
‘Is it in class (for example, a table, the paper bin and a

matter’? cup), and we will place them in front of the class. We

will give students 2 minutes to think about what
these objects have in common.

After sharing some answers, we will read the unit

introduction at the top of the page ‘anything we can
see, touch, taste or smell is matter’ (McLoughlin,
Riach & Sadovy, 2019, p.78). Then, we will pick up
the three objects and ask if they are made of matter.
Afterwards, we will explain that everything on our
planet and in the Universe is made up of matter,
even we are made up of matter. So, what they have
in common is that they are made of matter.

To understand that we can differentiate one object

from another, we will say that as well as human

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beings, matter also has general and specific

properties that allow us to name objects. For
example, all human beings share general
characteristics (we all perform the vital functions,
we communicate through language…), but we are
able to differentiate ourselves because each one has
its own specific characteristics: eye colour, height,
weight… And the same happens with matter. It has
general and specific properties that allow us to
identify and classify objects.

Once they have understood that objects can be

Activity 3 Class group 20
defined by its general and specific properties, we will
minutes
‘The work on the specific characteristics. Going back to

properties the previous activity, students will have to describe

of matter’ what the above objects are made of. To facilitate the
description, we will previously establish the meaning
of the six materials in the glossary (glass, plastic,
paper, metal, wood and fabric) that we will
complement by adding a useful language box.
Within the box, they will find two examples of
material descriptions that students can use as a
guide.

As well, students will have the opportunity to use

their sense of touch to guess the properties of the
three elements. Once they have experienced how it
feels like, we will name the properties of materials
(waterproof, absorbent, smooth, rough, rigid and
flexible) and they will define them in the glossary. By
doing it this way, students will relate a sensation to
a new word, more technical and precise.

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To ensure they have understood the relationship

between daily objects and their technical name,
pupils will have to complete the following worksheet
(annex 2).

Annexes:

 Annex 1
 Annex 2

Table 3

Objectives 2nd session

MATTER: SECOND SESSION

CONTENT
Teaching objectives Learning outcomes
To identify the different states of matter and Pupils will observe the properties of solids,
study its properties. liquids and gases and they will analyse their
properties.
COGNITION
Teaching objectives Learning outcomes
To provide the pupils with opportunities for They will investigate through the realization
identifying the states of matter and of simple experiences.
comparing changes of matter.
Pupils will apply the scientific method to a
variety of scenarios, for example, to study the
changes of state of the matter.

They will state their hypothesis, select the

necessary material, draw conclusions, and
communicate their results, manifesting

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competence in each of the phases, as well as

in the knowledge of the basic laws that
govern the studied phenomena.
CULTURE
Teaching objectives Learning outcomes
To use strategies to help their own learnings, Students will learn to work proactively and
as well as asking for help and information. develop strategies for working in a group.
COMMUNICATION
Language of learning Language for learning Language through learning
-Lexical items -Questions words: who, -Language from the Scientific
Subject-related lexical items: which, how many… Method worksheet:
matter, material, gas, liquid, hypothesis, prediction,
solid, shape, volume, conclusion…
definite, indefinite. -To give opinion:
I think that…
-General English words: I believe that…
space, amount, container.
-To describe:
-Verbs: fill, change, occupy, There is/are
present, have-do not have/ I can see…
has-does not have I can observe…

-Phrasal verbs: to change -To organize ideas:

into. First, then, later, finally…

-Grammatical tense: Present -Language to hypothesize:

simple It will change its shape
Present continuous because it…
Future simple
If we move X to a new
container its X is going to…

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Table 4

Physical and chemical changes

MATTER: Physical and chemical changes

Session 2 Length:45 minutes

Materials:

 Images of elements in the different states of the matter (gas, liquid and solid).
 The mystery box:
 3 empty containers
 A differently shaped container
 Oxygen
 Water
 Beans

Place: the ordinary classroom

Procedure: In this session, pupils will explore the concept of matter. We will introduce them to its
three stages (gas, liquid, solid) and explore the characteristics of each.

Activities Description Interaction Timing

Activity 1 Pupils should have a basic understanding of the

Class group 5
states of matter, so we will show them some
‘The 3 states and in pairs minutes
cropped photos with elements in the three states
of matter’
and they will have to describe what they see. Then,
we will paste them on the board and write the
headings: liquid, solid and gas.

