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This is a Clilstore unit. You can link all words to dictionaries.




NAME:  Our five senses.

SUBJECT. Sciences

LEVEL .  Second Primary


Concrete Operational Stage of Cognitive Development

Ages: 7 to 11 Years

Major Characteristics and Developmental Changes:

  • During this stage, children begin to thinking logically about concrete events.
  • They begin to understand the concept of conservation; the the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass.
  • Thinking becomes more logical and organized, but still very concrete.
  • Begin using inductive logic, or reasoning from specific information to a general principle.

While children are still very concrete and literal in their thinking at this point in development, they become much more adept and using logic. The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a situation. 
















TIMING. 2 sessions

Aims of lesson:

Students will know about/ be able to/ be aware of, etc.

-Recognising the  five :human senses: SIGHT, HEARING,SMELL, TOUCH AND TASTE.

-           Recognising the organs of the human senses:   EYES, EARS, NOSE, SKIN and TONGUE.

-           Identifying healthy habits.



Language aims:

Grammar + vocabulary acquisition needed to complete tasks and to aid comprehension (vocabulary, sentence structure, text organisation, …)



Predict the topic through images.

Name the different parts.

Relate each organ with the correct sense.

Share healthy habits.



Is – are.

Where is your…?

Where are your…?

We use our… to…

We smell with our …

We need to…



Eyes, mouth,tongue, nose,ears, hands,arms,fingers, legs, foot, feet, ankle, elbow,shoulders, hips, sense organs, healthy habits.





Language support:

How will you guide the students in the use of the L2?


         We will speak slowly and clearly, and provide students with enough time to formulate their responses, whether in speaking or in writing. Remember, they are thinking and producing in two or more languages! (valencian, spanish and english) After asking a question,  we will wait for a few seconds before calling on someone to respond. This "wait time" provides all students with an opportunity to think and process, and especially gives them a needed period to formulate a response.

We will not speak  too fast, and if a student tells you they didn't understand what you said, never, ever repeat the same thing in a louder voice!

Use of Non-Linguistic Cues

 We will do use visuals, sketches, gestures, intonation, and other non-verbal cues to make both language and content more accessible to students. Teaching with visual representations of concepts can be hugely helpful.

Giving Instructions

We will  give verbal and written instructions -- this practice can help all learners. In addition, it is far easier for us  as teachers to point to the board in response to the inevitable repeated question, "What are we supposed to do?"

We will not  act surprised if students are lost when you haven't clearly written and explained step-by-step directions.







Procedure and methods:

 Materials to be used.

 Slideshares, videos, worksheets, flashcards.

Scholar material.





Assessment Criterials

- Is able to recognise the  five human senses: SIGHT, HEARING,SMELL, TOUCH AND TASTE.

-            Is able to identify the organs of the human senses:   EYES, EARS, NOSE, SKIN and TONGUE.

-           Can identify and explain healthy habits?

Assesment procedures.        


How will you evaluate the learning outcomes in terms of content and language acquisition?


We will  regularly check that students are understanding the lesson. After an explanation or lesson, we could say, "Please put thumbs up, thumbs down, or sideways to let me know if this is clear, and it's perfectly fine if you don't understand or are unsure -- I just need to know." This last phrase is essential if you want students to respond honestly. Teachers can also have students quickly answer on a Post-It note that they place on their desks. The teacher can then quickly circulate to check responses.

At he the same time that we  regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills. It also helps ensure that students are learning, thinking, understanding, comprehending, and processing at high levels.

We will mot  simply ask, "Are there any questions?" This is not an effective way to gauge what all your students are thinking. Waiting until the end of class to see what people write in their learning log is not going to provide timely feedback. Also, we will not assume that students are understanding because they are smiling and nodding their heads


We will also provide our students with flashcards, pictures and games to play and check their new aknowlegments.




Compose a puzzle with the main parts of the body.  ( cards by groups)  and then  play this game

FIRST ACTIVITY.  Complete by pairs this worksheet.

SECOND Activity ( continue assesment)

Check and correct this activity with the rest of the group and also with the teacher. Interchange their worksheets.

THIRD ACTIVITY  Blind game. The purpose  of this game is recognise the importance of all the senses, specially the sight.

Our students should discover what are they touching(a pencil,a rubber…) smelling, (a flower, glue..) hearing (a bell, clapping hands..) or tasting (lemmon, sugar, bread) with a sleeping mask.

While they are playing, we introduce the language structures.

I can smell, taste a lemmon.

I can hear a belll, my mate s laughing.

I can touch a rubber.

And finallly, removing the sleping mask, A can see…


Students will be provided with cards to JOIN and complete sentences in the board such like this.











NOSE AND SMELLING HELP YOU TO SMELL DIFFERNT THINGS (nusty like garbagge  or delicious like chocolate)












Watch  twice this video AND CHECK with your mates the previous activity.

The Five Senses | The Dr. Binocs Show | Educational Videos For Kids





Whatch the video and learn the song.

 Read and complete by groups of four the tips to keep you healthy you  according to the song and the mural. Each student write in a different color (blue, red, green, orange) its sentences so the teacher can check and assess either individual and also the peer-work.


The Healthy Habits Song For Kids







 ASSESMENT activities.


Classify this cards in two groups, healthy and unhealthy.



Complete this assesment worksheet.







Communication (groups, pairs, peers, teacher-student etc.)





Cognition (methodology, mental processes, multimodality)

 Scaffolding strategies.

 Trough all the lesson, scaffolding estrategies will be present offering visual and real images, graphic organizers, Reading aloud, modeling and gesturing, connecting to previous knowledge, suggesting structured and clear sentences, working trough individual , pairs and peer’s group .

We have also broken the topic into parts and have created opprtunities for our students to interact.

An active methodology, Learning by doing and practising is doubtless the best way to acquire new Knowledge and consolidate the previous one.

Teacher´s role will  be based in engage all the time our student to participate in all the proposals, provident input and suport.










Materials selection The variety of materials is essential to motivate and develop different thinking skills , remembering (previous knowledge),formuling hypothesis trouhgh the learning process(how, who, why)


  The  five senses.




















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