fORMACIÓN RELIEVE_LIBRO SANTILLANA

7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

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METHODOLOGY

8 THE EARTHS RELIEF

114

WORD MAP

internal processes

volcanoes

earthquakes

THE EARTHS RELIEF

rocks and minerals

sedimentary,

igneous and

metamorphic rocks

minerals

external processes

erosion

transportation

sedimentation

geological agents

that shape

the landscape

The work in this unit centres on the internal and external processes that shape the

Earths relief.

A photograph of a volcano opens the unit and students discuss what is happening.

The rest of the unit uses speaking, listening, reading and writing activities to

describe the processes which lead to volcanoes and earthquakes. We learn about

the different types of rocks and minerals and classify them into different categories.

We understand the changes in the earths landscape, both natural and man-made.

A series ofCan you ...? activities help the students strengthen their skills and

assimilate the information on each page. The concluding Learning to learn section

highlights and reinforces the main content through a series of simple and clear

activities

This unit comes under the blockThe Environment and its Conservation.


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VOCABULARY AND STRUCTURES

activity, agent, ash, basalt, beach, brightness, characteristic, clay, cliff, coast, cone,

conglomerate, cool, crack, crater, crust, current, damage, degree, density, deposit,

earthquake, epicentre, erosion, eruption, fossil, gas, geological, geosphere, gigantic,

glacier, gradually, granite, hardness, heavy, hypocenter, ice, igneous,iron, lava, layer,

limestone, liquid, loose, magma, main, man-made, mantle, marble, mass, metamorphic,

mineral, movement, mud, nucleus, plutonic, pressure, pure, pyrites, quartz, quartzite, relief,

remains, river, rock, salt, sand, sandstone, sea, seawater, sedimentary, sedimentation,

seismic, shape, side, slate, slowly, soil, solid, sound, stable, stone, substance, surface,

thick, tsunami, u-shaped, valley, v-shaped, vegetation, vent, violently, volcano

accumulate, affect, cause, change, cool, cut down, dissolve, erode, form, grow, happen,

move, protect, push, reach, release, rise, stay, take, transport, turn into

Present continuous; Zero conditional; There is... / There are ...

TIMING

This unit corresponds to the fourth fortnight of the second term. It has an estimated

duration of about 15 days.

RESOURCES

Class CD2: Tracks 14-24

Syllabus and worksheets CD:

Mixed-ability worksheets: Unit 8

Special Days worksheets: World Water Day

Reading comprehension worksheets: Unit 8

Speaking worksheets: Unit 8

Vocabulary worksheets: Unit 8

Evaluation worksheets: Unit 8

Posters Interactive whiteboard resources CD-ROM: Unit 8

Web resources:

Changes in the Earths relief

Rocks and minerals

Science Challenge: Volcanoes

Self-evaluation: Unit 8


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OBJECTIVES EVALUATION CRITERIA KEY COMPETENCIES

To understand the originand composition of magma,as well as its role in volcanicprocesses.

To create or interpretan explanatory drawingof the parts of a volcanoand the materials it expels.

Information processingand digital competence

Competence in linguistic

communicationTo understand the originof earthquakes and theirconnection with internalgeological processes.

To explain the origin ofearthquakes in simple terms.

Competence for learningto learn

Competence in linguisticcommunication

To relate the processesof erosion, transport andsedimentation to the activityof external geological agents.

To identify the geologicalagents that model relief.

Knowledge and interactionwith the physical world


To recognise the ways in whichcertain geological agentsmodel the landscape.

To define the characteristicsof certain geological agents.

Competence for learningto learn


To become familiar withthe classification of rocks(sedimentary, igneousand metamorphic).

To classify rocks correctly(sedimentary, igneous andmetamorphic), and explainthe origin of each group.

Knowledge and interactionwith the physical world


To identify or describe certain

minerals correctly, and classifythem according to how hard

they are.

To explain what minerals are

and how they are classified.

Competence for learning

to learnCompetence in linguistic

communication

SYLLABUS

Knowledge and interaction with the physical world: In this unit students are encouraged

to make enquiries and acquire knowledge about their natural environment. They learn to

process this knowledge in various formats and apply it to different situations. They

understand the processes that affect the Earths relief, both natural and man-made. Competence in linguistic communication:The unit encourages students to interact with

their classmates in order to exchange opinions, facts and information. Students acquire

language that enables them to understand and describe the features of the changes that

affect the landscape in their environment.