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 Development of CLIL activities for Primary Education: Energy and Matter

We will also encourage children to share some

examples of each one. Depending on the rhythm and
attitude of the class we can do it orally, or as a game,
asking children to work in pairs and taking turns to
name and give examples of elements in different
states of matter. The player with the most correct
examples, wins.

Activity 2 After having identified the three states of matter, Class group 35
we will give students the opportunity and minutes
‘Does
autonomy to delve into the topic on their own. For
anything
that, we will present them a hands-on experiment
change?’
in which students will have to answer how each
state of matter will fill each container according to
its shape and volume. Like scientists, they will have
to record the results, following the steps of the
Scientific Method (explained in the S.W 2 and that
we will comment in that moment).

So, we will start the activity by placing a mystery

box which contains the materials for the
experiment (three empty containers and elements
in a different state: oxygen, water and beans), and
we will shake it, so that students can guess what it
may contain. Once we have shown the materials,
we will take the opportunity to say that scientist
must also master the theory to introduce the key
concepts: volume and shape. Finally, we will
explain them in which will consist of the experiment
and we will carry it out.

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During the experiment, we will move the elements

from one container to another with a different
shape and students will have to predict and write in
their S.W 3 if the volume and shape of the elements
will change from one container to another, or, if on
the contrary, it will stay the same. To check it, we
will make the change and see what happens.

Activity 3 We will use the last 5 minutes of the class to Class group 5
indirectly introduce the content of the next session: minutes
‘Titi’
physical and chemical changes. For that, we will
bring a new friend called Titi.

We will tell them that Titi, which is a green apple, is

very ill and urgently needs a surgery. So, we will cut
the apple in half and we will leave it rest for two
days (until session four). Afterwards, they will have
to write down what do they think will happen to Titi
and how do they think they will find her. Thus, we
will be able to teach and see the oxidation process.
(Annex 5).

Scaffolding tips: I have briefly described and explained the steps of the scientific method so that
children know what to write in each phase. Besides, I have included some useful language boxes
with the main structures to facilitate their English expression.

Class assessment: the advantage of doing hands-on experiments is that children receive instant
feedback, that is, they can test by their own whether their hypothesis was correct or not. They

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like watching the results and often enjoy seeing something that does not change that they
thought would do.

Annexes:

 Annex 3
 Annex 4
 Annex 5

Table 5

Objectives of the 3rd session

MATTER: THIRD SESSION

CONTENT
Teaching objectives Learning outcomes
To identify the basic principles of certain Pupils will understand certain physical and
physical changes: change of state and change chemical changes in matter.
of shape.

To identify the basic principles of certain

chemical changes: combustion and oxidation.

COGNITION
Teaching objectives Learning outcomes
With help, to plan and carry out simple They will remember the steps of the scientific
experiments to study chemical changes in method.
common materials.
Pupils will orally reproduce the experiments
taking into account the discourse markers to
make the speech more polite.

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They will discuss in buzz groups about the

experiment, bearing in mind the scientific
vocabulary, the content of the experiment
itself and the language (discourse markers).
CULTURE
Teaching objectives Learning outcomes
To respect the rules of use, safety and Students will learn to make proper use of
maintenance of instruments and work available materials.
materials in the classroom and in the centre.
COMMUNICATION
Language of learning Language for learning Language through learning
-Lexical items -When clauses (not with -Language from manipulating
Subject-related lexical items: future meaning): the white sheet.
physical change, chemical When you… / If you…/ You -Language through buzz
change, change of state, can… groups.
change of shape, state, -Language through guided
shape, size, matter, -To describe: there is/are questions.
properties, liquid, solid, gas,
combustion, oxidation, -Prepositions of place: in, on,
wood, ash, bend, fold, rip, under, next to, above, below,
shred, wrinkle, metal, rust, on the left, on the right, in
stretch, twist, let go, front of, behind, opposite,
reversible change, non- between…
reversible change.
-The discourse markers:
-General English words: Adding: and, also, as well as,
elements, brown, apple. moreover…

-Grammatical tense: Present Sequencing: first, second,

simple and present third…
continuous.
Cause and effect: like, in the
same way…

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 Development of CLIL activities for Primary Education: Energy and Matter

Table 6

Physical and chemical changes 2

MATTER: Physical and chemical changes

Session 3 Length: 45 minutes

Materials:

 White sheets
 Lighter
 A pan with water

Place: the ordinary classroom

Procedure: in this session, students will learn about how matter changes. Pupils will study ways that
the properties of matter can change including changes in shape, size, and state. Then pupils will go on
to explore two types of physical changes: change of state (that we will see in the next session) and
shape and two types of chemical changes: combustion and oxidation.

