TEACHING UNIT GUIDELINES
E.U. Competencia Profesional Enseñanza Inglés

The Periodic Table of the elements

CLIL Physics and Chemistry
4 ESO

Maria Piles Alepuz

Lesson plan Unit 2 Periodic table  

INDEX

Justification, ……………………………………………………3
Context and students, ……………………………………….4
Time needed, ………………………………………………….4
Aims of the unit, ……………………………………………….4
Methodology, ………………………………………………….9
Language demand, ………………………………………….9

Learning skills, ………………………………………………..10

Scaffolding: content and learning support, …………….….11

Activities and tasks, …………………………………………..14

Activities of the unit and timing, ………………………….....15

Materials and resources, ……………………………….……19

Assessment, ……………………………………………..……..20
Assessment items and percentages, …………………...…..21

Annexes, …………………………………………………..……22

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Lesson plan Unit 2 Periodic table  

THEMATIC UNIT
Justification
This didactic unit has been designed for the subject of Physics and Chemistry of
ESO (Secondary Obligatory Education) to be taught in English language to
Valencian students. Therefore, CLIL (Content and language integrated learning) is
used as a methodology that the European Union as well as the Valencian
Government is trying to implement nowadays at schools, step by step. This is one of
the reasons of its importance.
The title of the didactic unit is “The periodic table of the elements”, and it will
help students better understand the function of the Periodic Table and the elements
on it. As for the general timing, considering the specific contents of the grade fixed
by the Valencian educational laws, this topic is planned to be taught during the first
trimester.
The Periodic Table of Elements was put together by Russian chemist Dmitri
Mendeleev in 1869. The purpose of the Period Table is to classify, organize, and
compare all of the many forms of chemical behaviour. As of July 2009, there are 117
elements that make up the Periodic Table.
The periodic table tells us a lot of information about the elements. Understanding
the elements of the periodic table and their properties is important for scientist
because it helps them know what to expect or look for when designing something
new such as stronger bridges, lighter airplanes, non-corrosive buildings, the buttons
on your toys and games, as well as food and medical applications.
By the end of this unit, students will have learnt about the periodic table and how
pervasive the elements are in our daily lives. After reviewing the table organization
and facts about the first 30 elements, they play an element identification game.
Acting as computer and animation engineers, students creatively express their
new knowledge by creating a superhero character that will have similar
characteristics to an element and it could be used in the Periodic Table of Comic
Books.

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Lesson plan Unit 2 Periodic table  

Context and students  

Student are from 15 to 16 years old and they are in their 4th year in the secondary
school, 4º ESO. Normally, in the class, there are between 25 and 30 students They
have just passed their A2 English certification exam, so, their language level is
suitable for this particular subject. They are studying CLIL Science since they were in
their 2nd level. Therefore, they have at most two years prior experience.

Time needed
Fourteen lesson hours (14 x 55 minutes)

Aims of the unit

Teaching aims
1. To successfully teach a lesson in CLIL Science in English to year 16
2. To introduce the topic of periodic table in English
3. To increase students’ knowledge of subject content and language
4. To help students understand that learning in a second language is achievable
5. To improve language skills in reading, speaking, listening and writing.
6. To improve social competences.
General objectives of Physics and Chemistry in ESO1
1. Acquire knowledge in science and technology in the context of natural
phenomena and everyday life experiences.
2. Understand developments in the field of science and technology.
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and critical manner for problem solving
and decision-making.
5. Face challenges in the scientific and technological world and be willing to
contribute towards the development of science and technology.
6. Evaluate science and technology-related information wisely and effectively.
7. Practise and internalise scientific attitudes and good moral values.
8. Appreciate the contributions of science and technology towards national
development and the well being of mankind.
9. Realise that scientific discoveries are the result of human endeavour to the best of
his or her intellectual and mental capabilities to understand natural phenomena for
the betterment of mankind.
10. Create awareness on the need to love and care for the environment and play
an active role in its preservation and conservation

                                                                                                               
1 Currículum Educació Secundària Obligatòria (ESO) – Decret 112/2007 DOCV núm. 5562

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 Lesson plan Unit 2 Periodic table  

Teaching objectives Learning outcomes

What I want to teach What learners will be able to know
A. Content
Atomic structure
• To identify different parts of an atom
! Nucleus and shell
• To be able to explain the meaning of atomic
! Subatomic particles (protons,
number and atomic mass
neutrons and electrons)
• To identify an atom by the number of protons in the
! Atomic number and atomic
nucleus, using the atomic number or its simple sketch.
mass
Periodic table of the elements • To investigate the development of the periodic
! Origin of elements’ symbols table of the elements
! Early history of the periodic • To know the name of the scientist who is accredited
table with creating the periodic table
! Development of the periodic • To know the structure of the periodic table of the
table elements
! Periodic table structure: • To be able to distinguish among metals, non-metals
groups and periods and metalloids
! Metals, non-metals and • To investigate the characteristic properties of
metalloids metals, non-metals and metalloids.
Electronic configuration of the
elements • To be able to interpret the information given in the
! Energy levels of electrons, periodic table to describe the arrangement of
shells electrons on the energy levels around an atom.
! Period or number of shells • To explain the order that electrons fill energy levels
occupied • To know the meaning of valence shell electron.
! Group or number of electrons • To be able to relate an element’s position in the
in the outermost shell periodic table to the energy level of its valence
! Electron arrangement electrons and to the number od electrons in its
! Valence electrons and outermost shell
chemical properties
• To know the main features of the group of elements
• To be able to compare the different groups of
elements
Periodic properties of elements • To be able to recognize features of the elements on
! The importance of being the basis on their position in the periodic table
grouped together: periodic • To be aware of the reactivity and stability of
trends different families of elements to their structure
! Chemical properties: • To be able to understand the cause-effect
reactivity relationship between atomic number and atomic
! Predictions about the chemical reactivity.
properties of individual • To be able to collect information from different
elements sources, analyses and elaborate them in a personal
way.
• To be able to recognize the chemical elements in
everyday life objects
 
