The Earth's Climates

Here there is the PowerPoint presentation used during lessons. 

Surfing: Population

Deadline: 11th of December

Weather

Here it's the presentation used during lessons. 

The Hydrosphere: freshwater and saltwater

Here it's the presentation used during classes



The following videos will help you to review part of the concepts.

The relief

Here you have the presentation that has been used during lessons. Remember that clicking on the links you can access to the videos watched at class.


You can review a part of the concepts with the following video of Crash Course Kids

Surfing: Physical environment II

This an activity for the students of 3º ESO


Deadline: 17th of October.

Reinforcement activity: Climates and lanscapes of Spain

Objectives:

* Apply climate knowledge to this research

* Reinforce of the specific knowledge and vocabulary of  Physical Geography

* Increase the ICT skills, searching useful information on the Net

* Develop communication skills 

Steps:

1) Elaborate a climate chart with the data of temperatures and precipitations received, following the model explained during lessons.

2) Identify the climate and elaborate the justification of your conclusion.

3) Establish to which part to Spain the climate belongs, using the information given at class and your own research on the net.

4) Elaborate a research about the flora and fauna and their main challenges: fauna and flora in danger of extinction, floods, climatic change, etc.

5) Remember to elaborate a list of your bibliography or webgraphy and past it at the back part of your poster. Look at this link for knowing how to cite it: Bibliography.

Final product:

* A poster that summarizes all the information in an colorful and attractive way, including photos or any other elements.


NOTE: 

Don't copy directly the information from the net. Use your own language for elaborating the written part of the poster. If you copy the final mark will be a ZERO
The following framework will help you to know how your research will be evaluate.

Sources and History

Historians are keepers of past knowledge. Each research is plenty of critical work and analysis that lead them to conclusions about our amazing past. This interesting travel through time starts with the primary sources, the raw materials that historians work with and ends with the books, expositions, etc, (the secondary sources), that historians write and develop. For having a global idea, historians use not only a wide range of primary sources, but also take into account to the work done by others historians.

As a review of the concepts, here there are some examples of primary sources about a person's life:

Now, time to transform into an historian. Analyze the document below, from the UK National Archives on "Victorian children in trouble with the law", and answer the questions:

Joseph Lewis. (Fuente: The National Archives)

Note: Transcription:

-   stg = stealing

-   1 Cal(endar) Mo(nth) H(ard) L(abour) 

1.-. Elaborate a description of Joseph Lewis

2.-. What crime did he commit?

3.-. Which one was the sentence?

4.-. Was it the first crime of Joseph Lewis?

5.-. What can you deduce about the prison system in England in 1873 from this resource?

6.-. What other sources might we use to learn more about Joseph Lewis and to contrast the information?

For learning more about Victorian children in trouble you can do the activities of the National Archives: "Victorian children in trouble with the law" 

Planet Earth

Here you have the presentation that has been used during lessons. Remember that clicking on the links you can access to the videos watched at class.

Unit 0. Introduction to History

Here you have the presentation that has been used during lessons. Remember that clicking on the links you can access to the videos watched at class. 

Greek world

Here it is the presentation we have used during the lessons: Greek World.

Here it is the presentation we have used during the lessons: Greek World.

Also you can review a part of the concepts of the unit with these two videos:

The following videos will approach you to different aspects of Greek culture with the funny style of Horrible Histories

Project: A nation, a challenge

Objectives:

* Apply the knowledge of this course to a research work.

* Increase the oral expression

* Develop the ICT skills.

Steps:

1. Each group will choose a nation.
2. Search for information
a) Climate:

• - Territory: geographical accidents and landscape
• - Climate: elaborate a climate graph (draw it) and make a commentary following the instructions that we have studied in lesson 1. 
•  -  Do not forget to include vegetation and wildlife characteristics

b) Demography:

• - Demographical pyramid  of the country and its commentary
• - Birth and Death Rate and Natural Growth and possible challenges
• - Types of migrations: comment destinations, nationalities of immigrants, causes of migration. (push and pull factors) 

c) Economy: the sectors

• - Which activities are developed in primary sector?
• - What type of industry does this nation promote?
• - Is the nation affected by relocation phenomenon? How?
• - What are the tertiary sector activities more developed?

c) State and organization.

• - Type of Government and welfare state (if necessary)
• - Borders: Natural or artificial (tip: link this with the terrritory description asked)
• - International Organizations it belongs to: benefits and issues.

d) Bibliography. Remember to cite it using the APA style. Here you have how to do it: APA Style

3. Elaborate a presentation. Here you have some tips to do it

• - Don't write all the information, select that information tat it is relevant and suit better with the topic.
• - Make it attractive by including images, photos or shot videos that can help you to transmit the information .
• - Search for images, photos or short videos that can help you to transmit the information.
• - Be careful with the colors.  

