eso 4º byg clil unidad 2 ecología

ESO 4º BYG CLIL Unidad 2: Ecología

SCIENCE BOOK Nº 2 INDEX DICTIONARY OF CONCEPTS .............................................................................................................................................. 4

RESUME OF CONTENT ....................................................................................................................................................... 10

EXTENSION OF CONTENT ................................................................................................................................................. 13

PRESS ARTICLE ................................................................................................................................................................... 27

EXPERIMENT ....................................................................................................................................................................... 29

PROJECT INFORMATION .................................................................................................................................................. 31

1 INITIAL ............................................................................................................................................................................... 34

2 CLASSROOM ...................................................................................................................................................................... 41

3 PROBLEM ........................................................................................................................................................................... 49

5 PRACTICE .......................................................................................................................................................................... 58

6 PROJECT ............................................................................................................................................................................ 61

7 TASK .................................................................................................................................................................................... 66

1 INITIAL ............................................................................................................................................................................... 73

2 CLASSROOM ...................................................................................................................................................................... 80

3 PROBLEM ........................................................................................................................................................................... 88

5 PRACTICE .......................................................................................................................................................................... 97

6 PROJECT .......................................................................................................................................................................... 100

7 TASK .................................................................................................................................................................................. 105

ESO 4º BIOLOGÍA Y GEOLOGÍA

UNIDAD DIDÁTICA 2 ECOLOGÍA CONTENIDO EVALUACIÓN TEMPORALIZACIÓN

CLIL EPÍGRAFE APRENDIZAJE IMPRESCINDIBLE CRITERIO INSTR. SESIÓN EVAL.

Hugo Manuel Fernández Ruiz Página 1

ESO 4º BYG CLIL Unidad 2: Ecología Recogida, identificación y utilización de

información procedente de diversas fuentes, incluidas las tecnologías de la información y la

comunicación para obtener información sobre el medio natural.

Conceptos

2. Conocer, utilizar y seleccionar diferentes fuentes de información

necesarias para abordar las tareas y problemas planteados, utilizando en

la medida de lo posible medios audiovisuales e informáticos

INIC

IAL

2 1ª

CON

CEPT

S

Análisis de las interacciones existentes en el ecosistema: las relaciones tróficas.

Ciclo de materia y flujo de energía.

Establecer cómo se transfiere la materia y la energía a lo largo de una cadena o red trófica

12. Explicar cómo se produce la transferencia de materia y energía a lo largo de una cadena o red trófica

concreta

AU

LA

3 1ª Identificación de cadenas y redes tróficas en ecosistemas terrestres y

acuáticos. Principales ciclos biogeoquímicos.

Relacionar las pérdidas energéticas producidas en cada nivel con el aprovechamiento de los recursos alimentarios del planeta desde un

punto de vista sostenible (consumo de alimentos pertenecientes a los últimos niveles

tróficos)

CON

TEN

TS

La modificación de ambientes por los seres vivos y las adaptaciones de los seres vivos al entorno. Los cambios

ambientales de la historia de la Tierra.

Las repercusiones de las actividades humanas en el mantenimiento de la biodiversidad en los

ecosistemas (desaparición de depredadores, sobreexplotación pesquera, especies

introducidas, etc.) 12. Deducir las consecuencias prácticas en la gestión de algunos

recursos por parte del ser humano.

PRO

BLEM

A

3 1ª Autorregulación del ecosistema: las plagas y la lucha biológica. Los impactos ambientales: la destrucción de suelos.

Los incendios forestales. Su prevención. Las sucesiones ecológicas. La formación

de los suelos.

Valorando todas aquellas acciones relacionadas con la gestión adecuada de los residuos.

2. Recogida, identificación y utilización de información procedente de diversas fuentes,

incluidas las tecnologías de la información y la comunicación para obtener información sobre el

medio natural.

Desarrolla las habilidades necesarias para seleccionar y comparar diferentes fuentes de información, incluso medios audiovisuales e informáticos, según las actividades que se le

propongan




EXA

MEN

CO

NTE

NID

OS

1 1ª

CULT

URE

Los ecosistemas canarios. Conservación y recuperación.

Conoce el patrimonio natural de Canarias 13. Conocer el patrimonio natural de

Canarias

PRÁ

CTIC

A

2 1ª Cuidado y respeto por los seres vivos y

su hábitat como parte esencial de la protección del medio natural. La

importancia de la biodiversidad en Canarias y su influencia en la variedad

de ecosistemas.

Desarrolla actitudes para apreciarlo, respetarlo y protegerlo

13. Valorar la Naturaleza, respetar y proteger el patrimonio natural de

Canarias

Los Espacios Naturales Protegidos de Canarias.