 
 
 
 
 

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 Lesson plan Unit 2 Periodic table  

Teaching objectives Learning outcomes

What I want to teach What learners will be able to do at the end of the unit
B. Cognition
! To enable learners to
• Define proton number and atomic mass
understand and apply
• Determine the number of neutrons, protons and
knowledge of the structure of
electrons from the proton number and the atomic
the atoms, the structure of
mass and vice versa
periodic table and periodic
• Construct the atomic structure.
properties.
• Associate the first 36 elements with their symbols
! To link information given about
• Write the symbol of elements
an element to its electron
• Outline and appraise the contributions of Mendeleev
arrangement on the energy
to the structure of the modern periodic table
levels and to its reactivity
• Understand the principles of the periodic table
! To relate an image to its
• Define and explain energy levels in atoms
description.
• Build up the electronic structure of the first 36
! To develop learner’s ability to
elements
classify or arrange objects.
• Determine the number of valence electrons from the
! To extract information from
electron arrangement of an atom
graphs or pictures.
• Explain how chemical properties of elements depend
! To raise learners’ awareness of
on their electronic structure
the peculiarity of the periodic
• Be able to recognize the features of the element on
table.
the basis of its position in the periodic table
! To encourage critical think.
• Recognize the different elements on the basis of their
! To provide opportunities to
reactivity.
develop a variety of skills.
• Compare features of different groups of elements
! To improve language skills in
• Construct an alternative periodic table using all the
reading, speaking, listening and
concepts previously studied
writing.
C. Communication
C.1. Language of learning (essential vocabulary/grammar associated with the topic content)
Content-specific vocabulary. Listing key vocabulary to use: glossary
Present / past / future tenses
Provide key phrases needed. Provide sentence starters
Provided general schemes: substitution tables and writing frames
Provided checklists for self-assessment
Comparatives / superlatives
Prepositions of place
Making opposites using the prefixes in-, il-, un-, um-
C.2. Language for learning (language to operate in this class)
Language: How to ask each other for information
Understanding instructions
How to define
How to describe
How to explain processes
How to make suggestions or hypothesis
Language for group work (asking, answering questions, debate)
How to deal with not understanding
How to justify and write conclusions
How to compare or classify
How to make a mini presentation

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 Lesson plan Unit 2 Periodic table  

Learning outcomes
What learners will be able to do at the end of the unit
C. Communication
C.3. Language through learning
Vocabulary extension
New vocabulary/dictionary skills
How do you describe...?
What's the main idea of the text? What do you think about it?
Explain in your own words what you have understood about the text.
Use feedback
You've done well.
You've got it!!
I like the way you've done the relations between concepts...
Present evidence
Any doubts?
Do you understand? Do you want me to repeat that?
What's the most difficult part of the activity for you?
Put the ideas in common with your classmates and try to find the better way to
solve your limitations.
Ask your classmate about...
Could you summarize...?
Organize a presentation
I plan to speak about...
Today I'm going to talk about...
The subject of my presentation is...
The theme of my talk is...
Organize a poster
Express their opinion in a plenary
In my view…
I would like to say …
I found it easy / difficult …
Something new I have learnt from …
I agree… / I disagree…
C.4. Language objectives
Learners will be able to:
Listen to/ understand teacher’s talking about this subject
Talk to each other in groups and to the teacher
To solve problems accurately and make themselves understood.
Read subject online resources and write about subjects
Observe, analyse and extract some structures from the language used during an
explanation or an activity
Ask students to use English when reporting
Use new vocabulary in context
Explain elements’ features using scientific vocabulary and comparatives
Interpret data tables and diagrams
Express ideas clearly
 

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Learning outcomes
Teaching objectives
What learners will be able to do at the end of the
What I want to make students
unit
D. Culture
• Identify chemical information in their daily
! Understand the historical
routine.
development of the periodic table
• Be able to recognise chemical elements
(how different culture contributed which are essentials, useful in technology or
to the development of it) harmful for our health
! Relate the use of chemical • Explain the development of the periodic table
elements in our life. throughout time
! Recognise the applications of • Be aware of Mendeleev’s heritage
• Be aware of the importance of classifying
chemical elements
• Write biographies
! Relate the importance of • Be aware of the relevance of scientific
classifying advance
! Relate chemistry to life changes • Be able to point out the importance of
! Improve social competences classifying elements
! Be aware of how to cooperate in • Be able to extract information from written
pairs or groups and visual sources
• Be able to read articles on scientific
! Be able to use the internet as a
magazines
source of information • Be able to listen to scientific documentaries
! Be able to use language • Be able to interpret information
creatively • Be able to respect for justified opinions
! Expand upon and reinforce the • Be able to create a report in a media
information and knowledge from production context
• Be able to pitch a media production proposal
the lecture using technology.
using appropriate technology
 

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Methodology
Language demand

The genres demand in the subject lesson are:

In the language tasks, students come into contact with three types of science genres:
1. Procedures: text, which instruct them how to carry out the steps of a task or
report. A written procedure includes:
• Instructional discourse:
o Bossy verbs at the beginning of each instruction
o Words or group of words such as tell us how, when, where, why, with whom.
• Steps, goals
2. Reports: which include three types
• Descriptive reports: classify a phenomenon and then describe its features. A
written descriptive reports includes the following stages:
o Definitions
Matter is …
o Descriptions
Phase 1: viruses are not made of cells;
Phase 2: they can not do any of the things living do …
• Taxonomic (classifying) reports: classify number of phenomena wits respect to
a given criteria. A taxonomic reports includes the following stages:
o Classifying systems:
Elements are one of a class of substances that cannot be chemically
separated into simpler substances. Compounds …
o Types:
Elements can be classified according to their metallic character.
• Compositional reports: describe the component of an entity, that is, part-whole
relationships. A written compositional reports includes the following stages:
o Classification of entity:
Alkaline metals are the group 1 on the Periodic Table
o Components:
Lithium, sodium, potassium, rubidium, caesium and francium are alkaline
metals.
3. Explanations: given reasons for explaining scientific process, for how something
work or for evaluating the learning approach.
 