4. Prepare the oral presentation. This link: how to prepare an oral presentation will give you some useful information. 

Final products:

* Group oral presentation

* Group powerpoint presentation, prezi or video.

Assessment criteria:

-The final research will have a mark up to one point in the third term grades: 0.5 points individual work and 0.5 points group work.

-In order to adjust the criteria to the final assessment, the notebook will decrease its score to 0.5 points (that way if you get a 10 in the correction your mark will be 0.5 points)

First civilizations: Mesopotamia and Egypt.

Here, it is the presentation used during the lessons: First Civilizations:

If you're interested in learning more about the traditions of ancient Egyptians, watch the following videos of BBC program "Horrible Histories", in which you will able to enjoy the British humor sense.

Activity: Egyptian writing

As we have learnt during this unit, the Egyptian writing was really difficult and scribes needed to invest a lot of time for having a good command of it. So that, it's time to prove your skills as scribe. 

Here you have a picture with the alphabet.

Write your name following the alphabet. Remember to put it inside a cartouche like in this picture

If you want to deep into the life and work of ancient scribes, watch the following video.

Surfing: Tertiary sector

Here you have a new surfing related with the Unit of Tertiary sector. 

DEADLINE: 8 of April. 

Activity: Religion during Metal Age

Watch the video and say if the sentences are true or false. Correct the false ones:

* Stonehenge was believed to be built by Merlin and giants

* It was created at the Stone Age

* Stonehenge includes an oval structure “The cursus”

* The henge was previous to the Cursus

* The sarsen stones weight 10 tonnes

* Stonehenge is not only a collective burial, but also a enormous calendar

If you want to know more about this Wonder, you can also watch the following video (it's in Spanish) and try to guess the answers for this questions:

- How was it built?

- What was its function (religious, military, etc)?

- Is it related with natural phenomena? Which ones?

- What clues does it provide about the religion of our ancestors?

Educación para la ciudadanía: redacción creativa 2016-2017

"Querido padre:

Te escribo esta carta por motivo de mi ausencia durante estos tres últimos años transcurridos. Padre os echo de menos a ti y a Iván desde el día que comenzó todo, desde el día en que las tropas nazis interrumpieron en mitad de clase buscando a aquel judía que se escondía entre nosotros. Aquel judío ahora es un amigo y también uno de los nuestros.

Ahora nos encontramos buscando un refugio. El invierno es duro, pero nos irá bien. Somos un grupo mayor desde que nos encontramos con dos más. Ellos consiguieron escapar de camino al campo de exterminio. Ahora forman parte de nosotros. 

Iván, sé que me he perdido tus cumpleaños y que padre te habrá contado de mí, sé que echas de menos a mama. Yo también, pero dentro de poco empezarás el colegio y quiero que seas fuerte. Estudia y consigue un buen empleo, sino vuelvo para entonces, por favor lleva a padre a aquel sitio en las afueras, donde siempre quiso ir y esperadme cuando las cosas se calmen. 

Debemos continuar,  Os quiere,

Amanda."

Autor: Nicolás Bintaned. (3º ESO)

Surfing: Primary sector II

Here it is the new surfing for the next exam. Deadline: 23th of February.

Counting time in History

For historians, counting time is basic for having a good understanding of the past. It is really important to put in the correct order the events for investigating the relations that exist between them. However it is important to remember that, depending on the culture, it has changed through time. Nowadays, in western countries, we use the birth of Jesus as reference; however, other cultures likes chinese one, use another types of calendar and references. 

We start counting in year 1 (Birth of Jesus) and we use the initials B.F. (before Christ) for referring to the years previous to this event and A.D. (Anno Domini) for the years after his birth. The year 0 doesn't exist. Thanks to this, we can can organize correctly the historical events and processes. 

Exercise 1. Put in the correct order the following dates. 

A. D. 133
25 B.C.

1100 B.C.

427 A.D.
1492 B.C.

In History, we also use word like decades, centuries or milleniums. A decade is a period of 10 years, a century refers to 100 years and a millenium to one thousand years. It is really usual to see the centuries as a cronological reference. For calculating the century of a year, cover the last two numbers up and add one. 

Exercise 2. Calculate the centuries of the following years: 

A.D. 333

756 B.C

A.D. 1085

A.D. 473

1250 B.C.

Analyzing climates charts.

A climate char is the graphic representation of the temperatures and precipitations that take place on a region. Due to that, it gives us a lot of information. For analyzing it and arriving to the conclusion of the correct climate that it is represented, we can follow the following steps. 

STEP 1: Temperatures. 

Temperatures give us information about the location of the climate: hemisphere, climatic are. This is will help us to reject some climates and focus on one climatic area.  The following picture will give you some clues for a better understanding. 

