Generate a 60-minute lesson plan that rigorously applies the CLIL (Content and Language Integrated Learning) methodology and aligns with Cambridge Primary/Lower Secondary English standards.

1. Curriculum Alignment and Level:

School Grade: [Grade (E.g., 4TH, 5TH, or 6TH)].
Cambridge Stage: Integrate the descriptors and objectives of Cambridge English Stage [Stage Number]. (Note to AI: If Grade is 4TH use Stage 5; 5TH use Stage 6; 6TH use Stage 7).

2. Specific Weekly Content (CLIL Link):

Grammar Focus (Structure/Language): [Prepositions].
Vocabulary Focus (Context/Content): [Science].

3. Formal and Structured Pedagogical Design: The plan must be complete, academic, and congruent with the CLIL approach (integrating the 4 pillars).

a. Learning Objectives: Three (3) SMART objectives focused on the communicative and functional application of grammar within the CLIL context. b. Success Criteria: Three (3) observable and measurable criteria that validate the achievement of the objectives. c. Lesson Sequence: Organized into clear pedagogical phases (Start/Warm-up, Development/Guided Practice, Consolidation/Autonomous Production, Close/Review), indicating the approximate duration of each phase. d. CLIL Integration (4 C's): The lesson sequence must explicitly demonstrate how Content, Communication, Cognition, and Culture interrelate. e. Resources: Specify visual didactic resources (e.g., use of color-coded charts or infographics) and auditory resources. f. Differentiation: Design specific activities for Scaffolding/Support and Challenge/Extension. g. Formative Assessment: A brief and concrete formative assessment instrument at the close (E.g., Exit Ticket or Quick Observation Rubric).

FINAL FORMAT INSTRUCTION (CRITICAL): The complete Lesson Plan structure must be presented exclusively in TABLE(S) format that reflects the organization of a formal academic planning document.

Section	Details
Grade & Cambridge Stage	5th Grade (United States) Cambridge English Stage 6 (Primary)
Weekly Content (CLIL Link)	Grammar Focus: Prepositions Vocabulary Focus: Science - Earth and Space (planet positions, movement, and environment)
Lesson Duration & Class Size	60 minutes Class of 1 student

Learning Objectives (SMART)

Objective #	Statement
1	By the end of the lesson, the student will be able to accurately use at least five different prepositions (e.g., above, below, near, between, on) to describe scientific locations within the context of Earth and Space with 90% accuracy.
2	The student will correctly construct five sentences orally and in writing, using prepositions to explain the relative positions of planets and objects in space, demonstrating functional communicative competency.
3	The student will interpret and describe a simple color-coded infographic about planetary distances using prepositions, exhibiting understanding of spatial relationships in a science context.

Success Criteria

Criterion #	Observable and Measurable Behavior
1	The student uses appropriate prepositions spontaneously and correctly when describing positions in science-related images or text.
2	The student forms coherent scientific sentences orally and in writing applying prepositions to indicate spatial relations.
3	The student accurately explains the content of the infographic, identifying spatial and positional vocabulary with minimal prompting.

Lesson Sequence & CLIL Integration

Phase	Time	Activities Description	CLIL 4 C's Integration
Start / Warm-up	10 mins	- Greeting and review: Quick Q&A about planets known by the student. - Presentation of a vivid color-coded infographic showing planets' relative positions to the sun and each other.	Content: Intro to planet positions Communication: Question answering Cognition: Recall prior knowledge Culture: Discussion of Earth in global context within the Solar System
Development / Guided Practice	20 mins	- Introduce and explain 7 key prepositions of place used in science contexts (above, below, between, near, on, behind, next to) with visual cues. - Interactive practice: Using infographic, student forms sentences describing the positions of planets (e.g., “Mars is between Earth and Jupiter”).	Content: Spatial language in science Communication: Sentence formation orally and written Cognition: Applying grammar rules in a new context Culture: Understanding scientific communication
Consolidation / Autonomous Production	20 mins	- Student produces 5 original sentences describing space objects using learned prepositions based on a newly provided simplified space diagram. - Peer or teacher feedback and correction (supportive scaffolding).	Content: Reinforcing scientific knowledge and vocabulary Communication: Independent sentence creation Cognition: Analysis and synthesis of information Culture: Familiarization with English scientific terminology
Close / Review	10 mins	- Exit Ticket: Student verbally describes the position of three planets using prepositions to teacher. - Teacher provides immediate feedback and highlights achievements and areas for improvement.	Content: Recap on spatial descriptions Communication: Oral descriptive skills Cognition: Self-assessment Culture: Awareness of accuracy in English communication of science concepts

Resources

Type	Description
Visual	- Color-coded infographic of the Solar System - Printable diagram for autonomous sentence production using labeled planets - Chart of prepositions with example pictures
Auditory	- Recorded pronunciation of prepositions in scientific sentences - Teacher modeling oral sentence structures
Other	- Whiteboard/markers for demonstration - Writing materials (paper, pencil)

Differentiation Strategies

Level	Support/Scaffolding	Challenge/Extension
For Student	- Sentence starters provided (e.g., “___ is between ___ and ___.”) - Use of physical objects or manipulatives to represent planets for kinesthetic learning	- The student writes a short descriptive paragraph (5–6 sentences) comparing distances or locations of planets using complex prepositions - Introduce compound prepositions (e.g., next to, close to) and ask for their usage

Formative Assessment

Assessment	Details
Exit Ticket	Student articulates 3 orally constructed sentences describing planet positions using prepositions immediately before dismissal. Teacher observes accuracy and fluency to inform next steps.

Notes for Teacher:

Emphasize the dual focus on language and content: developing descriptive grammar skills while reinforcing scientific vocabulary and concepts about space.
Constantly connect preposition use to the scientific context, building integrated comprehension.
Use visual supports heavily to accommodate the single student’s interaction style and pace.
Encourage active participation through questioning and scaffolded sentence production, modeling language in authentic, meaningful contexts.
Reflect on cultural aspects gently by underscoring English as the scientific lingua franca, encouraging pride in learning international scientific communication skills.

Prepositions in Science

Teaching Instructions