INTRODUCTIONINTRODUCTIONSUBJECT: SOCIAL SCIENCES GRADE:1º ESO (ages 12-13)

LEARNING CONTEXT: CLIL. BILINGUAL PROJECT: AGREEMENT MEC-BRITISH COUNCIL

Students: most of them came from the same Bilingual Primary School or Bilingual Section School.

SOCIAL SCIENCES 1st SOCIAL SCIENCES 1st ESOESO

Final / general aim of the subject:Final / general aim of the subject:

““To become global citizens by exploring their To become global citizens by exploring their own place in the world, developing their own own place in the world, developing their own identities through an understanding of history identities through an understanding of history at personal,at personal,local, national and international levels.- Ask local, national and international levels.- Ask and answer questions of the present by and answer questions of the present by engaging with the past- , and also their values engaging with the past- , and also their values and responsibilities to other people, to the and responsibilities to other people, to the environment and to the sustainability of the environment and to the sustainability of the planet”planet”

KEY PROCESSESKEY PROCESSES

Geographical enquiryGeographical enquiry encourages questioning, encourages questioning, investigation and critical thinking.investigation and critical thinking.Fieldwork Fieldwork pupils learn to think spatially and use maps, pupils learn to think spatially and use maps, visual images and new technologies(ITC). visual images and new technologies(ITC). Graphicacy and visual literacy Graphicacy and visual literacy use atlases, globes, use atlases, globes, maps at a range of scales, photographs, satellite images.maps at a range of scales, photographs, satellite images.Historical enquiry Historical enquiry identify and investigate historical identify and investigate historical questions or issues.questions or issues.Using evidence Using evidence identify, select and use a range of identify, select and use a range of historical sources.historical sources.Communicating about Geography & History Communicating about Geography & History communicate their knowledge and understanding using communicate their knowledge and understanding using geographical and historical vocabularygeographical and historical vocabulary

SOCIAL SCIENCES 1st SOCIAL SCIENCES 1st ESOESOCONTENTS:CONTENTS:

GeographyGeography What is Geography?What is Geography? The Earth in the spaceThe Earth in the space Elements of Natural EnvironmentElements of Natural Environment Natural Environments and ResourcesNatural Environments and Resources Natural DisastersNatural Disasters

HistoryHistory Origin of historyOrigin of history First civilizations: Mesopotamia, Egypt.First civilizations: Mesopotamia, Egypt. Ancient civilizations: Rome, Greece. Ancient civilizations: Rome, Greece. Roman Hispania and Roman Britain Roman Hispania and Roman Britain

SYLLABUS: SYLLABUS: 2ND TERM2ND TERM

Unit 1: NATURAL ENVIRONMENT AND Unit 1: NATURAL ENVIRONMENT AND RESOURCESRESOURCES

Unit 2: NATURAL DISASTERSUnit 2: NATURAL DISASTERS Unit 3: WHAT’S HISTORY? (short unit)Unit 3: WHAT’S HISTORY? (short unit) Unit 4: FIRST CIVILIZATIONS: EGYPTUnit 4: FIRST CIVILIZATIONS: EGYPT

Unit selection criteriaUnit selection criteria Fit both, JCYL & British curriculum: contents and objectives.Fit both, JCYL & British curriculum: contents and objectives. Develop the different basic competences.Develop the different basic competences. Chose a topic relevant to students’ lives and respond to Chose a topic relevant to students’ lives and respond to

social needs.social needs. Use different sources and information (including ITC)Use different sources and information (including ITC) Encourage to think deeply and to provide them with a Encourage to think deeply and to provide them with a

meaningful context for learning. meaningful context for learning. Learn through inquiry Learn through inquiry Engage students in open-ended tasks. Engage students in open-ended tasks. Provide different ways of knowledge of the world, or Provide different ways of knowledge of the world, or

approaching to reality.approaching to reality. Foster students to make decisions and apply their Foster students to make decisions and apply their

knowledge.knowledge. Possibility of work in collaborative groupsPossibility of work in collaborative groups Deal with the different learning styles and classroom Deal with the different learning styles and classroom

diversity abilities diversity abilities

UNIT: UNIT: Natural Environments Natural Environments and Resourcesand Resources

Lessons:16Lessons:16Main idea of the unit:Main idea of the unit:This unit is in two parts: ecosystems, This unit is in two parts: ecosystems, population and resources; and global futures/resource issues. Pupils population and resources; and global futures/resource issues. Pupils investigate the global distribution of one or more selected biome, investigate the global distribution of one or more selected biome, populations and the resources of food production. They find out populations and the resources of food production. They find out about the relationships between these three themes and about about the relationships between these three themes and about resulting environmental issues/consequences.resulting environmental issues/consequences.

Links: Links: literacy, science and citizenship.literacy, science and citizenship.

Final task: Final task: ‘One‘One minute defense of their chosen method’ minute defense of their chosen method’After research on the internet complete a ‘Most Likely To…’ exercise After research on the internet complete a ‘Most Likely To…’ exercise with the students separating out the characteristics of the two main with the students separating out the characteristics of the two main systems (large scale commercial fishing or fish farming) and justify systems (large scale commercial fishing or fish farming) and justify the best option. (Work in pairs) the best option. (Work in pairs)

KEY LEARNINGKEY LEARNING

Geographical enquiry and skillsGeographical enquiry and skills• • ask geographical questionsask geographical questions• • suggest investigation sequencessuggest investigation sequences• • collect, record and present collect, record and present

evidenceevidence• • analyze evidence and draw analyze evidence and draw

conclusionsconclusions• • appreciate values and attitudesappreciate values and attitudes• • use atlases/globes/mapsuse atlases/globes/maps• • use secondary evidenceuse secondary evidence• • draw maps, plans and graphsdraw maps, plans and graphsKnowledge and understanding Knowledge and understanding

of placesof places• • locate places and environmentslocate places and environments• • explore interdependence andexplore interdependence and

global citizenshipglobal citizenship

Knowledge and Knowledge and understanding of patterns understanding of patterns and processesand processes