Another important element is the annual average temperature, that will help us to locate the climatic area of the climate chart we are analyzing. For calculating it, we need to add up the temperatures of each month (Note: take care if there are negative temperatures) and divide the result between 12. Once we have made it, we can guess the area:

a) + than 20º C = the place is in the warm area

b) between 0 and 20º C = the climate belongs to the temperate area

c) - than 0º C = it is a cold climate. 

This photo will show you and example. 

Step 2. Precipitations.

Precipìtations helps us to determinate the climate, once we have the climatic region. The first element is to verify if the rainfalls are constant and regular during the whole year or, on the contrary, there is a dry season, what means a period of the year with really few precipitations. 

In addition to this, the analysis of this aspect will give us more information about how the precipitations are.

a) - than 250 = very scarce. (we identify this climate as a desert)

b) 250 to 700= scarce. 

c) 700 to 1300 = abundant

d) more than 1300= very abundant. 

It also important the period in which the rainfalls take place, because there are some climates that receive mostly of precipitations in a specific season, like the continental one.

Now, it is the moment for testing your knowledge doing the following activity

Activity: Analyzing climates charts: warm area II

Project: Investigating about climates

Each group should investigate about one climate and its landscape and create a poster for the classroom. The investigation must have the following elements:

1.-. A graphic (climate chart) with the table the teacher has given to you.

2.-. An identification of the climate. Use the explanations given at class

3.-. Once you have identificated the climate, look for information about the landscape:

       - What plants and trees can we find there?

       - Specific species of flower, trees...

       - How are the plants adapted?

4.-. Turn for the animals:

       - What animals can we find there?

       - Specific species of mammals, reptiles ...

       - How are they adapted?

5.-. And what about the people?

      - Look for the traditional people that live in your landscape: traditions, problems they have for surviving like deforestation, desertification, etc.

6.-. Remember that you are creating a poster, try to make it attractive. Here you have some recommendations:

       a) Search for spectacular photos

       b) Select amazing animals and describe some curiosities of them

       c) Be creative.

7.-. At the back part of your poster, write the bibliography or websites you have use. Use this explanation for knowing how: How to cite the bibliography. 

Guión de trabajo: La democracia y los partidos políticos

Cada grupo recibirá por sorteo las siglas de uno de los partidos políticos actuales, ya sean de ámbito nacional o regional, y deberán responder a los siguientes apartados. 

1.-. Elaboración de una ficha con los datos principales de cada partido: Fecha de fundación, fundador o fundadores, lugar, miembros relevantes. lugares en los que han gobernado. 

2.-. Análisis de sus propuestas en varios aspectos:

   a) Ideología 
        - ¿Cómo se definen: liberales, conservadores, moderados, progresistas, regionalistas, independentistas...? 
         Explica el concepto. 

  b) Estado del bienestar  
 - ¿Qué dicen sobre los servicios públicos como Sanidad, Educación, Servicios Sociales? 
 - ¿Su gestión debe ser pública, mixta o privada? 
 - ¿Cómo lo justifican?

  c) Economía
   - ¿En qué consisten sus ideas económicas? 
   - ¿Cómo van a llevarlas a la práctica?
   - ¿Sus ideas económicas son liberales (mínima intervención del Estado), sociales (intervención en ciertos aspectos) o comunistas (gran intervención del Estado en todos los aspectos económicos)?

   d)  Territorio
    - ¿Qué dicen de las zonas rurales?
    - ¿Están a favor de la independencia de algún territorio? ¿Cuál y cómo quieren llevarlo a cabo? Si la respuesta es no, ¿cómo planean evitarlo? 

  3.-. Reflexiona sobre el partido político:
    - Compara lo que sabíais antes y lo que sabes ahora. 
    - ¿Ha cambiado tu visión sobre ese partido?
    - ¿Qué conceptos de los usados por el partido te han resultado más difíciles de entender?
   
 4.-. Conclusiones
 - ¿Para qué sirven los programas políticos?
 - ¿Crees que explican bien lo que van a hacer si gobiernan?

 5.-. Bibliografía. 
 Recordad citar la bibliografía siguiendo las normas APA. Pincha aquí, para revisarlas. 

Activity: Analyzing climate charts: Warm area II

Exercise: Pay attention to the graph and answer the questions. Remember to use the dyagrams worked at class for guessing the answers.

1.-. Pay attention to the temperatures and answer:

1. which climate zone does it belong to?
2. When does the winter take place?
3. Which hemisphere does this climate chart belong to?

2.-. Pay attention to the precipitations and answer:

1. Is there any dry season?
2. What is the total amount of precipitations?
3. 
   

3.-. What is the climate of this chart?

4.-. And the landscape?