fORMACIÓN RELIEVE_LIBRO SANTILLANA

download fORMACIÓN RELIEVE_LIBRO SANTILLANA

of 12

  • date post

    03-Apr-2018
  • Category

    Documents

  • view

    214
  • download

    0

Embed Size (px)

Transcript of fORMACIÓN RELIEVE_LIBRO SANTILLANA

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    1/12

    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.

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    2/12

    115

    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

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    3/12

    116

    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

    Competence in linguisticcommunication

    To recognise the ways in whichcertain geological agentsmodel the landscape.

    To define the characteristicsof certain geological agents.

    Competence for learningto learn

    Competence in linguisticcommunication

    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

    Competence in linguisticcommunication

    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

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    4/12

    117

    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.

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    5/12

    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

    118

    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

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    6/12

    unit

    COMPETENCIAS BSICASCompetencia para aprendera aprender

    Ser consciente de lo que se sabe

    y de lo que queda por aprender.

    Competencia lingstica

    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.

    VOCABULARY ANDSTRUCTURES

    8

    119

    SUGERENCIAS DIDCTICAS

    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

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    7/12

    SUGERENCIAS DIDCTICAS

    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 ANDSTRUCTURES

    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;

    120

    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.

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    8/12

    unit

    8

    SUGERENCIAS DIDCTICAS

    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.

    121

    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.

    COMPETENCIAS BSICASCompetencia para la interaccincon el mundo fsico

    Comprender la influencia de las

    personas en el medio ambiente

    a travs de las diferentes

    actividades humanas y valorarlos paisajes resultantes.

    Competencia lingstica

    Organizar y autorregular

    el conocimiento y la accin

    dotndolos de coherencia.

    RECURSOS

    Class CD2, tracks 19 y 20

    VOCABULARY ANDSTRUCTURES

    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.

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    9/12

    SUGERENCIAS DIDCTICAS

    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.

    VOCABULARY ANDSTRUCTURES

    COMPETENCIAS BSICASCompetencia para la interaccincon el mundo fsico

    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

    Syllabus and worksheets CD:

    Mixed-ability worksheets: Unit 8

    Web resources: Rocks andminerals

    122

    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

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    10/12

    unit

    8

    COMPETENCIAS BSICASCompetencia para aprendera aprender

    Mostrar curiosidad y gusto

    por aprender.

    Competencia lingstica

    Escuchar textos orales como fuentede conocimiento y entretenimiento.

    RECURSOS Class CD2, tracks 23- 24

    Syllabus and worksheets CD:

    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

    VOCABULARY ANDSTRUCTURES

    SPEAKING PRACTICE Los alumnos hacen preguntas en parejas sobre las rocas

    y los minerales.

    123

    SUGERENCIAS DIDCTICAS

    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 ?

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    11/12

    SUGERENCIAS DIDCTICAS

    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.

    124

    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.

  • 7/29/2019 fORMACIN RELIEVE_LIBRO SANTILLANA

    12/12

    unit

    8

    COMPETENCIAS BSICASCompetencia para aprendera aprender

    Ser capaz de autoevaluarse,

    aprender de los errores propios

    y autorregularse, mostrando

    responsabilidad y compromisopersonal.

    Competencia lingstica

    Leer, buscar, recopilar y procesar

    informacin.

    RECURSOS

    Web resources: Self-evaluation:Unit 8

    SUGERENCIAS DIDCTICAS

    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.

    125

    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.