Activities Description Interaction Timing

Activity 1 In this activity, we are going to introduce the change

Class group 15
of shape by a guided experiment. As in the rest of
‘Origami’ minutes
the experiments carried out in this Didactic Unit, we
will also follow the steps of the scientific method,
but this time we will do it orally to promote linguistic
ability, pronunciation and listening.

Origami consists of making as many changes to a

white sheet as possible and after it, analyse and
compare its shape and colour with the original sheet,

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 Maite Izu Ventura

thus explaining the change of shape and the concept

of reversible changes.

For that, we will give a sheet to each student, so that

they can manipulate it and, consequently,
experience learning. Children will have to think
about how they can make changes to the sheet and
do it in their own papers (they can bend it, fold it, rip
it, shred it, wrinkle it…). Next, on their place, they
will show their transformations. (Annex 6).

Afterwards, they will compare them with the initial

sheet and students will understand, supported by
guided questions, that even though we have
changed the paper in a variety of ways and its shape
and size changes (depending on the change), we still
having paper.

Finally, we will introduce the term reversible change.

So, we will ask children if they are able to undo the
change, that is, to return to the same form of the
initial sheet. By doing it, they will see that the paper
returns to its original shape, fact that we know as
reversible change. (Annex 7).

The second activity will be a continuation of the

Activity 2 Class and 20
‘Origami’s experiment’ which will be useful to
buzz groups minutes
‘Burning introduce the term combustion and non-reversible

into pieces’ changes.

After changing the paper as they have suggested, we

will ask them if there is still anything else that would
change the paper. However, this time they will have

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Development of CLIL activities for Primary Education: Energy and Matter

one condition: the change cannot be reversible, that

is, it must be a non-reversible change.

For this part, we will encourage our students to

discuss into buzz groups how they can do it. Once in
groups, they will have to reach a consensus on the
three best options, and we will note them on the
board. We will carry out each idea until we come up
with the term combustion. It is possible that we find
ideas such as ‘we can burn it’ or ‘we can use fire’, so
it is up to the teacher to turn these words into a
more technical and scientific vocabulary.
Nevertheless, it is also possible that any group has
thought of an idea related to fire. In this case, we
must guide them until they find the keyword and we
can do it by playing to the ‘Hangman’. The Hangman
is a quick and easy game that only requires using a
paper/blackboard, a pencil/chalk, and the ability to
spell. One player, the ‘host’ (the teacher), makes up
a secret word (combustion), while the other players
(the students) try to guess the word by asking what
letters it contains. However, every wrong guess
brings them one step closer to losing.

Once students are familiar with the term

combustion, we will ask if they think that burning the
paper will change it. Before trying, it is very
important explain to children that they are not
allowed to do this at home without adult supervision
and that we are going to follow some safety rules.
Then, we will show them a pan of water that we will

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use to place the paper in immediately following the

task.

Finally, we will burn it. Students will see that the

paper has changed its size and colour, and what is
more, it has been transformed into another material
(ashes), thus being a non-reversible change. By
asking some questions, we will guide students to
discover that two different changes have occurred: a
physical and a chemical change. (Annex 8).

In the last 10 minutes, we will visit Titi. Students will

Activity 3 Class group 10
see that, as she has been in contact with the air,
minutes
‘Titi’ through the chemical change of oxidation, she has
turned brown. Therefore, they will understand that
the apple reacts with air, changing it into different
matter. It is possible to remove rust from the apple,
but we need special chemicals to do this, so it is a
non-reversible change. (Annex 9).

Class assessment: this session does not have a specific assessment. The idea here is to give
continuous feedback to our students, for example, when they answer the questions and the
worksheet. As they are going to comment on all the answers, including the ones on the
worksheet, we will be able to correct any mistake and guide the class.