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 Lesson plan Unit 2 Periodic table  

Learning skills

Learning strategies
How learners will learn to support their own learning

Scientific skills

• Observing to collect information about concepts they can identify in the videos.
• Classifying objects according to similarities or differences
• Inferring to draw conclusions and make explanations using previous studied data.
• Predicting the outcome of a future event based on prior knowledge or the study of
trends.
• Communicating to describe an object or phenomenon using words, graphics,
symbols such as tables or models.
• Defining concepts by describing their features.
• Interpreting data and giving rational explanations about an observed pattern
• Hypothesising and making general statements about relationships between
chemical and physical properties.

Social and interpersonal skills

• Cooperating with others (pair work, group presentation)
• Note-taking while watching the video-clip
• Guessing from context: contextual learning.
• Data handling (transferring info about atoms to a datasheet)
• Solving problems (deciding how to ”build” an atom with the given data; deciding
how to present their research)
• Carrying out an investigation
• Locating and organizing information
• Observing using senses: learning occurs as a result of student’s own effort
• Planning (use of a writing frame to plan)
• Processing knowledge: learning occurs when students restructure their existing ideas
by relating new ideas to old ones.
• Reviewing work
• Time management skills
• Independent learning
ICT skills
• Researching, handling and communicating information
• Sharing, collaborating, exchanging and developing ideas digitally
• Managing and presenting stored work
• Considering the sources and resources used.
• Producing work in a relevant written format
• Using email or chats to communicate effectively with tutor and peers
Language skills

• Listening to understand instructions, to cooperate and to take notes about useful

vocabulary or helpful expressions
• Speaking to communicate clearly and make contributions
• Speaking to participate in think-pair-share activities or in discussions
• Reading to compare, select, read, understand text and extract useful vocabulary or
expressions
• Writing to produce documents in a relevant format or to formulate general
statements.

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 Lesson plan Unit 2 Periodic table  

Scaffolding: content and learning support

Teaching strategies
How to support learners. Teachers need to …
Learning support
! Take into account students’ prior knowledge
! Encourage students to provide the content language they already know in a warm-
up activity (activating prior knowledge)
! Switch from L1 to English when needed
! Consistently use target language, try to reduce the use of the first Language
! Plenary at the end to recap and consolidate
! Provide opportunities to cooperate, share ideas and experiences, and reflect on their
learning.
! Highlight the new vocabulary by providing word banks, keywords hand-outs, and
wall charts.
! Use the internet as a learning tool and incorporate hyperlinks in documents to
support student learning
! Find out if there are difficulties with the understanding of the topic.
! Break down the learning sequence into smaller steps which they can achieve, make
lesson plans flexible to accommodate students’ need
! Use authentic, practical, and realistic activities for language performance and
transform abstract concepts into more concrete ones.
! Set up and steer activities in the right direction
! Help learners to make links, provide tailored assistance and respond to their needs
! Reflect on the learning process supporting students to become independents, shift
the focus to the learners and encourage them to take over responsibility
! Guide students in self-assessment, help them document their learning and track their
progress toward achieving goals, and help them set increasingly more challenging
goals.
! Have a warm, open classroom environment in which the students fell at ease and
are willing to take risks while learning.
! Create a psychologically safe learning environment encouraging language growth
! Remember that communication is of primary importance
! Arrange the classroom in a manner that is easy for students to work together in pairs
or groups and also is easy for teacher to move around
! Use a variety of students groupings to encourage target language communication
among students
! Set high but realistic expectations
! Find way to recognize student effort and success
! Give supportive feedback
 
 
 
 
 
 
 
 

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Teaching strategies
How to support learners. Teachers need to …
Language support. Scaffolding
! Create a wealth of opportunities to use all the language skills
! Recognise what language problems learners will have by acknowledging the
language demands of lessons.
! Help learners to deal with language problems by providing support for language and
learning.
! Encourage them to focus on fluency more than on accuracy
! Make student feel comfortable asking questions
! Encourage students to ask questions (provide sentence starters)
! Provide maximum opportunities to communicate in the target language.
For listening:
! Highlight teach vocabulary
! Use visuals
! Adjust teacher’s talking style: enumerate points, give examples, explain, summarise
more than I would in L1
! Speak slowly and articulate clearly
! Use an appropriate level of language
! Use facial expression, gestures and picture to reinforce meaning
! Repeat frequently
! Make it meaningful
! Provide a variety of language models
For writing:
! Provide lists, sentence starters, substitution tables or a writing frame
! Ensure that learners talk through their writing at the word, sentence and text level.
! Provide a checklist for written work to ensure students have considered all the
important points.
For reading:
! Look into they understand key vocabulary before they read
! Provide pre-reading questions to reduce the reading demands of the text
! Give reading support tasks such as a chart to fill in, a diagram to label
! Give table supports to extract useful info
For speaking:
! Adjust their questions (asking some cognitively demanding but short answers
questions)
! Prompt (starting learner’s responses)
! Provide vocabulary
! Provide support when student talk in groups by listing key words to use
! Provide audio recordings that help learners register and focus on their
pronunciation.
! Offer supportive tasks types such as talking frames, sentence starters o substitution
table
! Provide a checklist for written work to ensure students are ready to speak in English.
 