Identifica las leyes que protegen la biodiversidad, muy especialmente las incluidas

en la red canaria de espacios naturales protegidos

13. Señalando los medios para su protección y conservación.

PRO

YECT

O

2 1ª Actitud crítica personal y social frente a las agresiones del medioambiente, en

particular en Canarias por ser un territorio reducido, frágil y de difícil

recuperación.

No realiza recolección de vegetales y animales en estos lugares, por tratarse en muchos casos de especies protegidas, algunas en peligro de

extinción.

Recogida, identificación y utilización de información procedente de diversas

fuentes, incluidas las tecnologías de la información y la comunicación para obtener información sobre el medio

natural.

Lectura de artículo de prensa actual.




TARE

A

1 1ª

2. Recogida, identificación y utilización de información procedente de diversas fuentes,

incluidas las tecnologías de la información y la comunicación para obtener información sobre el

medio natural.

Desarrolla las habilidades necesarias para seleccionar y comparar diferentes fuentes de información, incluso medios audiovisuales e informáticos, según las actividades que se le

propongan




EXA

MEN

PR

ÁCT

ICA

S

1 1ª

UNIT 2 CLIL

COMUNICATION LEARNING ESSENTIAL INSTR. SESIÓN EVAL.



LANGUAGE OF LEARNING

Some / any

AU

LA

3 1ª

LANGUAGE FOR LEARNING

Present perfect (Yet, already, just, for and since)

PRO

BLEM

A

3 1ª

LANGUAGE THROUGH LEARNING

Realizar trabajos sencillos de investigación adecuados al nivel e intereses del alumnado.

PRO

YECT

O

2 1ª Comprender y producir textos sencillos escritos utilizando los conocimientos previos del

alumnado, así como lo trabajado en el aula.



DICTIONARY OF CONCEPTS



RESUME OF CONTENT



EXTENSION OF CONTENT



PRESS ARTICLE Barry Commoner dies at 95; pillar of environmental movement Commoner, a biologist, campaigned for a nuclear test ban treaty in the '60s and linked environmental problems to technological advances. He ran for president in 1980. http://www.latimes.com/news/obituaries/la-me-barry-commoner-20121002,0,7763209.story

By Elaine Woo, Los Angeles Times October 1, 2012, 10:28 p.m. Barry Commoner, a scientist-activist whose ability to identify and explain complex ecological crises and advocate radical solutions made him a pillar of the environmental movement, died of natural causes Sunday in New York City. He was 95.

His death was confirmed by his wife, Lisa Feiner.

Commoner was a biologist and author whose seminal 1971 book, "The Closing Circle: Man, Nature and Technology," argued for the connectedness of humans and the natural world. It said environmental problems were related to technological advances and had a role in social and economic injustice.

He conducted research that helped propel a successful campaign for a nuclear test ban treaty in the early 1960s and drew early attention to the dangers of dioxins, the potential of solar energy and recycling as a practical means of reducing waste.

Historians of the environmental movement often name Commoner as one of the country's most influential ecologists, along with scientist-author Aldo Leopold, "Silent Spring" author Rachel Carson and the Sierra Club's John Muir and David Brower. Time magazine featured him in 1970 as the "Paul Revere of Ecology."

"Together with Rachel Carson he was the most important person in catalyzing the modern environmental movement," said Occidental College historian Peter Dreier, who named Commoner in his recent book "The 100 Greatest Americans of the 20th Century: A Social Justice Hall of Fame."

"He was a bestselling writer, a scholar who understood how to translate science into everyday language. His analysis of the environmental crisis that was considered radical in the '60s, '70s, '80s is pretty much now taken for granted," Dreier said Monday.

Dr. Steven Markowitz, Commoner's successor as director of the Center for the Biology of Natural Systems at Queens College, praised the biologist's ability as a "brilliant translator" of complex scientific concepts.

Commoner was particularly known for boiling down his philosophy to four simple principles: "Everything is connected to everything else. Everything must go somewhere. Nature knows best. There is no such thing as a free lunch," he wrote in "The Closing Circle."

Describing himself as "a visionary gadfly — I'm right but intransigent," Commoner often took his arguments into the lion's den, telling autoworkers that their industry put profits before public health and delivering a blistering critique of Environmental Protection Agency policies and practices before an audience of agency employees. He also relished challenging environmental orthodoxy, taking on leading figures such as population expert Paul Ehrlich in public debates.