Annexes:

 Annex 6
 Annex 7
 Annex 8
 Annex 9

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 Development of CLIL activities for Primary Education: Energy and Matter

Table 7

Objectives of the 4th session

MATTER: FORTH SESSION

CONTENT
Teaching objectives Learning outcomes
To understand the concept of mixtures and They will be able to identify the mixtures.
apply different criteria to identify and classify
them. Pupils will relate daily meal images with its
To define homogeneous and heterogeneous type of mixtures.
mixtures.
COGNITION
Teaching objectives Learning outcomes
To make some mixtures, explain their They will learn to use the tools to separate
characteristics and identify the best method the mixtures.
to separate mixtures.
CULTURE
COMMUNICATION
Language of learning Language for learning Language through learning
-Lexical items -To describe a mixture: -Language of roleplay related
Subject-related lexical items: This mixture contains… to the restaurant and food:
mixture, materials, matter, I can use X to separate X food, meal, hot meal, main
separate, sieving, filtering, This method is good course, dessert, bill, dish,
evaporating, dissolve, solid, because… menu, fixed-price menu,
liquid, homogeneous, waiter/waitress, costumer,
heterogeneous, etc. to book a table, to ask for the
-To express possibility: bill…
I can see…/I can’t see…
-Grammatical tense: Present Is possible/is impossible. Specific questions:
simple What are you going to have
Present continuous for your main course?
Could we have the bill,
please?

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Table 8

Mixtures

MATTER: Mixtures

Session 4 Length: 45 minutes

Materials:

 Personalized menu with homogeneous and heterogeneous mixtures

 Pictures of all the mixtures with the names behind
 Big cards
 Blu-Tack
 3 real mixtures: salt and water, sand and stones and water and stones
 3 home methods of separating mixtures: evaporation (a transparent plate), sieving (a
sieve), and filtration (a bottle of water and a strainer).

Place: the ordinary classroom

Procedure: in this session, students will learn that almost everything around us is a mixture containing
two or more types of matter. Besides, they will observe how in some mixtures they can see these
different types of matter, and how in others, they cannot. Finally, we will also focus on the three key
methods to separate these different kinds of matter.

Activities Description Interaction Timing

Activity 1 To encourage children to participate and learn in a

Class group 35
fun way we will design a roleplay. For that, we will
‘The (4 big tables) minutes
simulate a scenario transforming the class into a
restaurant’
restaurant, the pupils into the customers and the
teacher(s) into the waiter/waitress.

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Development of CLIL activities for Primary Education: Energy and Matter

The restaurant will be divided into four large

tables, so pupils should sit in groups. As well as in
real life, students will have to order their meal
from the menu that includes a wide selection of
dishes, specially designed to work on the concept
of homogeneous and heterogeneous mixtures
(annex 10). However, there is a problem; as they
have arrived very late there is little food, so they
cannot repeat the menu in each table. In this
sense, students will work with the greatest
number of different mixes and without repetitions.

They will have 5 minutes to agree what they are

going to eat. In this part, they will have to work
collaboratively, demonstrating that they are able
to listen, talk and respect other members. Once
they have thought their menu, the waiter/waitress
will note them, and he/she will bring their order,
which will be colour printed pictures of the food
with the names behind. We can complicate the
game using, for example, black and white pictures.

So, in groups, they will classify all the menus into

homogeneous or heterogeneous mixtures. For
that, we will give them cards with the classification
names and Blu-Tack. (Annex 11).

This game will help the teacher to label how much

they know. Before correcting the exercise, we will
give them the opportunity to review it and make
any change if necessary. Finally, we will display the
pictures in colour in the IWB and we will classify

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them into homogeneous or heterogeneous

mixtures. During the correction, the teacher will
emphasize on the main concepts, and explain the
reason why they are in one group or another, thus
solving possible doubts.

This activity is very interesting because it will allow

children to practice the vocabulary bank they have
learned in English about food, as well as to use the
common structures used at the restaurant.
Likewise, it is a practical exercise to improve the
speaking ability and to correct the pronunciation.

Taking advantage of the fact that they are in

Activity 2 Class group 10
groups, we will give them three real mixes. One of
(4 big minutes
‘Separating salt and water, another of sand and stones and the
tables)
mixtures’ last one of stones and water. Students will have to
identify the materials and think how they could
separate them.

After that, we will give them three different tools

(easy to find at home or at school) and they will
have to decide which the corresponding method to
separate each mixture is.

