Clilunit marcos lago álvarez

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Unidad CLIL Marcos Lago

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Clilunit marcos lago álvarez

  1. 1. Template to design a CLIL didactic unit Subject: Geology Teacher: Marcos Lago Title of the Unit : Landform and surface Course / Level Secondary 3º ESO processes
  2. 2. 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 estuary. -Groundwaters: groundwaters and soil, aquifers and karst topography. -The sea. Movements: waves, tides and currents. Coastal features: erosive features: cliffs, caves, arch, abrasion platforms; sedimentary features: beaches, sandbank, sand spit, tombolo, lagoons, saltmarshes. -Glaciers: ice sheets and valley glaciers: cirque, ice tongue, moraines, horn. -Deserts. The wind: deflation, abrasion and deposition. Vocabulary 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, decrease, -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, Structures -Present simple -Passive voice: is created, is made up, -Comparatives, superlative-such as... -the main difference -It means..., consists of..., are formed by... -linked to... -due to, as a result -is located in/at/on -e.g. Discourse type Reading (testbook, worksheets, on the internet), listening, speaking
  3. 3. Language skills (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 element 5. Cognitive (thinking) processes 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 -Individual activity: • Complete the gaps • Quiz activities, crosswords • Maps -Small group activity: • Working with pictures of different landscapes and landforms. • Short explanations of the selected pictures: landforms, main processes, disturbances... 7. Methodology Organization and class • Session 1. Brainstorming: Landscapes. Video on the internet (brainpop). 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 worksheets) • Sesion 7. Working with maps: basics in topographic maps( scale, measurements, distances, features) • Sesion 8. Lab session: weathering processes, fluvial and coastal dynamics. • 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) -Weathering (brainpop): http://glencoe.mcgrawhill.com/sites/dl/free/0078600499/164213/00050754.html -Rivers and lanscape: http://www.bbc.co.uk/bitesize/standard/geography/rivers/river_lands capes/revision/1/ http://www.bbc.co.uk/schools/riversandcoasts/rivers/change_river/
  4. 4. -worksheets: http://www.enchantedlearning.com/geography/landforms/ -Googlemaps: landform features in our area: http://goo.gl/maps/6NTOi -Google drive: A Foz: Our wetland https://drive.google.com/file/d/0B0KMzZVZijFGeTg4WnozM2k4VUk/ edit?usp=sharing -Local maps: http://sitga.xunta.es/sitganet/ Key Competences 8. Evaluation (criteria and instruments) • Knowledge and interaction with the physical word • Linguistic • Social • Cultural • Learn to learn • Digital competences • Autonomy Evaluation criteria • To describe general exogenous geological processes. • To distinguish weathering, erosion, transportation and deposition. • To explain how wind, water and ice can change land relief. • To recognise fluvial, karst, coastal, glacier and desert modelling. • To explain patterns and associated landforms and give appropiate local examples of each one. • To distinguish human impacts in landform processes. Evaluation instruments • Continuous assessment of each student • Revision student's worksheets • Laboratory and fieldwork reports • Final text

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