 

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 Lesson plan Unit 2 Periodic table  

 
 
Teaching strategies
How to support learners. Teachers need to …
Supportive tools for learners
! Audiovisual aids:
" Interactive white boards where the teacher can display visual aids such as
sentence starters, concept maps or writing skeletons
" Browser-based tools to sketch and illustrate while using voiceovers an embed into
blogs…
! Collaboration tools
" Pocket to save webpages, videos and other cool stuff on the web for viewing
later
! Literacy tools
" Glogster for creating the superhero posters
! Speaking and listening tools
" Voki
" Vocaroo
" AT&T Natural Voices® Text-to-Speech
" Read the words
! Listening and reading tools
" Clilstore
" Multidict
" Wordlink
" Hotpotatoes
! Organisational tools
" Flur.ly
" Gliffy diagrams: to build concept maps

Links with the English class/teacher

! Ask the English teacher to look up at the key vocabulary, wall chart sentence starters
and talking/writing frames.
! Ask the English teacher to check out key grammatical coverage of paste tense,
prepositions of place, making opposites and comparatives and superlatives

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Activities and tasks

Activities and tasks Skills Cognitive skills

Thinking skills: LOTS
1. Warm-up activity (the words I now which
relate to atom and periodic table)
5. Label the parts of the atom Remembering
4, 16. Multiple choice Defining
6. Match the words with the correct definition
Knowledge
16. Complete your glossary
5. Identify the objects in the picture, write their
name and then fill-in-the-blanks Identifying
7. Identify the information you have and the Naming
data you need to complete your card.
9. Complete the table attributing a number
which characterizes each element
15. Complete the T-chart classifying metals,
Comparing and
metalloids or non-metals
contrasting
18, 23, 26. Fill-in-the-blanks the gaps using the
Classifying
sense of sight to collect information or the data Analysis
Analysing
previously studied to make explanations
Making inferences
22. Find similarities and differences based on
Relating
the position in a period or in a group and use
graphic models to describe the arrangement
of the unknown elements
24. Sort the elements according to their Rank ordering
Comprehension
electron arrangement. Sequences
Thinking skills: HOTS
2b. Explain what would happen if an atom lost
Reasoning
an electron. Open-ended question.
Relating
13. Imagine you were Mendeleev organising
Hypothesising
elements according to some characteristics
11a,b. Carry out internet investigation. Collect
and organize information about Mendeleev to
Synthesis
outline his contribution to develop the periodic
table. Synthesis
11c. Create a character according to how Creative thinking
you imagine Mendeleev
20. Concept map: combine separate
information to form a general diagram.
Relating
19. Make a particular statement about some
Reasoning Evaluation
elements in order to explain unusual features.
Hypothesising
Creative thinking
34. Periodic puzzler. Use concepts previously
Reasoning
studied, combine separate clues and produce
Making decisions
ideas in a discussion in order to select the right
Relating
position from various alternatives and to
Problem solving Application
achieve the solution
Generating ideas
Creative thinking
35. Generate something creative to form a
Inventing
poster.
Generating ideas
 

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Lesson plan Unit 2 Periodic table  

Activities and tasks Skills

Language skills
1. Listen to the song and sing
Listening
8, 10, 21. Watching and listen to the video
2a. 33. Read the text and extract the information to fill
cards. Short answer questions.
11d. Read the text and fill-in-the-blanks Reading
12. Read the text and identify if the sentence is true (T) or
false (F). True/false item.
3,4. Watch a video on atomic structure and then do the test
17. Watch a video on elements properties and then do the
test
25. Watch a video on alkaline metals and then write a Listening and writing
paragraph using a substitution table.
29, 32. Watch a video about groups in the periodic table
and then complete the text.
19. Write sentences about unusual features of some metals
Writing
and non-metals using a substitution table.
0. Define concepts using a lists of thinking process and their
language exponents
7. Information gap: ask your partner for finding the
Speaking
information you need and explain him/her the information
he/she asks you.
14c. Your first day at school: prepositions of place
14a, b. read a text and find out examples of prepositions of
place. Match pictures with prepositions.
Grammar
27, 28. Make the opposite with un-, in,. il-, im-
30, 31, 34. Use comparatives and superlatives.
 
Activities of the unit and timing

Stages of the unit Timing Mode of participation

Lesson 1 (55 minutes)
Activity 0: Warm-up activity
What is the meaning of these words?
Teacher ask his/her students questions, he/she
gives the students time to think, they can ask a
partner if they need to and then, they share the Individual participation
answer with their partners. That way many more 15’ Think-pair-share
students will get involved in the class Whole-class
Let’s do a glossary.
→ Item1: Atomic structure
Activity 1: listening activity: 5’ Whole-class
The atoms family song
Activity 2: reading comprehension 20’ Pair work
The atoms family album. Answer questions

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Lesson plan Unit 2 Periodic table  

 
Stages of the unit Timing Mode of participation
Class 1 (55 minutes)
Activity 3: listening activity
Atoms, protons, electrons and neutrons
Activity 4: listening comprehension 5’ Pair work
Do the test (matching activity and multiple choice
test)
Students will be provided with the answers key 10’ Pair work
self-assessment
Lesson 2 (55 minutes)
Activity 5: labelling activity
The structure of the atom: read and complete the 5’ Pair work
gaps
Activity 6: matching activity
Connect concepts with definitions 5’ Pair work
Activity 7: speaking activity:
Information gap: Your bingo card: ask your
partner for information and give data when you 30’ Pair work
are asked
→ Teacher’s final plenary to evaluate the first point 5’ Whole-class
→ Item2: The periodic table
→ Introduction to the beginnings of the periodic Whole-class
table
Activity 8: listening activity
Solving the puzzle of the periodic table 5’ Pair work
Activity 9: complete the table
Find the atomic number of each element 5’ Pair work
Lesson 3 (55 minutes)
Activity 10: listening activity
100 greatest discoveries: the periodic table 5’ Pair work
→ Introduction to the early history of the periodic
table 5’ Pair work
Activity 11: your first research
Surf the Internet using the hyperlinks given to look
for some information about Mendeleev, create a 40’ Pair work
character and complete a text
Activity 12: reading comprehension:
Regarding Mendeleev biography, choose true (T) 5’ Pair work
or false (F)
Lesson 4 (55 minutes)
Activity 13: intuitive elements
Planning a mini-experiment about how easier the
classification of the elements is. 25’ Pair work
Discuss results with your partner.
 