• • ecosystemsecosystems• • resource issuesresource issues

Knowledge and Knowledge and understanding of understanding of environmental change andenvironmental change andsustainable developmentsustainable development

• • sustainable developmentsustainable development

UNIT:Natural DisastersUNIT:Natural Disasters

Lessons:18Lessons:18Main idea:Main idea:Estudy the effects of flooding and how people deal with Estudy the effects of flooding and how people deal with them. Compare the impact of flooding in a Spanish location them. Compare the impact of flooding in a Spanish location with the impact of a similar flood in Bangladesh. They then with the impact of a similar flood in Bangladesh. They then broaden their study to look at how people respond to other broaden their study to look at how people respond to other natural disasters, such as earthquakes(patterns and natural disasters, such as earthquakes(patterns and processes associated with earthquakeprocesses associated with earthquakeand volcanic activity), forest fires and hurricanes.and volcanic activity), forest fires and hurricanes.Links: Links: literacy, mathematics,ICT, citenzenship.literacy, mathematics,ICT, citenzenship.Final task: Final task: DesingDesing a table or A3 poster showing how the different a table or A3 poster showing how the different players (roles) may either be making flooding worse for players (roles) may either be making flooding worse for other players or are perhaps improving matters. Issues other players or are perhaps improving matters. Issues relating to water quality and wildlife can also be included. relating to water quality and wildlife can also be included.

KEY LEARNINGKEY LEARNING

Geographical enquiry and skillsGeographical enquiry and skills

• • ask geographical questionsask geographical questions• • collect/record/present evidencecollect/record/present evidence• • analyze evidence and drawanalyze evidence and draw

conclusionsconclusions• • communicate appropriatelycommunicate appropriately• • use extended geographicaluse extended geographical

vocabularyvocabulary• • use fieldwork techniquesuse fieldwork techniques• • use atlases/globes/mapsuse atlases/globes/maps• • use secondary evidenceuse secondary evidenceKnowledge and understanding ofKnowledge and understanding ofplacesplaces• • locate places and environmentslocate places and environments• • describe scale contextsdescribe scale contexts• • investigate change in placesinvestigate change in places

Knowledge and Knowledge and understanding ofunderstanding of

patterns and processespatterns and processes

• • geomorphological processesgeomorphological processes• • weather and climate weather and climate • • developmentdevelopment

UNIT:What’s History?UNIT:What’s History?

Lessons:6Lessons:6MainMain idea of the unit:idea of the unit:The unit is designed to help pupils make the The unit is designed to help pupils make the transition between Geography and History sections transition between Geography and History sections through the opportunity to undertake a short, focused through the opportunity to undertake a short, focused local study.local study.

Links: Links: literacy, ICT.literacy, ICT.

Final task:Final task:‘‘Going into the field’: Make a report after research Going into the field’: Make a report after research work through diferent activities: Street name search, work through diferent activities: Street name search, life through the lents(comparing pictures),visit the life through the lents(comparing pictures),visit the local museum, the statues trail, visit local religious local museum, the statues trail, visit local religious buildings and the local detective(buildings and the local detective(photographing and photographing and making notes about interesting things)making notes about interesting things)

KEY LEARNINGKEY LEARNING

• • recall knowledge from previous history lessonsrecall knowledge from previous history lessons

• • place events and people in chronological orderplace events and people in chronological order

• • listen to and work with otherslisten to and work with others

• • make judgments about what makes an individual make judgments about what makes an individual important and to provide reasons important and to provide reasons

UNIT: EgyptLessons: 8 Main idea of the unit:In this unit children find out about the way of life of people living in ancient Egypt from archaeological discoveries. Children will develop their understanding of characteristic features of a society; identify the different ways the past is represented; and use sources of information to make simple observations, inferences and deductions.

Links: literacy,arts,sciences.

Final task:

PPT presentation about a desing room in a museum (Egyptian room,), and decide how diferent artefacts and objects are going to be place and displayed (death rituals, living customs,transports, gods... ) and create the diferent labels of each picture (virtual visit with a museum guide).

KEY LEARNINGKEY LEARNING

• • locate ancient Egypt in time and placelocate ancient Egypt in time and place

• • learn that information can be classified in different wayslearn that information can be classified in different ways

• • observe an object in detail and to make inferences and deductionsobserve an object in detail and to make inferences and deductions

• • record information about an object accuratelyrecord information about an object accurately

• • make deductions about life in the past from pictures of the make deductions about life in the past from pictures of the landscapelandscape

• • how much of the life of Egypt depended on the Nilehow much of the life of Egypt depended on the Nile

• • classify information in various ways about the range of objects classify information in various ways about the range of objects which have survived from ancient Egyptwhich have survived from ancient Egypt

• • make inferences from objects about the way of life in ancient make inferences from objects about the way of life in ancient EgyptEgypt

•• learn that what we know about the past is dependent on what has learn that what we know about the past is dependent on what has survivedsurvived

ASSESSMENTASSESSMENT

Assessment toolAssessment tool ( (rubricrubric) draws a clear ) draws a clear relationship between learning objectives and relationship between learning objectives and the learning activities that address those the learning activities that address those objectives. objectives. Instruments for assessment describe Instruments for assessment describe specific qualitative and quantitative specific qualitative and quantitative performance criteria. When shared with performance criteria. When shared with students, these criteria help guide students' students, these criteria help guide students' efforts.efforts.Assessment of processAssessment of process (strength and (strength and weakness)weakness)Teacher self assessment Teacher self assessment