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METHODOLOGY
8 THE EARTHS RELIEF
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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
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
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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.
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
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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
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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;
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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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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.
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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.
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.
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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
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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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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.
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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 ?
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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.
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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.
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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.
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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.