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Lesson plan Unit 2 Periodic table  

Stages of the unit Timing Mode of participation

Lesson 4 (55 minutes)
→ Introduction to the modern periodic table 5’ Pair work
Activity 14: the language you need
Preposition of place: reading, grammar and
speaking activity. 25’
Students will be provided with the answers key Pair work
self-assessment
Lesson 5 (55 minutes)
→ Brief introduction describing the actual
classification of the elements. 5’ Pair work
Activity 15: complete a T-chart
Classify the elements in the correct column 5’ Pair work
→ Explanation about metals, metalloids and non-
metals properties.
Activity 16: vocabulary: keep on increasing your
glossary. 15’ Pair work
Complete your glossary and memorize how to
pronounce these words.
Activity 17: listening and writing activity
Listen, take notes and do the multiple choice test. 15’ Pair work
Students will be provided with the answers key
self-assessment
Activity 18: review activity
Complete the gaps using the information you can 5’ Pair work
extract from a picture
Activity 19: writing expression
Write sentences about unusual features of some 10’ Pair work
elements using a writing frame
Lesson 6 (55 minutes)
Activity 20: conceptualising
Build a concept map about metals, non-metals 20’ Pair-work
and metalloids following the skeleton given. Whole-class
→ Teacher’s final plenary to evaluate the second
point 5’ Whole-class
→ Item 3: Electron arrangement
→ Teacher’s Introduction to the students about the
electronic configuration of the elements.
Activity 21: listening activity 5’ Whole-class
Electron arrangement in an atom
Activity 22: explore and predict
Observe the examples, try to predict the trends
and complete the diagrams following the
teacher’s clues. 20’ Whole-class
Activity 23: revise your knowledge.
Complete the gaps 5’ Pair work
 

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Stages of the unit Timing Mode of participation

Lesson 7 (55 minutes)
Activity 24: rank ordering
Sort the concept according to their electron 5’ Pair work
arrangement.
→ Teacher’s final plenary to assess the third point 5’ Whole-class
→ Item 4: Periodic properties
Activity 25: listening and writing activity
The alkaline metals: watch the video and write
and explanations about the reactions you have 15’ Pair work
seen using a substitution table.
→ Brief introduction to chemical properties
Activity 26: writing activity
Alkaline metals periodic trends. Complete the 5’ Pair work
text.
Activity 27 and 28: language you need.
Make the opposite with un-, in-, il-, um- 15’ Pair work
Activity 29: listening and writing activity
Groups 1 and 18: watch the video and complete 10’ Pair work
the text.
Lesson 8 (55 minutes)

Activity 30 and 31: language you need.

Comparatives and superlatives 10’ Pair work
Activity 32: listening and writing activity
Groups 2 and 17: watch the video and complete 10’ Pair work
the text.
Activity 33: task-based activity
Helium: Read an article and answer the questions 25’ Pair work
→ Teacher’s final plenary to assess the fourth point 10’ Whole-class

Lesson 9 (55 minutes)

→ Item 5: my superhero
Activity 34: task-based activity.
Periodic puzzler: you are a scientist who made
radio contact with alien life. The habitants on this
distant planet have different names and symbols
for the elements. Place them into a blank periodic 45’ Groups of three
table according to the clues that Aliens gave us.
Activity 35: problem-based activity
→ Teacher’s explanation about the final project.
Having randomly a card in the Alien periodic 10’ Whole class
table, identify what element you have and design
a superhero: keep your card and use the properties
your element has to sketch a superhero.
 
 

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Lesson plan Unit 2 Periodic table  

 
Stages of the unit Timing Mode of participation
Lesson 10, lesson 11 (2 x 55 minutes)
Activity 36: problem-based activity
Design a superhero: keep your card and use
the properties your element has to sketch a
superhero. Looking at your teacher’s example
model, think of some ideas with your group
partners such as: As needed Groups of three
• If you want to draw by hand
• If you want to use some software as glogster
• If you want to use recycle materials to build it
Prepare with your mates the presentation of your
project.
Lesson 12 (55 minutes)
The group work gives a mini-presentation about
how powerful their character is. As needed Whole-class
Each group votes the more effective
(Grid for peer assessment)
Lesson 13 (55 minutes)

Final activity: assessment As needed Individual

Lesson 14 (55 minutes)

→ Plenary discussion at the end of the lesson As needed Whole-class

 
Materials and resources
Content Language
Technology resources
• Computer room
• Whiteboard and projector
Online sources
• Clilstore website: • Wall chart (sentence starters) (annexe 1)
http://multidict.net/cs/2807 • Word list: glossary
Visual sources • Writing frames
• Concept maps • Substitution tables
• Images • Head and tails
• Videos • Clilstore website: http://multidict.net/cs/2807
Text • Writing and speaking checklists (annexe 3)
• Worksheets
• Hand-outs
• Questionnaire
• Rubrics for assessment

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 Lesson plan Unit 2 Periodic table  

Assessment
A variety of assessment tools have been incorporated into this unit to ensure that
each student will be able to demonstrate what they have learned in a method that
is personally meaningful. The assessment procedures will be on going throughout the
unit.

Formative assessment
Written assessment
1. Students collect all the tasks in their worksheet that shows what they have to do. This
sheet will be used as a basis for evaluating. They have to answer multiple choice,
matching, ordering, fill-in-the-blank, true or false and open-ended questions.
Before you hand in your written work to the teacher revise it to see if you have
considered all the important points with the writing checklist in the annexe 3.
Oral assessment
2. Think-pair-share: The teacher tells students to ponder a question or definition. This
allows for wait time and helps students control the urge to impulsively shout out the first
answer that comes to mind. Next, individuals are paired up and discuss their answer or
solution to the problem. During this steps students may wish to revise or alter their
original ideas. Finally, students are called upon to share with the rest of the class.
3. Formative assessment: teacher uses info on learner’s progress to adapt teaching
and to give feedback to students. Plenary discussion: The teacher can initiate the
discussion by presenting students with an open-ended question. The goal is to build
knowledge and develop critical and creative thinking skills. The teacher can assess
student understanding by listening to the student responses and by taking anecdotal
notes.
At the end of each item studied, the teacher will start with a discussion in order to
determine the learner’s level of knowledge and to provide a baseline for
understanding how much learning has taken place after the learning activity is
completed. To prepare students for the discussion, the teacher could have students
complete the decision-making chart in the annexe 2.
Performance assessment
4. Self-assessment: students evaluate themselves. There are some hotpotatoes tests
that provide them immediate feedback. They have to get them all 100% correct and
then, copy these in their sheet.
5. Peer-assessment: the final project presentation will be graded on delivery among
other issues. Individual will also give evaluations of their group members before the
presentation with a speaking checklist in the annexe 4.
 
