Unidad CLIL Marcos Lago

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. 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. 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. -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