In "The Closing Circle," he argued there were three possible causes of environmental degradation — overpopulation, increasing affluence and technology. He decided technology was the No. 1 enemy, which put him in conflict with Ehrlich, author of the 1968 classic "The Population Bomb."


http://www.latimes.com/news/obituaries/la-me-barry-commoner-20121002,0,7763209.story

http://www.latimes.com/topic/environmental-issues/environmental-cleanup/u.s.-environmental-protection-agency-ORGOV000048.topic

http://www.latimes.com/topic/environmental-issues/environmental-cleanup/u.s.-environmental-protection-agency-ORGOV000048.topic

ESO 4º BYG CLIL Unidad 2: Ecología A self-described "half-socialist," Commoner called for stopping pollution before it is produced and cited the successful campaigns to ban the pesticide DDT and lead in gasoline. He said such changes could only be achieved by ending "the taboo against social intervention in the production system."

These views did not make him a popular candidate for president when he ran on his own Citizens Party ticket in 1980. (He garnered less than 1% of the popular vote.) Nonetheless, he hit the campaign trail to bash corporate greed as the leading culprit in the degradation of the environment.

"Given the pioneering range and depth of his activities, Dr. Barry Commoner should be considered the greatest environmentalist of the 20th century," activist Ralph Nader said Monday. "He was an environmental scientist. He was a networker of scientists against nuclear bomb testing and other issues. He was a community advocate. He was a bestselling author. And he was an organizer. He was really a Renaissance man."

Born in New York City on May 28, 1917, Commoner was the son of a Russian Jewish tailor and seamstress. He ran with a street gang as a youth but discovered a passion for biology in high school.

He worked odd jobs to put himself through Columbia University, where he graduated with honors in zoology in 1937. He earned a doctorate in biology from Harvard in 1941.

He learned one of his most valuable lessons outside the classroom, however. While serving in the Navy during World War II, he was assigned to spray a naval facility on the Jersey shore with DDT to rid it of mosquitoes. To his dismay, the mosquito population ballooned and the fish that normally ate them died. He would recall the experience in later years when he reflected on the development of his ideas about the worlds of men and nature sharing one ecosystem.

In 1953, after completing his military service and a brief stint working for Science Illustrated, Commoner began teaching at Washington University in St. Louis, distinguishing himself with research on viruses, genetics and free radicals, or unpaired electrons. He was part of a team that discovered that abnormal free radicals may be the earliest sign of cancer in laboratory rats.

In the mid-1950s, alarmed by the proliferation of nuclear tests, he helped organize scientists as the Committee for Nuclear Information. Later called the Committee on Environmental Information, it conducted a nationwide study that found levels of strontium-90 in babies' teeth. The alarming findings were a crucial factor in President Kennedy's support of the 1963 nuclear test ban treaty.

That work led Commoner to develop his ideas about the effect of technology on the environment. He began to examine an array of environmental problems, including sewage, pesticides, auto pollution and atomic power plants. In 1966 he founded the Center for the Biology of Natural Systems at Washington University in St. Louis, the first environmental research center of its kind in the U.S. He moved the center to Queens College in 1981.

He stepped down as director in 2000, when he was 82, but continued to work on research projects. In his last years he was writing an ambitious book on the origins of life and was nearly finished with it before he died, according to Markowitz.

Commoner was headstrong but humorous. When Nader called to wish him a happy 90th birthday in 2007, Commoner replied, "It happens." He did not have much of a materialistic impulse, needing little to get by besides "some work shirts, some chino pants and a fountain pen," said Feiner, his wife of three decades.

As he advanced in years, his one indulgence was taking cabs to work. He found mass transit from his home in Brooklyn to Manhattan too cumbersome and time-consuming. His wife also acknowledged that she handled most of the recycling in their household.

"I think he would say that the solution to our major problems is not going to be found through each individual behaving a certain way," she said. "He believed the solutions were political and economic."

In addition to his wife, Commoner is survived by two children from his first marriage to Gloria Gordon, Lucy Alison Commoner of New York City and Fredric, of Boston; and a granddaughter.


http://www.latimes.com/topic/education/colleges-universities/columbia-university-OREDU000097.topic

http://www.latimes.com/topic/unrest-conflicts-war/wars-interventions/world-war-ii-%281939-1945%29-EVHST00000110.topic

http://www.latimes.com/topic/health/diseases-illnesses/viral-diseases-infections-HEDAI0000071.topic

http://www.latimes.com/topic/health/diseases-illnesses/cancer-HEDAI0000010.topic

http://www.latimes.com/topic/politics/government/presidents-of-the-united-states/john-f.-kennedy-PEPLT003488.topic


