Neighborhood Walk: a CLIL unit

This is an example of a CLIL unit for Social Science about the neighborhood. It has been made for the course: “Using Open Educational Resources for integrated content and language  Learning (CLIL)“, organized by INTEF.

It has been designed for 2nd grade of Primary Education.

1. Learning outcomes  / Evaluation criteria	·  To identify places in their neighborhood. ·  To identify the basic parts of a map using a map key and symbols. ·  To locate familiar places of their neighborhood on a map ·  To understand what an itinerary is and be inspired to plan and create one for their own area. ·  To understand simple spatial concepts such as relative distance (near, far and next to). ·  To understand simple grid systems (the coordinate system).
2. Subject Content	·  Places around our neighborhood: private and public buildings, green areas and community services ·  Spatial arrangement of the locations of their homes, school and community services. ·  Concept of maps as representations of places with their neighborhood map. ·  Basic parts of a map: map key, symbols, point of interest, itinerary...
	3. Language Content / Communication
Vocabulary	Cardinal direction/compass points: north, south, east and west. Public buildings: library, civic center, postal office, sport center, school,etc Map key words: cycle path, park, railroad, bus stop,etc. Prepositions: next to, between, in front of, near, far, etc. Sequencing words: first, second, third, fourth, last/finally
Structures	There is/ There are This is/ These are Where is …? / Is there any…? We walk for…minutes The whole trip takes us around …minutes This way. Turn right/left.
Discourse type	Exposition Narration Description
Language skills	Listening/Reading/Speaking/Interaction/Writing
4.Contextual element	This unit takes part in the content block ‘The place where we live’ within the 2nd grade curriculum. It provides opportunities for the students to stimulate curiosity and develop an understanding of the social and cultural dimensions of local environments. Map reading is an important skill to have. Children at this age level can locate places and landscape features on a map but perform better with familiar locations as opposed to foreign areas.
5. Cognitive (thinking) processes	1.  Spatial thinking: ·         understands relative distance such as near or far. ·         understands concrete symbols that represents a place in the real world.   2.  Problem solving: ·         planning an itinerary to explore our neighborhood involves: - choosing Points of Interest (POIs) - deciding in which order to visit them - accounting for the time it takes to visit each POI and transit     between them.    3. Personal capabilities of working with others    4. Managing information    5. Being creative
6. Task	Plan an itinerary to visit different places in our neighborhood.
	7. Methodology
Organization and class distribution / timing	Preparation Adaptation of content Links to past learning Oral language activities Scaffolding Modeling Guided Practice Independent Practice Cooperative Learning Application Activities Links to objectives Hands-on Promotes engagement Promotes vocabulary Task-based learning Grouping Whole Class Small Groups Partners Independent Timing Eight 50-minute class periods.
Key Competences	Competence in linguistic communication Digital competence Learning to learn Social and civic competence Autonomy and personal initiative.
8. Evaluation instruments	Peer assessment. Interactive map. ‘What place is this?’ Rubric/Check-list to accomplish the task. Reflection sheet. ‘What did we see in the neighborhood?’

A first sample of this template has been published at: Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.

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

Session 1 - Activating students’ prior knowledge relevant to our neighborhood theme

• Visualization. Students think about the streets around their house.
• Read aloud ‘Franklin's Neighborhood’ by Paulette Bourgeois.
•  ‘What is a neighborhood?’ Talking partners.  ‘Our neighborhood is where we live. The streets around our house and school are our neighborhood.’
• Create a mind map ‘What’s great about your neighborhood?’ Whole group brainstorm about great places in the neighborhood.
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        mind map created with lucidchart

  

                                                                                                             

Session 2 - Knowing our neighborhood

• Identifying outdoor areas and buildings; places where people work, learn and shop and places that provide different services to the community through an interactive map.
•  Think-Pair-Share. ‘Which one is our neighborhood?’ Reading comprehension. Comparing two neighborhoods in pairs. Reading in heterogeneous pairs. The students will read two descriptions of a neighborhood. They have to decide which of the two corresponds to their neighborhood. 
•  Neighborhood song. This song focus on repetition to support vocabulary.

IInteractive image created with thinglink

Session 3 - Reading our neighborhood map

•   Helping students visualize and understand the world around them. Google Earth provide opportunities to practice with maps of familiar places. Help students understand geography concepts, map reading, location, and distance measurement
•  Locating familiar places in our neighborhood with a map key of our neighborhood.
•   Interactive map. ‘What place is this?’

Session 4 - Grid maps

•   Introduce maps with alphanumeric grid system.
•  Video. Learning about symbols, map key and compass rose.
• Online game to get some practice using grid references on a map.
•  Using the neighborhood map grid to locate places.
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                                                        www.eduplace.com

Session 5 - Project-based task - Our neighborhood itinerary

• What is an itinerary?Read an example of an itinerary.
•  Teacher models the task ‘Our itinerary for a great day out’.
• Project-based task. Design an itinerary to visit four places in the neighborhood. Prepare a written schedule and a short guide ‘Our itinerary for a great day out’.
• Rubric/Check-list to accomplish the task.
  

Session 6 - Project-based task - Our neighborhood itinerary

• Oral exposition of group itinerary. Each group promotes their itinerary. Sentence starters for supporting presentations.
•  Vote for the best itinerary.
• Listening ‘Giving directions’ Teacher gives directions to get to the four places in the chosen itinerary. Students draw the route on the map.

Session 7 - Project-based task -Our neighborhood itinerary

•    Going on a walking tour of our neighborhood.

Session 8 -  Reflection session

• Reflection sheet. ‘What did we see in the neighborhood?’
• Peer assessment.