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ARTÍCULO PROYECTO FINAL PASO A PASO

THE EARTH'S INTERNAL ENERGY

This CLIL Unit of Natural Sciences is aimed at student in 2nd ESO.

The issue is the Earth's internal energy and Plate Tectonics.

The learning outcomes expected are:

1. To know Earth internal structure
2. To connect the plates' movement with the Earth's internal energy.
3. To connect the plates' movement with the volcanoes' and earthquakes' origin.
4. To understand and to explain the way the seismic waves help us to know Earth's internal structure.
5. To recognize and to value the importance of prediction and prevention of seismic and volcanic risks.

These are the subject contents:

1. The Earth's internal heat.
2. The structure of Earth's lithosphere.
3. Seismic waves and Earth's internal structure.
4. Seismic risk: prediction and prevention
5. Volcanic risk: prediction and prevention
6. Observation of the America’s and Africa’s shorelines and how they match
7. Observation of maps of volcanoes and earthquake and comparation with the tectonic plates’ situation
8. Knowledge and acceptance of the rules of civil protection against natural disasters

Language Content / Communication

Vocabulary

-        Nouns: Oceanic ridges, evidence, glacier, fossil, lithosphere, paleontology, fault, eruption, hot spring, loss, crack, seismic wave, tremor, degree, crust, mantle, core, landslide.

-        Verbs: Break up, propose, fit together, formulate, slide past, flow, expel, drift.

-     Adjectives: Endogenous, molten, built-up.

Structures:

-        Tenses:  Present tense, past tense, passive voice: the lithosphere is divided into…

-        Question words: What/Who, What/How, Why/What, Where/What …

-     Language for learning:  Could you investigate about…? Browse the Internet to find…? Search for photos, maps…  Do you think that…?; To begin with…; What are your ideas about…? I agree/disagree…; that sounds right… Could you please read the information carefully? Have you got any questions? Do you understand what I mean? What’s the meaning of…? How do you say  “___” in English? Could you give an example?

The Language skills will be practise by:

 -       Reading: class book, worksheets, webpages

-       Listening: to the Language Assistant, to the teacher, to videos

-       Writing: exercises, assesment

-   Speaking (debate, answering questions, giving opinion) 

In order to get these objetives I have considered diferent types of tasks and activities, such as watch videos, read texts, solve interactive tests, research on the Internet and make a poster, or make a soda volcano.

The students will work in groups for the tasks and in pairs or individual for the activities.

All the activities and tasks will be specified as follows:

Session 1:

Motivational activity with a video about earthquarkes and a worksheet with the vocabulary related.

      http://dotsub.com/view/ebc8232b-1de7-440f-b60b-a00fded3b4ae

http://www.slideshare.net/ang_ruiz/earthquakes-13061834

Contents 1 and 2 will be worked by reading texts, teacher explatantions and scaffolding activities such as  http://www.educaplay.com/es/recursoseducativos/1681332/geothermal_energy.htm

Session 2:

The content 3 will be introduced by a video.

      https://www.youtube.com/watch?v=YxGgkF582rI

The students will speach about what they have understood in order to practise the vocabulary, structures and laguage skills.

The subjetct content will be worked by reading texts and interactive activities: 

1.       Vocabulary matching:

        http://www.educaplay.com/es/recursoseducativos/1681539/earth_s_structure_vocabulary.htm

2.       Label scheme

        http://www.educaplay.com/es/recursoseducativos/1681613/earth_s_structure_fill_in.htm

        Session 3:

        Content 4 will be worked using maps, texts and animations:

Continental Drift.

Subduction

The students will make a puzzle with maps of South America and Africa to prove Continental Drift.

This video will be a review of the topic, and so the activities proposed:

https://www.youtube.com/watch?v=ryrXAGY1dmE

http://www.educaplay.com/es/recursoseducativos/1681953/pate_tectonics_vocabulary.htm

As homework, they will make their own volcano working in groups, at home. The following session they will present their soda volcano. This video will help them: 

http://www.wikihow.com/Make-a-Soda-Bottle-Volcano

Session 4:

Soda volcano presentations

.

The students will learn about volcanoes, earthquakes and natural risks, and leanguage contents related, by reading texts and interactive activities:

http://www.educaplay.com/es/recursoseducativos/1682751/volcano.htm

Session 5:

Using computers, the students will search for information about historical earthquakes in Andalusia and, in groups, they will make a poster. The teacher will evaluate the work with the assessment rubric.

Session 6:

Test  about the main subject contents and self assessment.

Evaluation criteria:

-       To explain why the tectonic plates move

-       To understand the ridges formation resulting from the movement of the plates.

-       To describe how volcanoes occur.

-       To distinguish the parts of a volcano.

-       To explain how earthquake occur.

-       To know what kind of seismic waves there are, and the information about the Earth internal structure that they give us

-       To describe the disasters that volcanoes and earthquakes may produce.

-       To know the preventive and predictive measures for volcanic eruptions and earthquakes.

Instruments:

-       Creative, active class participation, cooperation with peers, positive teamwork habits...  (20%)

-       Activities, tasks, rubric to evaluate teamwork (20%)

-       Test (60%)

      -   Self‐assessment rubric

UNIDAD AICLE: Assessment

ASSESSMENT:

CATEGORY	10-9	8-7	6-5	4-1
Time and Effort	Class time used wisely. Much time and effort went into the planning and design of the collage. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.
Graphics- Relevance	All graphics are related to the topic and make it easier to understand.	All graphics are related to the topic and most make it easier to understand.	Most of graphics are related to the topic.	Graphics do not relate to the topic.
Required Elements	The poster includes all required elements as well as additional information	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Content-Accuracy	At least 7 accurate facts are displayed on the poster.	5-6 accurate facts are displayed on the poster.	3-4 accurate facts are displayed on the poster.	Less than 3 accurate facts are displayed on the poster.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Mechanics	Capitalization and punctuation are correct throughout the poster.	There is 1 error in capitalization or punctuation.	There are 2 errors in capitalization or punctuation.	There are more than 2 errors in capitalization or punctuation.
Grammar	There are no grammatical mistakes on the poster	There is 1 grammatical mistake on the poster.	There are 2 grammatical mistakes on the poster	There are more than 2 grammatical mistakes on the poster.
Internet use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

SELFASSESSMENT

	EXCELLENT	ABOVE AVERAGE	AVERAGE	BELOW AVERAGE	VERY POOR
1.       I have worked hard
2.       I have worked well in pair
3.       I have worked well in groups
4.       I am able to work by yself to complete some information
5.       I have listened respectfully to my classmates’ opinions
6.       I have given my opinions
7.       I have used time wisely
8.       I can use Internet as a useful tool that helps me to learn
9.        I can explain why the tectonic plates move
10.   I understand the ridges formation resulting from the movement of the plates
11.   I can describe how volcanoes occur
12.   I distinguish the parts of a volcano
13.   I can explain how earthquake occur
14.   I know what kind of seismic waves there are, and the information about the Earth internal structure that they give us
15.   I can describe the disasters that volcanoes and earthquakes may produce
16.   I know the preventive and predictive measures for volcanic eruptions and earthquakes
17.   What I have liked best in the unit was …
18.   The part I liked the least was …
19.   I have learnt more doing …
20.   I have learnt less doin …