Information processing and digital competence: Students apply systematic analysis

and scientific investigation and use ICT to practise and improve their content knowledge.

This also stimulates their capacity to understand and use digital information.

Competence for learning to learn: Students build on prior knowledge and experience to

assimilate new information.

KEY COMPETENCIES


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CONTENTS

The origin of magmaand lava formation.

Volcanic products.

Internal geologicalprocesses: earthquakes.

External geologicalprocesses: erosion,transport andsedimentation.

External geological agents:wind, rivers and streams,oceans and glaciers.

Classification of rocksand minerals accordingto their origin.

Dialogues and pairwork.

Creating an explanatorymodel of the partsof a volcano.

Interpreting illustrationsof the forms of landscapemodelling, identifyingthe geological agentresponsible.

Describing differentsedimentary rocksand certain minerals.

Identifying different agentsthrough a matchingexercise.

Knowledge of somegeological hazards and theconsequences they have

for peoples lives. Understanding of how

natural disasters occur.

Understanding of howand why the Earths reliefchanges.

Knowledge of naturalprocesses in order tounderstand and appreciatethe environment.

Awareness of the differentelements that makeup the Earth.

EMOTIONAL EDUCATIONREADING SKILLS

Fiction

El nudo. Montserrat del Amo. Ediciones SM. A mountain may be the cradle of music for a people

at war or a mountain climbers paradise.

Non-fiction

Todo lo que necesitas saber.Various Authors. Ediciones SM. The great encyclopaedia for curious

minds. Chapter 1: La Tierra

RECOMMENDED READINGS

unit

8

Activation of prior knowledge

Recalling knowledge and experiencesregarding the topic.

Interpreting a label

Solving problems based on the information

given.

Reading purpose

Assimilating new concepts.

Positive thinking: Finding positive aspects

of every situation.

Assertiveness: Freely expressing

ones own ideas.


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SUGERENCIAS DIDCTICAS

Los alumnos observan la fotografa. Preguntar qu es

lo que ms les llama la atencin de la imagen. Comentar

la fuerza y los componentes de la columna de lava

y ceniza que se ve en la fotografa.

Preguntar a los alumnos en qu pases han entrado

en erupcin volcanes en los ltimos aos y si saben

sus nombres. Pueden confirmar la informacin enInternet.

VOCABULARY ANDSTRUCTURES

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AMPLIACIN Los volcanes no siempre estn

tranquilos. Cuando entran

en erupcin pueden producir

catstrofes: Sometimes we may

feel like we are ready to explode

like a volcano, too. What things

upset you the most or make you

angry? How do you react when

you feel like you are going to

explode? How can we react

instead?

REFUERZO Preguntar a los alumnos: Do you

think volcanoes only exist on the

planet Earth?

Explicarles que no solo hay

volcanes en la Tierra: Venus has

more than half a million craters and

Mars has one that is more than 27

kilometres high. In March 1979, the

space probe Voyager

photographed a volcanic eruption

on Jupiters moon. This was the

first proof that there are volcanoes

on other planets

COMPETENCIAS BSICASCompetencia tratamiento de lainformacin y competencia digital

Conocer los distintos canales

y soportes de informacin.

Competencia lingstica

Expresar oralmente pensamientos,emociones, vivencias y opiniones

de forma coherente y adecuada

en diferentes contextos.

Vocabulary: crater, eruption,happen, landscape, rock, volcano

Structures: Present continuous;questions; There is / There are


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unit

COMPETENCIAS BSICASCompetencia para aprendera aprender

Ser consciente de lo que se sabe

y de lo que queda por aprender.


Escuchar textos orales como fuentede conocimiento y entretenimiento.

RECURSOS

Class CD2, tracks 14-16

REFUERZO Preguntar a los alumnos:

What can happen to people during

volcanic eruptions and

earthquakes? Establecer

un debate sobre los servicios deemergencia y la importancia

de una planificacin previa.


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Explicar a los alumnos lo que es lageosphere y el papel

que juega en los procesos de terremotos y volcanes.

The geosphere is the solid part of the earth. Sometimes

pressure builds up and it moves, causing earthquakes

and volcanoes.

Preguntar por el significado dehypocentre, epicentre,

seismic waves, tsunami. (Son parecidas en espaol).A continuacin, los alumnos escuchan el Class CD2,

Track 16.