 
 
 
 
 
 

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 Lesson plan Unit 2 Periodic table  

 
Summative assessment
Written assessment
1. Students collect all the tasks in their worksheet that shows what they have to do. This
sheet will be used as a basis for evaluating its quality using the scoring rubric I in the
annexe 4.
2. A written test should be administered at the end of the unit of the CLIL module: the
type of exercises in the test should be similar to the one suggested before. Exercises
should involve assessment of both language and content.
3. Teacher evaluates student’s working attitude with the scoring rubric in the annexe 4.
4. Teacher assesses the quality of the superhero project with the scoring rubric in the
annexe 4.
Oral assessment

5. Students’ participation in the plenary will be used as a basis for evaluating it using
the rubric for assessing participation in the annexe 3.
Performance assessment

6. Peer-assessment: Individual will also give evaluations of their group members so that
everyone receives a fair grade about participation using the rubric for assessing
student’s contribution to the teamwork in the annexe 4.
7. Peer-assessment: The final project presentation will be graded on content, creativity
and delivery. Every group will give evaluation of the others about the project with the
rubric for assessing students’ superhero presentation in the annexe 4.

 
Assessment items and percentages

When designing this CLIL didactic unit for Valencian students I took in mind that
English is not the mother tongue of these students, so I will try to adapt it to their
circumstances, not only by lowering the requirements to pass the written test and the
difficulty of the activities according to their language level (assess the basic
competences), but also by giving a higher evaluation percentage to the procedures
rather than the contents.

Focus on assessment Learning outcomes Assessment items Score

Final test
Content and language To know 30%
Oral presentation
Student worksheet
Cognitive skills To be able to 40%
Superhero project
Learning skills Working attitude
To be aware of 30%
Communication skills Participation
 
 

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Lesson plan Unit 2 Periodic table  

Annexes

annexe 1

  22
Lesson plan Unit 2 Periodic table  

A FRAME TO EXPLAIN INTRODUCTION

I want to explain… (The item)…is about…

To better understand…
There are different
It is necessary to examine
explanations as to…
…

ANOTHER PARAGRAPHS To begin with…

My first point is…

First of all…
My second point is…

One explanation of… Importantly…

In addition… Another reason is…

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Lesson plan Unit 2 Periodic table  

Moreover… Furthermore…

As a result of… Also…

On the other hand… However…

CONCLUSION After all…

Finally… To sum up, ….

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Lesson plan Unit 2 Periodic table  

I find it ...
A FRAME TO
I find it rather ...
EXPRESS YOUR OPINION
I find it somewhat ...

I feel that….
In my opinion …
To be quite honest, I would
In my view….
like to add …

I find it interesting that ..., I understand what you

but on the other hand ... mean. However, ...

Generally speaking, I
I would like to say …
think...
I prefer…
I believe…

The best thing about… It is possible to make

The worst thing about … various comparisons
between…

I agree with my partner I disagree with you

because… because…

That’s a good idea Something new I have

because… learnt from …

Something I found difficult I understand what you

was … mean. However, ...
 
 

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Lesson plan Unit 2 Periodic table  

annexe 2

  26
Lesson plan Unit 2 Periodic table  

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Lesson plan Unit 2 Periodic table  

annexe 3

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Lesson plan Unit 2 Periodic table  

Checklist for self-assessment

Writing
This is a checklist for written work. Before you hand in your written work to the teacher
revise it to see if you have considered all the important points.

Content
The text interprets the question correctly
The content is relevant
The text is developed
The text is convincing
All-important points are included
There are no obvious omissions
All the questions are answered.
We copied all questions 100% correct.

Organisation and Cohesion

There is a title
There is an introduction
There is a conclusion
There are body paragraphs
The topic of each paragraph is clear
The main points within each paragraph are clear
The main points within each paragraph are sequenced logically
There are complex sentences
There are a variety of connecting words

Accuracy
The text has been corrected with the English spellcheck.
Simple sentences are correct.
Complex sentences are correct.

Range
There is no unnecessary repetition of words/phrases
There is a range of vocabulary and expressions
There is a range of grammatical structures

Register and Format

The register is appropriate
The format is appropriate

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Lesson plan Unit 2 Periodic table  

Checklist for self-assessment

Speaking
This is a checklist for oral interaction. When you are preparing to speak in English or
after you have spoken you can reflect on your performance considering the
following important points.

Range
I use appropriate vocabulary
I use a range of vocabulary
I use a range of grammatical structures
I use a variety of verb tenses

Accuracy
I construct questions correctly
I construct sentences correctly
I pronounce correctly
I use verb tenses correctly

Interaction
I participate actively
I am able to intervene in order to speak
I listen to what is said
I know how to change the topic
I give my opinions
I make a relevant contribution to the conversation

Fluency
I speak without pausing
I try to fill the silences
I speak with confidence
I elaborate my answers
I communicate spontaneously

Coherence
I make myself understood
Two others listen to me and they understand my explanation
I connect ideas correctly
I relate my ideas with my partner’s
I structure my ideas coherently
 

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Lesson plan Unit 2 Periodic table  

Checklist for peer-assessment

Rehearsing the oral presentation.

Is the purpose clear? YES NO

Does it have a beginning, middle, and end? YES NO

Can I understand it? YES NO

One thing I like about this piece...

One thing I would change....