Finally, they will learn that evaporation separates

a solid dissolved in a liquid, sieving separates big
solids from smaller solids, and filtration separates
solids from liquids.

Annexes:

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 Development of CLIL activities for Primary Education: Energy and Matter

 Annex 10
 Annex 11

Table 9

Objectives of the 5th session

ENERGY: FIFTH SESSION

CONTENT
Teaching objectives Learning outcomes
To define the concept of energy. Pupils will identify and explain the different
types of energy and their characteristics.
To recognise the sources of energy and the
machines used to obtain the energy.
COGNITION
Teaching objectives Learning outcomes
To provide the pupils with opportunities for They will approach to cooperative learning,
creating a mural, collecting information from showing autonomy in the planning of
different sources and presenting work orally activities and tasks.
and clearly in an organised fashion.
CULTURE
Teaching objectives Learning outcomes
To define the concept of energy in our Students will explain with concrete examples
immediate surroundings, using specific the importance and use of energy in daily life.
examples.
COMMUNICATION
Language of learning Language for learning Language through learning
-Lexical items -When clauses (not with -Language to work in jigsaw
Subject-related lexical items: future meaning) groups: experts and teachers.
energy, thermal, kinetic,
electrical, sound, electricity -Pronouns: we/our/us -The spider diagram.

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-Grammatical tense: Present -To describe:

simple If thermal energy…, it
Present continuous becomes…
This process is called…

Table 10

Types of energy

ENERGY: Types of energy

Session 5 Length: 45 minutes

Materials:

 Glue
 Carboards
 A template of a spider diagram

Place: the ordinary classroom

Procedure: in this session, students will learn about different types of energy that we find around us
in our daily lives, and the effect these have on matter. We will start refreshing their prior knowledge
about energy, as a general concept, with a concrete example; we will tell children that every morning
we have a healthy breakfast because it gives us energy for our day. Then, pupils will have to imagine
how they would feel if they had not had breakfast.

Activities Description Interaction Timing

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 Development of CLIL activities for Primary Education: Energy and Matter

Activity 1 In this session, students are going to work in jigsaw

Jigsaw 45
groups to learn about different types of energy.
‘Colacao or groups minutes
Jigsaw is a cooperative learning strategy that enables
Nesquik’
pupils of a ‘home’ group to specialize in one different
task (annex 12). After reading it at least twice and
become familiar with it, the home group students
join the students assigned with the same task, thus
forming temporary 'expert groups'. After mastering
the segment, they return to their home groups and
share the information.

So, the class will be divided into 4 home groups. Each

member will be assigned one extract from their
textbook (annex 13) and they will have time to read
it. They do not have to memorize it, just understand
the meaning and vocabulary. Once they are familiar
with their extracts, they will join their experts
groups. By doing this, students will have the
opportunity to share and discuss the point and even
expand their knowledge. Before returning to their
home group, students will have to summarize the
extract, so that then, they can explain it clearly.
Lastly, each expert will explain his/her extract to the
rest of their home group, so that all the members
master the topic.

Finally, each home group will organize the content in

a spider diagram that will be presented in an A0
cardboard (annex 14). First, they will have to present
a draft paper, writing the word Energy in the middle
and drawing around as many smaller circles as they
consider necessary to classify all the types of energy.

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We will suggest them to look at the headlines and its

colour as it determines the main groups and the
subgroups. After correcting the draft, they could
transfer it to the cardboard and decorate it as they
want.

Scaffolding tips: to avoid students presenting inaccurate or misleading information, the teacher
will go through the groups asking questions about the content. For the spider diagram, we will only
show them a template as we want them to organise information, summarize it and classify it on
their own.

Class assessment: the teacher will give students checklist (annex 15) to review their draft spider
diagram. Once they have corrected all the mistakes, with the teacher’s supervision, they will be
able to pass the content to the cardboard.

