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