No notes used,
Presentation Some notes Read notes
fluent

Some
pronunciation Poor, impairs
Pronunciation Almost no errors
errors but good comprehension
overall

Parts of
Presentation makes
Comprehensibility Presentation the presentation
no sense
comprehensible are not clear

Well- organized Needed more time

Preparation Last minute effort
and ready to prepare
 

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Lesson plan Unit 2 Periodic table  

annexe 4

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Lesson plan Unit 2 Periodic table  

 
Holistic rubric for evaluating Quality of Worksheet

Points Description Characteristics

• All problems are completed.
• Work is neatly done and readable.
• All work is clearly shown and is mathematically correct.
• Answers are given in the proper form using correct notation.
• Answers to application problems are in complete sentences with
10 Excellent proper units.
• Writing answers clearly indicates a high level of analysing,
judging and understanding concepts
• Writing demonstrates mastery of grammar and usage
• Take advantage of the self-assessment
• Reflects the student’s best efforts.
• All problems are completed.
• Work shows good understanding and is mostly correct.
• Answers are usually given in the proper form.
• Writing answers clearly indicates a good level of analysing,
8-9 Good judging and understanding concepts.
• Writing demonstrates correctness of grammar and usage
• Take advantage of the self-assessment
• Reflects an effort from the student.
• Most problems are attempted.
• Work shows some understanding, but there are some
mathematical errors.
• Some answers are incomplete or have errors in notation or are
6-7 Basic not in the required form.
• Writing answers clearly indicates a simple grasp of analysing,
judging and understanding concepts
• Writing demonstrates a suitable use of grammar and usage
• Limited use of the self-assessment
• Many problems are not attempted or are incomplete.
• Work shows minimal effort
• Writing answers clearly indicates a minimal ability to analysing,
judging and understanding concepts
4-5 Emerging • Writing demonstrates a poor use of grammar and usage
• Bad use of the self-assessment
• Work occasionally needs to be redone or does not reflect any
time or effort.
• Most problems not attempted or incomplete. Little or no work
shown.
• Work that shows some relevant effort but is seriously flawed.
• Writing answers indicates a lack of understanding basic
Credit for
2-3 concepts
minimal effort • Writing demonstrates some grammar and usage flaws
• Work requirements not followed.
• Does not use the self-assessment
• Provides illegible work that reflects very little effort.
• Most problems not attempted.
• Guidelines not followed.
• Answers are given with no work.
• Work not readable.
Needs • Writing answers clearly indicates no ability to analysing, judging
0-1 and understanding concepts
improvements
• Writing demonstrates consistent incorrect grammar and usage
• A zero is given for nothing handed in.
• Does not use the self-assessment
• Provides illegible work that reflects does not turn in any work.

Total points #

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 Lesson plan Unit 2 Periodic table  

Rubric for assessing Students Participation: speaking and listening

Needs
Area being Very good Total
Excellent (4) Fair (2) improvements
evaluated (3) points
(1)
Plenary
• Student • Student • Student does
• Student initiates
Frequency of initiates initiates not initiate
contributions more
participation than once in each
contribution contribution at contribution and
in class once in each least in half of needs instructor
plenary
plenary the plenaries to solicit input.
• Comments • Comments • Comments
always insightful mostly are sometimes • Comments are
and constructive; insightful & constructive, uninformative,
uses appropriate constructive; with occasional lacking in
terminology. mostly uses signs of insight. appropriate
• Comments appropriate • Student does terminology.
Quality of the
balanced terminology not use • Heavy reliance
comments between general • Occasionall appropriate on opinion and
impressions, y comments terminology; personal taste,
opinions and are too comments not e.g., “I love it”, “I
specific, thoughtful general or not always relevant hate it”, “It’s bad”
criticisms or relevant to the to the etc.
contributions. discussion. discussion.
• Student is
mostly
• Student listens attentive
attentively when when others • Student is
• Does not listen
others present present ideas, often
to others;
materials, materials, as inattentive and
regularly talks
perspectives, as indicated by needs reminder
while others
indicated by comments of focus of class.
Listening speak or does not
comments that that reflect • Occasionally
skills pay attention
build on others’ and build on makes
while others
remarks, i.e., others’ disruptive
speak; detracts
student hears what remarks. comments while
from discussion;
others say and • Occasionall others are
sleeps, etc.
contributes to the y needs speaking.
dialogue. encourageme
nt

Total points #

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 Lesson plan Unit 2 Periodic table  

Rubric for assessing Students Working attitude

Needs
Area being Total
Excellent (4) Very good (3) Fair (2) improvement
evaluated points
s (1)
• Student is
always • Rarely is critical
• Often or
respectful of his of ideas or work
occasionally has • Often is critical
or her self, of others. Often
a positive of the work or
others, and has a positive
attitude about ideas of others.
Attitude teacher, has a attitude about
the task(s) and Rarely behaves
positive attitude, the task(s).
behaves in a in a respectful
and does not Usually treats
respectful manner.
criticize anyone others and self
manner.
else’s ideas or with respect.
work.
• Focuses on the
• Consistently
task some of the
stays focused on • Focuses on in-
time. Often must • Rarely focuses
in-class work class work and
Focus on be reminded by on class work
and what needs what needs to
Class Work the teacher and what needs
to be done. be done most of
about what to be done.
Very self- the time.
needs to get
directed.
done.
• Sometimes
• Routinely
• Usually provide useful • Rarely provides
provides useful
provides useful ideas when useful ideas
ideas when
ideas when participating in when
participating in
participating in classroom participating in
Contributions classroom
classroom discussion. A classroom
discussion. A
discussion. A satisfactory discussion. May
definite leader
strong student student who refuse to
who contributes
whop tries hard. does what is participate.
a lot of effort.
required.
• Brings needed • Almost always
• Often brings • Seldom brings
materials to brings needed
materials but materials and/or
Preparedness class and is material to class
sometimes is rarely ready to
always ready to and is ready to
needs to borrow. get to work.
work. work.
• Routinely uses • Rarely gets
• Tends to
time well to work done by
procrastinate,
ensure things deadlines,
• Usually uses does not use
Time- get done on always asks for
time well, rarely school time or
Management time. Student extensions or
misses deadlines. schedule
never asks to does not submit
provided to get
adjust work despite
work completed.
deadlines. time in school.
• Student is
• Student is • Student is awake most of
awake and awake and the time but has
• Student
engaged in engaged in class fallen asleep or
frequently sleeps
Behaviour class on a daily nearly every done nothing for
and/or disrupts
basis, and shows day, and shows a few classes.
class.
no disruptive no disruptive Show no
behaviour. behaviour. disruptive
behaviour.