EXPERIMENT



PROJECT INFORMATION


ESO 4º BYG CLIL Unidad 2: Ecología NAME… GROUP: DATE…/…/…

1 INITAL A B C D E MARK[5%]: 2 CLASSROOM A B C D E MARK [10%]: 3 PROBLEM A B C D E MARK [10%]: 4 TEST OF CONTENT A B C D E MARK [25%]:

WORKBOOK OF CONTENT Nº 2 INDEX 1 INITIAL ............................................................................................................................................................................... 34

2 CLASSROOM ...................................................................................................................................................................... 41

3 PROBLEM ........................................................................................................................................................................... 49

CALENDARIO DE ACTIVIDADES Y EVALUACIÓN UNIDAD Nº 2

INSTRUMENTO EVALUACIÓN ACTIVIDADES FECHA

CUADERNO DE CONTENIDOS

INICIAL 7 noviembre

AULA 8- 12 noviembre

PROBLEMA 14-22 noviembre

EXAMEN DE CONTENIDOS 26 noviembre


ESO 4º BYG CLIL Unidad 2: Ecología 1 INITIAL A B C D E MARK[5%]:

NAME… GROUP: DATE…/…/…


ESO 4º BYG CLIL Unidad 2: Ecología 2 CLASSROOM A B C D E MARK[10%]:

NAME… GROUP: DATE…/…/… Use the DICTIONARY OF CONCEPTS from the science book and answer the following activities:

1. Define the following concepts:

(1) Ecology Is the study of the interaction between different living organisms, and between them and their environment

(2) Abiotic factors Are the non-living factors which influence the environment

(3) Biotic factors Are factors arising from the activities of living organisms

(4) Ecosystem Is biological community and the physical environment

(5) Population Is a group of individuals of the same species within a community

(6) Community Is the total collection of living organisms living within a defined area

(7) Habitat Is a place in which a organism or a community of organisms live

(8) Producers Are organisms that can make their own food by autotrophic nutrition

(9) Consumers Are organisms that feeds on others below them in a food chain

(10) Food chain Is a feeding relationship between organisms in an ecosystem

(11) Food web Is a network of interrelated food chains

(12) Trophic level Is the position an organism occupies in a food chain

(13) Natural cycles Are never-ending series of processes which maintain a balance in the environment of important substances that are essential for all plant and animal life


ESO 4º BYG CLIL Unidad 2: Ecología (14) Water cycle Is the constant circulation of water between the atmosphere, the land,

and the oceans

(15) Carbon cycle Is the constant circulation of carbon between the atmosphere, plants, animals and the soil

(16) Nitrogen cycle Is the constant circulation of nitrogen between the atmosphere, plants, animals, and the soil

2. Choose the correct answer:

(1) Abiotic factors: a. Is the study of the interaction between different living organisms, and between them and their

environment b. Are the non-living factors which influence the environment c. Are factors arising from the activities of living organisms

(2) Biotic factors: a. Is the study of the interaction between different living organisms, and between them and their


(3) Carbon cycle: a. Is the constant circulation of water between the atmosphere, the land, and the oceans b. Is the constant circulation of carbon between the atmosphere, plants, animals and the soil c. Is the constant circulation of nitrogen between the atmosphere, plants, animals, and the soil

(4) Community: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area

(5) Consumers: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition c. Are organisms that feeds on others below them in a food chain

(6) Ecology: a. Is the study of the interaction between different living organisms, and between them and their


(7) Ecosystem: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area


ESO 4º BYG CLIL Unidad 2: Ecología (8) Food chain:

a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain

(9) Food web: a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain

(10) Habitat: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition c. Are organisms that feeds on others below them in a food chain

(11) Nitrogen cycle: a. Is the constant circulation of water between the atmosphere, the land, and the oceans b. Is the constant circulation of carbon between the atmosphere, plants, animals and the soil c. Is the constant circulation of nitrogen between the atmosphere, plants, animals, and the soil

(12) Population: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area

(13) Producers: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition c. Are organisms that feeds on others below them in a food chain

(14) Trophic level: a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain

(15) Water cycle: a. Is the constant circulation of water between the atmosphere, the land, and the oceans b. Is the constant circulation of carbon between the atmosphere, plants, animals and the soil c. Is the constant circulation of nitrogen between the atmosphere, plants, animals, and the soil


ESO 4º BYG CLIL Unidad 2: Ecología Use the RESUME OF CONTENT from the science book and answer the following activities:

A. Fill in the missing word:

(1) An ecosystem includes the biocenosis, the biotope and biotic and abiotic relationships between them

