Plantilla completa de la unidad AICLE

Teacher: Alicia García Salas	Course/Level: 1º Ciclo Formativo de Grado Medio de Cuidados Auxiliares de Enfermería
Subject: Técnicas Básicas de Enfermería	Title of the Unit: The skin. Hygiene and cleanliness of the patient.

1. Learning outcomes / Evaluation criteria	- To describe the structure and functioning of the skin and attached organs. - To distinguish the elementary lesions of the skin. - To Know the products, materials and utensils commonly used in the different techniques of personal hygiene. - To learn the hygienic care required by a patient / client, explaining the selection criteria of the techniques according to the state and needs of the same. - To describe the procedures of bathing and washing the patient / client, specifying the necessary materials for its realization according to the state and needs of the same. - To describe the excreta collection procedures, specifying the necessary materials for its realization according to the state and needs of the same.
2. Subject Content	1. The skin and the cutaneous annexes. 2. Physiology of the skin and skin annexes. 3. Most frequent cutaneous pathology. 4. Personal hygiene. 5. The placement of the wedge and the bottle.
3. Language Content / Communication
Vocabulary	-Nouns: epidermis, dermis, hypodermis, structure, collagen, keratin, melanin, nail, sebaceous glands, sweat glands, hair, functions, injuries, pathologies, cleanliness, ... -Verbs: classify, describe, list, draw, explain, develop ... -Adjectives: thick, external, internal, elastic, inorganic,organic, -Prepositions: in, up, but, for, by, from, until ...
Structures	Routines: Good afternoon, do you have any doubt about the previous contents? What do you know about what we are going to explain today? Could you say examples? Do you know what the name is ...? What pathologies do you know? Perform the procedures. Grammar content: Present simple, present continuous, Comparative, superlative, conditionals, questions, passive voice,.. Classroom management: Listening. Silence, please. Can you read, please? What does this word mean?.Take the notes. Write down these explanations. Explain what you have understood. Solve the following exercise. Go to the board. Tomorrow I send you exercises by email. Look at home what we have seen and tomorrow you ask me the questions. Look for the this contents, ...
Discourse type	We will work the following types of discourse: exposition, description, argumentation, practical cases, simulations, online searches.
Language Skills	Writing, reading, speaking and listening.
4. Contextual (cultural) elements	To Analyze with students the importance of hygiene in a dependent patient to improve the quality of life.
5. Cognitive (thinking) processes	The students know the skin, its functions and its injuries and therefore they are aware that a good care and cleanliness of the same in sick and dependent patients improves their quality of life and their health.
6a. Task/s	To make a test to evaluate the contents learned and a simulation with a partner about the hygiene of a patient bedridden in the classroom-workshop
6b. Activities	·         Key concepts: make a glossary in English and Spanish about vocabulary related to skin and hygiene. ·         Reading a digital presentation with key skin contents, their functions and possible injuries and illnesses. ·         Relating images of skin lesions with the concepts learned. ·         Completing a drawing with the different elements of the skin. ·         Making a diagram with the concepts learned in the unit. ·         Making a simulate the hygiene of a patient bedridden in the classroom workshop.
7. Metodología
Organization and class distribution / timing	The distribution of sessions depends on the activities. The student will work individually, by couples and the group 10 lessons of 55 minutes In each session there are four types of activities: 1º Introduction: To answer brief questions about the contents of the previous day, to comment on the importance of the contents to be treated in the session and make a glossary in English and Spanish of health concepts. 2º Reading of the presentation in powerpoint on the contents to be treated in the session and explanation of the teacher. 3º Writing and relationship activities on the concepts explained above and compare the answers with those of the other classmates. 4º Making practices in the classroom workshop the practical contents learned.
Resources / Materials	A class with  interactive board, computers, the internet, and a workshop in the classroom with beds, mannequins of human body, and nursing carts with material for the toilet of the bedridden patient (gel, shampoo, containers, hairbrush, sponges, cologne, towels, lingerie, etc)
Key Competences	- Digital competence. - Linguistic communication. - Basic competences in science, biology and medic. - Learning to learn. - Cultural awareness and Expression. - Social and civic competences. - Professional and autonomy laboral competences.
8. Evaluation (criteria and instruments)	Criteria: - Identifies the structure of the skin knows its functions. - List the elementary lesions of the skin. - Know the products, materials and utensils commonly used in different techniques of personal hygiene. - Simulates in the classroom workshop the hygienic care required by a patient / client, explaining the selection criteria of the techniques according to the state and the needs of the same. - Practice the procedures of bathing and washing the patient / client, specifying the necessary materials for its realization according to the state and needs of the same. - Simulates the excreta collection procedures, specifying the necessary materials for its realization according to the state and the needs of the same. Instruments: Direct observation, oral questions, multiple choice questions, practical simulations in the classroom workshop, daily record in the notebooks of the teachers of the theoretical-practical learning and attitudes of the students and finally oral evaluation of the students to the teacher to improve the unit.

Notas bibliográficas y créditos:

Un primer modelo de esta plantilla ha sido publicado en:

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.

Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs de Do Coyle, expuesta en numerosas publicaciones, como por ejemplo: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.