Template to design a CLIL didactic unit
Teacher: Marcos Lago
Title of the Unit : Landform and surface
Course / Level Secondary 3º ESO
1. Learning outcomes
/ Evaluation criteria
To know exogenous geological processes and weathering.
To distinguish erosion, transportation and deposition.
To know how wind, water and ice can change land relief.
To know fluvial, karst, coastal, glacier and desert modelling, and
distinguish their main features.
To explain patterns and associated landforms and give appropiate
local examples of each one.
To distinguish human impacts in landform processes.
2. Subject Content
-Exogenous processes: erosion, transportation and deposition.
-Weathering: physical and chemical weathering. Soil.
-Streams and rivers. Badlands and torrents. Upper course: rapids,
waterfalls, gorges and canyons; middle course: V-shaped valleys,
terraces and meanders; and lower course: floodplains, delta and
-Groundwaters: groundwaters and soil, aquifers and karst
-The sea. Movements: waves, tides and currents. Coastal features:
erosive features: cliffs, caves, arch, abrasion platforms; sedimentary
features: beaches, sandbank, sand spit, tombolo, lagoons,
-Glaciers: ice sheets and valley glaciers: cirque, ice tongue,
-Deserts. The wind: deflation, abrasion and deposition.
3. Language Content / Communication
-Nouns: climate, weather, relief, landform, landscape, weathering,
erosion, transportation, deposition, basin, spring, pore, topography ,
slope, valley, depression, impact, risk
-Verbs: cause, carry out, infiltrate, give rise to, act, dissolve, deposit,
accumulate, slide, melt, shape, form, make up of, increase,
-Adjectives: exogenous, physical, chemical, fragmented, permeable,
impermeable, fluvial, coastal, narrow, wide, smooth, shaped, high,
low, upper, middle, lower, hot, warm, cold
-Prepositions:into, onto, until, thorugh, beneath, toward, upward,
downward, above, between,
-Adverbs: firstly, then, after, finally, previosly, strongly, slightly,
-Passive voice: is created, is made up,
-Comparatives, superlative-such as...
-the main difference
-It means..., consists of..., are formed by...
-due to, as a result
-is located in/at/on
Reading (testbook, worksheets, on the internet), listening, speaking
(group activity), and writing (landscape report)
4. Contextual (cultural) To know local landscapes, natural processes involved and
recognise human disturbances, in order to love and protect them
5. Cognitive (thinking)
Know and understand the main features and factors in a
landscape, Analyse human disturbances, and apply the
knowledge to make explanations and predictions.
6. (a) Task(s)
6. (b) Activities
Brainstorming, powerpoint presentation and youtube video
Listening and reading the textbook
• Complete the gaps
• Quiz activities, crosswords
-Small group activity:
• Working with pictures of different landscapes and landforms.
• Short explanations of the selected pictures: landforms, main
Organization and class
• Session 1. Brainstorming: Landscapes. Video on the
distribution / timing
• Session 2 and 3: Powerpoint presentation and
reading/listening workbook. Taking notes.
• Session 4. Working with worksheets
• Session 5 and 6: Field work: Visiting a local viewpoint
(drawing landscapes and taking pictures, solving
• Sesion 7. Working with maps: basics in topographic
maps( scale, measurements, distances, features)
• Sesion 8. Lab session: weathering processes, fluvial and
• Sesion 9. Making lab and fieldwork reports.
• Sesion 10: Final text and discussion.
Resources / Materials
-Textbook and Audio CD: Biology and Geology. Natural Science.
Secondary Education. Anaya (http://www.anayadigital.com)
-Rivers and lanscape:
-Googlemaps: landform features in our area:
-Google drive: A Foz: Our wetland
-Local maps: http://sitga.xunta.es/sitganet/
8. Evaluation (criteria
• Knowledge and interaction with the physical word
• Learn to learn
• Digital competences
• To describe general exogenous geological processes.
• To distinguish weathering, erosion, transportation and
• To explain how wind, water and ice can change land relief.
• To recognise fluvial, karst, coastal, glacier and desert
• To explain patterns and associated landforms and give
appropiate local examples of each one.
• To distinguish human impacts in landform processes.
• Continuous assessment of each student
• Revision student's worksheets
• Laboratory and fieldwork reports
• Final text