Vocabulary: ash, change, cone,cool, crack, crater, crust, damage,

earthquake, epicentre, eruption, gas,

geosphere, grow, hot, hypocentre,

internal, lava, liquid, magma, main,

mantle, movement, nucleus, pressure,process, push, quickly, relief, rise, rock,

seismic, slowly, solid, stable, surface,

temperature, tsunami, vent, violently,

volcano, wave

Structures: Present simple


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Los alumnos suelen tener la idea equivocada de que

el viento es el agente con ms capacidad erosiva:

Which geological agent do you think is best at changing

a landscape, the wind or water? Although we can see

the effects of wind on the sand in a desert or the dunes

on a beach, water is actually much stronger. In Spain,

most erosion is caused by waves or strong currents ofwater, especially after a heavy rainstorm.

Explicar a los alumnos la diferencia entre transportation,

sedimentation y erosion. A continuacin, los alumnos

escuchan el Class CD2, Track 17.


Vocabulary: accumulate, agent,bottom, cliff, coast, current, deposit,

erode, erosion, form, geological,

glacier, gradually, ice, landscape,

loose, mass, relief, sand,

sedimentation, shape, soil, sound,

surface, transport, transportation,

valley, vegetation, wave, wind

Structures: Present simple;

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REFUERZO Para entender cmo se produce

la erosin de un acantilado, llenar

de arena mojada un cubo de

plstico pequeo y desmoldarlo

sobre una bandeja.

Aadir agua a la bandeja hasta

cubrir 2-3 cm. Producir olas poco

a poco: This experiment shows us

how ocean waves can erode a cliff.

If waves (water) constantly hit thecliff (sand), it slowly erodes and the

beach gets bigger.

COMPETENCIAS BSICASCompetencia para la interaccincon el mundo fsico

Identificar preguntas o problemas

relevantes en situaciones reales o

simuladas.

Competencia lingstica Escuchar textos orales como fuente

de conocimiento y entretenimiento.

RECURSOS

Class CD2, tracks 17 y 18

Web resources: Changes in theEarths relief

SOLUCIONESTransportation: wind and watermove material caused by erosion.

Sedimentation: transportedmaterials accumulate in rivers or seas.

Erosion: wind and water changethe shape of rock.


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unit

8


Por parejas, los alumnos hablan de la zona donde viven

y de otros sitios que han visitado: Do you live in a city /

town or the country? Are there any valleys near you? Are

they deep or shallow? Have you ever been to the

mountains? Where? Describe your experience to your

partner.

Explicar a los alumnos que las personas tambin provocancambios en el paisaje. Por parejas, hacen una lista: What

changes has man made to the landscape? Make a list with

your partner.

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REFUERZO Modelar en plastilina los tres tipos

de valles que originan los distintos

agentes geolgicos externos: Take

three different coloured pieces of

plasticine. Shape them into a V-shaped valley, a U-shaped valley

and a beach.


Comprender la influencia de las

personas en el medio ambiente

a travs de las diferentes

actividades humanas y valorarlos paisajes resultantes.


Organizar y autorregular

el conocimiento y la accin

dotndolos de coherencia.

RECURSOS

Class CD2, tracks 19 y 20


Vocabulary: agent, beach, bottom,change, coast, cut down, deep, erode,

erosion, geological, glacier, gradually,

landscape, man-made, protect, river,

rock, sand, sea, shallow, shape, side,

slowly, soil, tree, u-shaped, valley,vegetation, v-shaped, water, wave,

wind

Structures: Present simple;Zero conditional

SOLUCIONESa. waves, beach; b. river, V-shaped

valley; c. glacier, U-shaped valley.

SPEAKING PRACTICE La pregunta inicial sensibiliza a los alumnos sobre

el relieve de su propia regin.


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Al hablar de las rocas y de los minerales, comentar

con los alumnos que los procesos de transformacin

son muy importantes: Change is very important in nature.

People also change. Difficult situations help us grow and

become more mature. These are an example of positive

changes. How does nature make positive changes from

internal and external processes? Explicar que hay que clasificar las distintas rocas

y minerales. While we study rocks and minerals, write

their names in your notebook. Include what kind of rock

they are (sedimentary, igneous or metamorphic) or if they

are a mineral.



Adquirir un compromiso activo

con la conservacin de los recursos

y la diversidad natural.

Competencia lingstica Comprender e interpretar mensajes

orales en situaciones comunicativas

diversas y con intenciones

comunicativas diferentes.