Annexes:

 Annex 12
 Annex 13
 Annex 14
 Annex 15

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 Development of CLIL activities for Primary Education: Energy and Matter

Table 11

Objectives of the 6th session

ENERGY: SIXTH SESSION

CONTENT
Teaching objectives Learning outcomes
To recognize and distinguish common Pupils will understand common sources of
sources of energy (renewable and non- energy.
renewable energy) and the machines used to
obtain the energy.
COGNITION
Teaching objectives Learning outcomes
To use ICTs to help search for information Students will obtain relevant information
and/or for presenting results. about specific phenomena, integrate
information and communicate the results.
CULTURE
Teaching objectives Learning outcomes
To demonstrate a positive attitude towards They will understand the importance of a
using energy responsibly. responsible use of energy, both individually
and collectively.
COMMUNICATION
Language of learning Language for learning Language through learning
-Lexical items -Language through activities
Subject-related lexical items: -To express opinion: and questions during the
oil, gas, coal, solar energy, It is better to use… session.
wind energy, water energy, I think it’s better because…
renewable, non-renewable, -Language from the
thermal energy, electrical -To describe: ‘matching trios’.
energy, kinetic energy, wind X comes from X
farm, reservoir, hydroelectric We extract it using…
power station.
-Infinitive to show purpose:
-Phrasal verbs: run out, come People use/burn it to

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from, turn into… produce…

-Grammatical tense: Present
simple
Present continuous.

Table 12

Sources of energy

ENERGY: Sources of energy

Session 6 Length: 45 minutes

Materials:

 Chormebooks

Place: the ordinary classroom

Procedure: in this session, pupils will learn about where energy comes from and which sources of
energy can be classified as renewable and non-renewable. They will also learn about the impact of
renewable sources of energy on the environment.

Activities Description Interaction Timing

Activity 1 We will begin the class drawing The Sun on the

Class group 30
board, or if the day is sunny, we can also start asking
‘Sunny-Sun’ and minutes
them the weather of that day. Then, we will ask
individually
what the function of The Sun is. It produces thermal
and light energy, in other words, we get heat and
light from The Sun. We will also explain that The Sun
is a natural source of energy and that all energy on

53
 Development of CLIL activities for Primary Education: Energy and Matter

our planet comes from natural sources. Likewise, we

will make them think about the duration of The Sun,
for example, if we will also have light and heat
tomorrow.

The Sun is always there. Its energy never runs out. It

is renewable. However, there are other sources of
energy that one day will run out and cannot be
replaced, such as oil, natural gas, or coal. These
other sources that come from the ground and the
seabed are called non-renewable sources.

Once students knew the difference between

renewable and non-renewable sources of energy,
we will display a video, so that they can expand the
information (annex 16). During the video, they will
have to fill in the gaps S.W7 related to the sources
of energy, its use and machines. We will display it
again, but this time, they can solve the gaps in pairs.
Finally, the teacher will read carefully the transcript,
solving doubts and translating the text if necessary.

The last activity will consist of completing this

Activity 2 Individually 15
worksheet S.W8 in which students have to match
minutes
‘Matching the corresponding square of each of the three sets.

trios’’ In this case, the set 1 will contain the key concepts,
the set 2 the definitions and the set 3 some pictures.
Therefore, students will have to match the key
concept with its definition and picture(s).

This will be the last activity of the unit. As we are

Extra Individually Indefinite
working with the renewable energy, I think it would
activity 3 or in groups
be interesting to investigate about the solar panels

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 Maite Izu Ventura

‘Solar of their school, placed in the roof and that can be

panels’ seen from the schoolyard.

For the investigation, we will use the school

Chromebooks available for all the students.
Students will have to complete a template S.W9 that
will be uploaded in the Google Classroom. So, they
just have to download it and complete it with
contrasted and reliable information.

The template will have different sections/questions

that they must answer. During this activity, students
will have to use the ICTs (Google, Google Classroom,
and Word Office) to search for information, as well
as to select, organise and summarize the main ideas.

Finally, pupils will have to upload their worksheets

to Google Classroom, so that the teacher can correct
them at home. They will see the feedback as soon as
possible.

Scaffolding tips: for the activity 3, we can give them some websites to facilitate the searching
process in Internet.

Class assessment: the solar panel’s worksheet will be evaluated individually. Students will have a
mark from 1-10 and they will be able to see it in their mails.

