GUIDED ACTIVITY 2. LIFE AND SIGHT.

06MEDB

GARCÍA RUIZ, JARA.

RODRÍGUEZ LABELLA, LAURA
OLIVARES LAFUENTE, ALBERTO
1. INTRODUCTION
This unit is called Life and Sight. It is for the subject of Natural Science and it consists
of the knowledge of parts of the eye and their functions, as well as the reflection of
life without sight.

This lesson is destined to a group of 20 students of sixth grade of a bilingual school

in the city centre of an Andalusian province. Therefore, the school counts on a great
number of materials and resources, including ICTs. Students of this class tend to be
very independent and autonomous, that is the reason why the activities proposed
are to work in pairs.

This will follow the CLIL approach, where language and content are considered in
the same way. This means, scaffolding will be needed when necessary, for instance
giving examples of sentences to complete, with visual support, providing the
structures needed to express themselves, among others.

Justification

This lesson topic is justified due to the fact that a student from this group came to the
class telling an accident that he experienced during the weekend. Because of a bad
use of a cleaning product, he had to spend a whole day without seeing and
experienced horrible emotions.

In this way, we take advantage of the students' everyday experiences to work on the
compulsory content to be worked on according to the regulations in force in this area,
in a contextualised manner.

Therefore, following the current regulations for the sixth year of Primary School, we
refer to the LOMCE in Andalusia, taking as a reference the Royal Decree 157/2022,
of 1 of March.
3. LESSON PLAN

OBJECTIVES ASSESSMENT CRITERIA

-To know vocabulary related to vision/eyes -Knows the name of the parts of the eye.
-To use vocabulary related to emotions. -Express opinion orally about their emotions if they did not have vision
-To express opinion about the topic orally. using the second conditional correctly.
-To recognise and label the different parts of the eye. -Locates each part of the eye appropiately.
-To use the second conditional and present simple. -Search realiable and true information on the Internet about the
-To search, summarize and write information on the Internet about the functions of each part of the eye.
parts of the eye. -Is able to summarize and write the information searched in an efficient
way.
-Creates flashcards with the correct picture and function.
CONTENT COGNITION
-The parts of the eye. -Identify and locate the different parts of the eye.(LOTS)
-Emotions and life without sight. -Find the functions of each part of the eye using realiable
-Functions of the different parts of the eye. websites.(LOTS)
-Use of ICTs to search information about the topic. -Value and give opinion about how would life be without sight. (HOTS)
-Create their own material with flashcards.(HOTS)
COMMUNICATION CULTURE
-Language for learning: If I couldn’t see…/Life withouth sight would -This topic can be treated in a crosscurricular way, addressing it in
be…/ If I had no vision, I would feel (stressed, overwhelmed…)(second other areas like art sor maths. In fact, the activity of creating their own
conditional and emotions)//The function of the (iris,pupil…) flashcards is a manipulative task where they need to draw and use
is…(present simple-facts). different materials, which is something that could be extended in the
-Language of learning: Eye, sight, vision, parts of the eye (iris, retina,
art area. Or even it can be related to maths with units of length based
pupils, lens, sclera, optic nerve, muscles, cornea).//emotions (afraid, on how far one's eyesight can reach or the distance the human eye is
stressed, overwhelmed…) capable of seeing.
-Language through learning: casual language for interaction in the
classroom among peers and teacher.
ACTIVITIES
1. Guided conversation, with eyes Justification Vocabulary and grammar Materials/resources
closed, about how would students The intention is for the pupils to Emotions and second No materials are needed.
feel and how would their lives be experience the sensations produced by conditional.
if they could not have the sense imagining the world without the possibility
of sight. of seeing, as well as a way of introducing

2. Presentation of key vocabulary
(parts of the eye) with a labelling
activity: the teacher have sticky
notes with the names of the parts
of the eye and volunteer students
have to take one and stick them
in the picture of the eye in the
digital blackboard, guessing each
part. Then check. (5 minutes)
3. Research information on the
Internet in pairs about the
function of each part of the eye
(15 minutes)
the topic without presenting it explicitly
from the beginning.
Content: emotions and life without sight.
Cognition: value and give opinion about
how would life be without sight.
Communication: language for learning
(second conditional), language of
learning (emotions, sight, eyes, vision)
and language through learning.
Justification Vocabulary and grammar Materials/resources
It is necessary for students to know the Parts of the eye and present Digital blackboard to show a
key vocabulary, its pronunciation, simple. picture of the eye and post-
meaning and graphic representation in its to label the parts of the
order to approach the topic. eye.
Content: Parts of the eye.
Cognition: Identify and locate the different
parts of the eye.
Communication: language for learning
(present simple), language of learning
(parts of the eye) and language through
learning.
Justification Vocabulary and grammar Materials/resources
Students are involved in their own Parts of the eye and its Computers and reliable
learning and become familiar with the functions in present simple websites to look up
search for information through the use of (they are facts). information of the topic.
ICTs, which is part of the scientific
method. At the same time, pair work is
encouraged.
Content: Use of ICTs to search
information about the topic.
Cognition: Find the functions of each part
of the eye using realiable websites.

4. Creation of their own flashcards
in pairs, with a picture of the part
of the eye on the front and writing
of its function on the back. (15
minutes)
Communication: language for learning
(present simple), language of learning
(parts of the eye and functions) and
language through learning.
Justification Vocabulary and grammar Materials/resources
HOTs are also encouraged here with the Parts of the eye, theis Cards and notes with
creation of their own materials. This way, functions and present information gathered from
students will retain the information easier simple form. the internet
and for a longer period of time.
Content: Functions of the different parts
of the eye.
Cognition: Create their own material with
flashcards
Communication: language for learning
(present simple), language of learning
(parts of the eye and functions) and
language through learning.
3. CONCLUSION
This lesson is only a part of the topic. It will be continued in further lessons where the
topic will be worked in a deeper way and where a task for assessment will be carried out.
The assessment of this particular lesson will be done through direct observation and with
the last activity on the creation of flashcards.

Additionally, it is worth mentioning that due to time constraints, efforts will be made to
complete the activities within the timeframe set in order to meet the objectives. However,
it may require more time in future sessions in order to be completed.

It should be added that at different times it will be necessary for the teacher to use
scaffolding techniques to guide the learning process of the students. For example, during
the search for information on the internet, it will be necessary for the teacher to exemplify
the search beforehand, to use examples and visual material to exemplify the task to be
performed in the final activity; and above all, to provide the necessary expressions to be
used when expressing an opinion during the guided conversation.

In addition, attention to diversity must be taken into account, adapting the activities with
reinforcement and follow-up activities.

In this way, it is presented a didactic proposal based on the CLIL approach, so that 6th
grade students learn both content and language, related to the topic of eyes and sight.

4.REFERENCES

- Hillyard, S. (2011). First steps in CLIL: Training the teachers. Latin American Journal
of Content & Language Integrated Learning, 4(2), 1-12.

-Royal Decree 157/2022, of 1st of March, which establishes the organisation and
minimum teaching standards for primary education.

-Plaza Fernández, N. (2019). Didáctica del Inglés para el Aula de Primaria. Universidad
Internacional de Valencia.