RECURSOS Class CD2, tracks 21 y 22


Mixed-ability worksheets: Unit 8

Web resources: Rocks andminerals

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REFUERZO Llevar a clase una caja con rocas

y minerales, como granito (granite),caliza (limestone), arcilla (clay),

yeso (gypsum), pizarra (slate), etc.

As los alumnos se irn

familiarizando con ellas.

Se les puede pedir que a partir

de ahora incluyan informacin

en sus cuadernos sobre algunas

rocas que hayan observado: Write

your observations about these rocks

and minerals in your field study

journal. Answer these questions:What is its name? What does it look

like? Is it hard or soft?

SPEAKING PRACTICE Los alumnos hablan de las rocas y los minerales

de su regin.

Vocabulary: accumulate, brightness,characteristic, clay, colour,

conglomerate, crust, food, fossil,

density, hardness, heavy, iron, lake,

layer, limestone, mantle, mineral,mud, pure, pyrites, quartz, remains,

rock, salt, sand, sandstone, seawater,

sedimentary, stone, substance, thick,

transport, water, wind

Structures: Present simple


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unit

8


Mostrar curiosidad y gusto

por aprender.


Escuchar textos orales como fuentede conocimiento y entretenimiento.

RECURSOS Class CD2, tracks 23- 24


Special Days worksheets: World

Water Day

Reading comprehension

worksheets: Unit 8

Speaking worksheets: Unit 8

Vocabulary worksheets: Unit 8

Evaluation worksheets: Unit 8

Interactive whiteboard resources

CD-ROM: Unit 8

Web resources: ScienceChallenge: Volcanoes


SPEAKING PRACTICE Los alumnos hacen preguntas en parejas sobre las rocas

y los minerales.

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Presentar a los alumnos las rocas sedimentarias como

resultado de la sedimentacin y las magmticas

como producto del enfriamiento del magma.

Despus trabajan en parejas: A dice frases para que B

adivine de qu roca se trata. These rocks form when

magma rises to the earth's surface. Give me an example

of plutonic rock. Pueden buscar las respuestasen su libro.

Por parejas, los alumnos investigan en Internet

o en una enciclopedia rocas y minerales. Buscan

cinco fotografas de minerales y los ponen

en una lista desde el ms duro hasta el ms blando.Vocabulary: basalt, become, clay,cool, crust, eruption, form, granite,

high, igneous, inside, limestone,

magma, marble, metamorphic,

plutonic, pressure, quickly, quartzite,

rock, sandstone, slate, slowly, volcanic

Structures: Present simple;What kind of rock is ?


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En grupos de cuatro, los alumnos buscan en la unidad las

palabras que faltan en el word map de la actividad 1, y

escriben cada una en un papel: Work in groups of four

students. On two pieces of paper, each of you writes two

different words. Then pass the papers around and decide

together how to complete the word map.

Si falta alguna palabra, todos la buscan juntosen la unidad.

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SOLUCIONES

1. volcanoes, earthquakes; wind,

water; sedimentary, igneous,

metamorphic.

2. a. crater; b. lava; c. epicentre;

d. seismic.

3. transportation, sedimentation,

relief, beaches, water.

COMPETENCIAS BSICAS

Competencia para aprendera aprender

Desarrollar experiencias de

aprendizaje basadas en estrategias

de aprendizaje cooperativo.

Competencia lingstica Organizar y autorregular

el conocimiento y la accin

dotndolos de coherencia.


12/12

unit

8


Ser capaz de autoevaluarse,

aprender de los errores propios

y autorregularse, mostrando

responsabilidad y compromisopersonal.


Leer, buscar, recopilar y procesar

informacin.

RECURSOS

Web resources: Self-evaluation:Unit 8


Pedir a los alumnos que traigan etiquetas de botellas

de agua mineral para estudiar y comentar en clase.

Ofrecen el mismo tipo de informacin que vemos

en la actividad 6?

Reflexionar sobre la informacin que los consumidores

reciben y sobre la bebida y la comida que son ms

convenientes para la salud.

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SOLUCIONES

4. Rivers make V-shaped valleys.Glaciers make U-shaped valleys.

The seas waves make beaches.

5. Sedimentary rocks: clay,limestone, sandstone.

Igneous rocks: basalt, granite.Metamorphic rocks: marble,slate, conglomerate.

6 a a) a natural source of water;

b b) soil; c b) milligrammes per

litre;d b) fluoride.Dry residue: water, 180 degreescentigrade.

fORMACIÓN RELIEVE_LIBRO SANTILLANA

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