Annexes:

 Annex 16
 Annex 17
 Annex 18
 Annex 19

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 Development of CLIL activities for Primary Education: Energy and Matter

CONCLUSION
Durante el desarrollo de este trabajo de fin de grado, he estudiado y comprobado, de primera
mano, el gran potencial de la metodología CLIL, que está ganando popularidad tanto en Europa como
a nivel internacional.
Tras analizar exhaustivamente sus principales características y principios y tras plantear una
serie de actividades y recursos enfocados a la enseñanza de las Ciencias Naturales, he tenido la
oportunidad de llevar a cabo mi propia Unidad Didáctica en el centro de prácticas, un colegio bilingüe.
Cuando se utiliza CLIL en un programa bilingüe, el contenido del programa de estudios y la adquisición
de la lengua inglesa están integrados. Por ello, en este TFG, los temas, el lenguaje y las habilidades de
pensamiento crítico se enseñan simultáneamente.
En cuanto a la puesta en práctica, estoy muy satisfecha con los resultados obtenidos. A pesar
de tener un alumnado con un bajo nivel de inglés, he conseguido despertar su interés por la energía y
la materia. De esta forma, mediante la combinación de actividades prácticas y teóricas, y haciendo
especial hincapié en el uso de la lengua, todos los estudiantes han podido acceder al conocimiento sin
importar su condición. Por todo ello, considero que el CLIL no es un salto hacia lo desconocido, es un
salto al siglo XXI.

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McLeod, S. (2018). Zone of Proximal Development [Image]. Retrieved from
https://www.researchgate.net/figure/Vygotsky-Zone-of-Proximal-Development-Source-
McLeod-2018-7-from-more-knowledgeable_fig1_332342953.
McLoughlin, A., Riach, M., & Sadovy, B. (2019). Natural Science, Primary 3. Zaragoza: ByME.

Meyer, O. (2010). Towards Quality CLIL: Successful planning and teaching strategies. Pulso, 33, 11-29.
Recuperado 5 mayo de 2018, https://dialnet.unirioja.es/descarga/articulo/3311569.pdf

Montalto, S. A., Walter, L., Theodorou, M., & Chrysanthou, K. (2016). The CLIL guidebook. Lifelong
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https://www.languages.dk/archive/clil4u/book/CLIL%20Book%20En.pdf

Montalto, S. A., Walter, L., Theodorou, M., & Chrysanthou, K., (2016). The 5Cs [Image]. Retrieved from
http://www.languages.dk
Montalto, S. A., Walter, L., Theodorou, M., & Chrysanthou, K., (2016). Bloom's Wheel [Image].
Retrieved from http://www.languages.dk
Morrow, K. (Ed.). (2004). Insights from the common European framework. Oxford University Press.
Nikula T, Dalton-Puffer C., Llinares A., Lorenzo F. (2016). Conceptualizing Integration in CLIL and
Multilingual Education. Multilingual Matters, 272 p.

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Pineda, U. R., Quishpe, D. C., & Candungog, H. A. (2019, May). The Use of CLIL to Teach English and
Subjects Related to Teaching Practice at UNAE, Ecuador. In 9na Edición de la Conferencia
Científica Internacional de la Universidad de Holguín.

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[Video]. Youtube. https://youtu.be/w16-Uems2Qo.

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ANNEXES
All the students’ worksheets are also available in my Drive folder called TFG Maite Izu Ventura,
Students’ Worksheets. You can access it by clicking on this links:
https://drive.google.com/file/d/1cdsBkEhA0_vjuJANOP20ILKyuvArw3Al/view?usp=sharing. To
facilitate reading I have also added the links on each individual annex.

A. Annex 1: Image of the Unit 5

B. Annex 2: S.W 1

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C. Annex 3: S.W 2

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D. Annex 4: S.W 3

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E. Annex 5: Titi

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F. Annex 6: Manipulating the white sheet

G. Annex 7: Reversible changes

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H. Annex 8: Combustion

I. Annex 9: Oxidation

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J. Annex 10: S.W 4

K. Annex 11: Homogeneous and heterogeneous mixtures

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L. Annex 12: Jigsaw groups (Cooke, n.d.)

M. Annex 13: S.W 5

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N. Annex 14: Spider diagram

Ñ. Annex 15: S.W 6

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O. Annex 16: Renewable and non-renewable energy

(Renewable 3:34-4:47) and Non-renewable (6:17-7:41). To watch the video subtitled we have to
click on the bottom left on CC (and the subtitles will appear). We may have to select the English
version, which appears next to the CC. As it is a YouTube video, we can also slow it down
(settings/speed/0’75) so that students can hear and read it quietly.

P. Annex 17: S.W 7

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Q. Annex 18: S.W 8

R. Annex 19: S.W 9

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S. Annex 20: S.W 10

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