Landform 3rd ESO
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The document describes various landforms created by different geologic processes. It discusses weathering and erosion landforms such as hoodoos, badlands, and karst topography formed by water or ice. Fluvial landforms created by river processes are also described like meanders, oxbow lakes, deltas, and estuaries. Coastal landforms from erosive and sedimentary processes include cliffs, arches, beaches, sand dunes, lagoons and salt marshes. Volcanic and plutonic landforms such as lava flows, stratovolcanoes, tors and pitons are also listed.
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Cómic sobre o proxecto ríos realizado polo alumnado de 3º da ESO de Seccións bilingües no curso 2014. Dirixido por Natalia Regueiro Leis
Proxecto Ríos 20-21: Caderno de campo
This document contains instructions and worksheets for students participating in a river project. It includes sections on required equipment, vocabulary words to learn, maps to label river features, measurements of river width and flow, and data sheets for recording physical, chemical and biological characteristics observed at different stations along the river. Students are divided into groups that will rotate between stations 1-5 to complete tasks like identifying macroinvertebrates, measuring stream velocity, and assessing habitat and water quality.
First project roles
This document provides instructions for a school project where students work in groups to build model volcanoes. It outlines the roles and timing of each group member. Participant 1 introduces the project and lists materials. Participant 2 provides instructions for constructing the volcano. Participant 3 describes the different parts of a volcano. The final report template prompts students to reflect on their experience with the project.
First project
This document provides instructions for building a homemade volcano that erupts. It lists the necessary materials, which include a plastic bottle, baking powder, vinegar, food coloring, play dough, and other common household items. The instructions are in 5 steps: 1) making the cone shape with the bottle and play dough, 2) adding newspaper and tin foil for the volcano's sides, 3) preparing the activation fluid of vinegar, soap and food coloring, 4) loading the baking powder into the crater, and 5) erupting the volcano by slowly pouring in the activation fluid. An explanation is given that the baking soda and vinegar react to produce carbon dioxide gas, which causes the eruption. Suggestions are made for variations to change
River project17 station4
The document describes a river project conducted by three students - Mara Neira Conde, María Méndez Lorenzo, and Cédric Diego Daumas. At their station, they examined the biological quality of the river by identifying macroinvertebrates and discussing biodiversity with elementary school children. They introduced materials like nets and magnifying glasses. The students explained invasive and native species, showed macroinvertebrates up close, and let the children find organisms in the river. They felt the activity went well and that the children participated actively and learned about macroinvertebrates.
River project 17 station3
The document summarizes a student project measuring various aspects of water quality in a river. A group of three students - Noelia, Claudia, and Marius - measured temperature, transparency or turbidity, nitrates, dissolved oxygen, saturation, and pH in the river water. They used materials like a thermometer, test tubes, and indicator pills. First they measured temperature with the thermometer. Then they took water samples in test tubes, added indicator pills, and shook them to develop results. Finally, they compared the results to charts to get measurements of the various aspects of water quality.
River project17 station2
This document summarizes a student project about measuring various aspects of a local river. A group of three students - Paola, Alberto, and Andy - measured the river's hydromorphological quality, riparian forest, and flow rate. To calculate the flow rate, they measured the river width and depth in three locations and timed how long oranges floated over 10 meters to determine velocity. They had some issues with time constraints but completed all measurements. The students concluded it was an informative, fun activity, and one student who couldn't participate previously enjoyed learning about the local Baíña river.
River project17 station1
This document describes a river project conducted by students Aldara, Denise, and Marcos at the Baíña river in Galicia, Spain. The project involved assessing the river's hydromorphological qualities, physic-chemical water quality, and biological quality. The students presented information about the river project program, characteristics of the Baíña river basin, and key features of river morphology. They concluded that participating students learned about rivers and had fun conducting the project, though noise from the river flow made communication difficult at times.
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Saída ao río baíña, 8 maio 2014. Plan Proxecta: proxecto ríos 2013-2014
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Plan Proxecta: proxecto Ríos. Saída ao río Baíña. Actividade bilingüe galego-inglés co alumnado de 2º e 3º da ESO do IES Primeiro de Marzo de Baiona (Pontevedra)Clilunit marcos lago álvarez
This document provides a template for designing a CLIL didactic unit on the topic of landforms and surface processes for a secondary level geology course. The unit aims to teach students about exogenous geological processes, weathering, erosion, transportation and deposition, and how wind, water and ice shape different landforms. Students will learn to explain patterns and features of fluvial, karst, coastal, glacier and desert landforms using local examples, and identify human impacts on landform processes. A variety of activities are outlined, including brainstorming, presentations, reading, worksheets, field work, lab work and report writing.
Proxecto ABALAR no IES Primeiro de Marzo
Breve sinopse do Proxecto Abalar baseada na presentación oficial da Xunta de Galicia e contextualizada para o noso centro educativo.
Transgenicos
Los transgénicos son organismos cuyos genes han sido modificados en laboratorio mediante la introducción de genes de otras especies. Esto plantea riesgos para la salud humana y el medio ambiente que requieren más investigación, como la posible aparición de enfermedades y la contaminación de cultivos nativos. Se debe exigir la etiquetación de productos transgénicos y promover alternativas como la agricultura ecológica para proteger la biodiversidad y la salud pública.
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Saída ao río baíña, 8 maio 2014. Plan Proxecta: proxecto ríos 2013-2014
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Chapter 2
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Chapter 3
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Landform 3rd ESO
- 1. Landforms
- 2. W eathering
- 3. physical weathering: pressure release
- 4. denudation
- 6. CO2 + H2O + CaCO3 Ca(HCO3)2 Chemical weathering: carbonation
- 10. horn glacier cirque medial moraine ice tongue lateral moraines terminal moraine glacier front Valley glacier
- 11. Creeping
- 14. Badlands
- 15. • hoodoos
- 16. micro-hoodoos
- 17. Torrent
- 18. basin chanel alluvial fan The parts of a torrent
- 20. Upper course
- 21. waterfalls
- 23. kettle
- 24. kettles
- 25. canyon
- 27. River Sil canyon
- 28. Middle course
- 29. meanders
- 30. oxbow lakes meander evolution meander cutoff
- 31. meander eroding riverbank fluvial beach deposition riverbank
- 32. fluvial terraces 1st level 2nd level river level
- 33. Lower course
- 34. Estuary
- 35. Delta
- 38. sand dunes
- 39. vegetated dunes
- 40. coastal dunes
- 41. cross-bedding
- 44. Lava
- 48. Tors
- 49. gnamma pit
- 50. taffoni
- 52. Karst topography
- 53. lapiaz
- 54. limestone lapiaz
- 55. sinkholes
- 56. doline
- 57. stalactites
- 58. stalagmite
- 60. Coastal features
- 62. Cliffs
- 64. arch
- 65. arch
- 68. longshore drift
- 69. beach
- 71. cobble beach
- 72. sand bank lagoon
- 73. ripples
- 74. islet
- 76. salt marsh
- 77. atol coralino
- 78. Atoll