Total points #

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Lesson plan Unit 2 Periodic table  

Rubric for assessing Students Superhero project

Needs
Area being Total
Excellent (4) Very good (3) Fair (2) improvements
evaluated points
(1)
Poster: Quality of the way the exhibit is display
• Poster reflects • Poster reflects
• Poster reflects mastery of development
• Poster reflects a
the highest level concepts. and movement
Creativity of • Title is related to toward a
beginning level
of understanding
understanding. the journal and mastery of
topic. concepts
• Title is present,
• Title is creative, but does not
• Title is related to
sparks interest appear to be
Title and is related to
the journal and
related to the
• No title
topic.
the topic. journal and
topic
• Most of the
• The image is • Some of the
image is related
related to the image is related
to the element
assigned to the assigned • No attempt has
topic. The story
element and element, but a been made to
wanders off at
Content allows the reader
one point, but
reader does not relate the image
to understand learn much to the element
the reader can
much more about the properties.
still learn
about its element
something about
characteristics. features.
the topic.
• Most facts
• All facts • Almost all facts • There are
Accuracy of presented are
presented are presented are several factual
facts accurate (at
accurate. accurate. errors
least 70%).

Total points #
 
 

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Lesson plan Unit 2 Periodic table  

Rubric for peer-assessing Students’ Superhero presentation

Needs
Area being Total
Excellent (4) Very good (3) Fair (2) improvements
evaluated points
(1)
Oral presentation: Quality of presentation
• Presentation • Presentation
• Presentation
begins with a • Presentation without an
begins with a an
clear begins with a introduction
unplanned
introduction brief but clear • Presentation is
• Introduction
• Presentation is introduction. badly organised
• Presentation is
clear organize • Presentation is and it doesn’t
organize but it
Content an and it is logically well organize follow any
isn’t logically
organization sequenced and and it is easy to sequenced.
sequenced
not repetitive follow it • Does not
• Provides weak
• Demonstrate • Has some clearly define
examples which
full knowledge examples that the subject and
do not
about the support the provides weak
adequately
element and topic or no support for
support
clear examples ideas
• Student’s
• Student’s
voice is loud and • Student speaks • Student
voice is loud and
clear throughout too quietly or cannot be heard
clear most of the
the presentation. includes or understood.
time.
• Student distracting Student speaks in
Voice maintains
• Student speaks
hesitations (like… low volume
with satisfactory
audience um…okay…). which cause
variation of
interest and Student speaks audience to
volume and
emphasize key uneven volume disengage
inflection
points.
• Student stands
up straight and • Student leans • Student fidgets
• Student relies
shows on desk or during the
on notes too
Body confidence, makes only presentation
much, failing to
language making occasional eye (twists hair, taps
look at the
consistent eye contact with the foot, drums
audience.
contact with the audience. fingers, etc.)
audience.
• Demonstrates
strong • Shows some • Shows little or
• Shows no
enthusiasm enthusiastic mixed feelings
Enthusiasm interest in topic
about topic feelings about about the topic
presented
during entire topic being presented
presentation
• Student
• Student has a • Student has a
creates and • Student fails to
nice visual aid, visual tool, but it
brings a nice prepare and
but does not use is poorly made,
Visual tool visual aid, and bring a visual
it to enhance or not used to
uses it to tool to support
the enhance the
enhance the the presentation.
presentation. presentation.
presentation.

Total points #
 
 
 
 
 

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Lesson plan Unit 2 Periodic table  

Rubric for peer-assessing other Students’ Teamwork

Needs
Area being Total
Excellent (4) Very good (3) Fair (2) improvements
evaluated points
(1)
Group member
Group member Group member Group member did not
participated participated participated but participate,
Participation fully and was most of the time wasted time wasted time, or
always on task and was on task regularly or was worked on
in class most rarely on task. unrelated
material.
Group member Group member Group member Group member
assumed sometimes usually allowed did not assume
leadership in assumed others to assume leadership or
an appropriate leadership in an leadership or assumed it in a
way when appropriate often dominated non-productive
necessary by way. the group. manner
helping the
group stay on
Leadership track,
encouraging
group
participation,
posing solutions
to problems,
and having a
positive
attitude.
Group member Group member Group member
Group member
listened sometimes did did not listen to
Listening usually listened
carefully to not listen to others and often
to others’ ideas.
others’ ideas. others’ ideas. interrupted them.
Group member
Group member occasionally
offered Group member offered
Group member
detailed, offered constructive
did not offer
Feedback constructive constructive feedback, but
constructive or
feedback feedback when sometimes the
useful feedback.
when appropriate. comments were
appropriate. inappropriate or
not useful.
Group member Group member Group member
Group member
usually treated sometimes often treated
treated others
others treated others others
Cooperation respectfully
respectfully and disrespectfully or disrespectfully or
and shared the
shared the did not share the did not share the
workload fairly.
workload fairly. workload fairly. workload fairly
Group member
Group member
did not complete
usually
Group member most of the
completed
often did not assigned tasks on
assigned tasks
Group member complete time and often
on time and did
Time completed assigned tasks forced the group
not hold up
Management assigned tasks
progress on the
on time, and to make last-
on time. held up minute
projects
completion of adjustments and
because of
project work. changes to
incomplete
accommodate
work.
missing work.

Total points #

  38