(2) Ecological niche is the function which a particular species has in a ecosystem

(3) A trophic level includes all the organisms which obtain the matter and energy they need in the same way

(4) In ecosystems, energy has a unidirectional flow

(5) Food chains or food webs are used to represent the relationships among organisms in an ecosystem

(6) The trophic structure of an ecosystem can be represented by trophic pyramids

(7) Intraspecific are interactions among individuals of the same species

(8) Interspecific are relationships among individuals of different species

(9) The factors which most influence the distribution of living beings are: temperature, light and humidity

(10) Tundra is very cold climate and scant precipitation

(11) Taiga has abundant precipitation in the form of snow

(12) Deciduous forest has abundant rainfall throughout the year

(13) Mediterranean forest has very irregular rainfall

(14) Grassland has constant high temperatures

(15) Desert is very dry climate

(16) Rainforest has abundant rainfall and high temperatures

(17) Lentic ecosystems are in standing or still water

(18) Lotic ecosystems are in running water

(19) A reaction changes both the materials and the energy

(20) In ecosystems there is nothing chemically different from the rest of matter

(21) Biocenosis is a material entity made up of organisms of living beings

(22) Environmental factors, the biotope of an ecosystem, are also made up of chemical materials


ESO 4º BYG CLIL Unidad 2: Ecología (23) Chemical reactions which absorb energy when they take place are called endergonic

(24) Exergonic reactions are those in which energy is released

(25) Only plants and organisms called chemoautotrophic beings are capable of getting from an abiotic environment

(26) When a living being consumes another living being it absorbs its chemical materials and energy

B. True or False:

(1) A reaction changes both the materials and the energy V

(2) A trophic niche includes all the organisms which obtain the matter and energy they need in the same way F

(3) An ecosystem includes the biocenosis, the biotope and biotic and abiotic relationships between them V

(4) Biotope is a material entity made up of organisms of living beings F

(5) Chemical reactions which absorb energy when they take place are called exergonic F

(6) Deciduous forest has abundant rainfall throughout the year V

(7) Desert is very dry climate V

(8) Ecological level is the function which a particular species has in a ecosystem F

(9) Endergonic reactions are those in which energy is released F

(10) Environmental factors, the biocenosis of an ecosystem, are also made up of chemical materials F

(11) Food chains or food webs are used to represent the energy among organisms in an ecosystem F

(12) Grassland has irregular high temperatures F

(13) In ecosystems there is nothing chemically different from the rest of matter V

(14) In ecosystems, relationships has a unidirectional flow F

(15) Interspecific are interactions among individuals of the same species F

(16) Intraspecific are relationships among individuals of different species F

(17) Lentic ecosystems are in running or still water F


ESO 4º BYG CLIL Unidad 2: Ecología (18) Lotic ecosystems are in standing water F

(19) Mediterranean forest has very constant rainfall F

(20) Only plants and organisms called chemoautotrophic beings are capable of getting from an abiotic environment T

(21) Rainforest has abundant rainfall and high temperatures V

(22) Taiga has scant precipitation in the form of snow F

(23) The factors which most influence the distribution of living beings are: temperature, light and humidity V

(24) The trophic structure of an ecosystem can be represented by trophic pyramids V

(25) Tundra is very cold climate and abundant precipitation F

(26) When a living being consumes another living being it absorbs its chemical materials and energy T


ESO 4º BYG CLIL Unidad 2: Ecología C. Watch the following power point and make a MIND MAP:

http://www.youtube.com/watch?v=b6qX_3ToNe0&feature=youtu.be



ESO 4º BYG CLIL Unidad 2: Ecología D. Watch the following power point and make a MIND MAP:

http://www.youtube.com/watch?v=lKAHY7dMy1M&feature=youtu.be



ESO 4º BYG CLIL Unidad 2: Ecología 3 PROBLEM A B C D E MARK[10%]:

NAME… GROUP: DATE…/…/… Use the EXTENSION OF CONTENT from the science book and answer the following activities: A. Look at the pictures and diagrams and define the following concepts:

(1) Ecological systems Are made up of biocenosis and biotopes, between which occur complex and reciprocal effects

(2) Aquatic ecosystems Are varied and delicately balanced

(3) Tolerance curves Help illustrate the variable effects of individual environmental factors

(4) Sun Is an important abiotic factor for this basking crocodile

(5) Heather Is a perennial shrub that grows on well-drained and acid soils

(6) Fennec fox Is a small fox species found in the Sahara of North Africa

(7) Energy Moves from lower to higher trophic levels

(8) Biomass is steadily reduced from one level up to the next in a trophic pyramid

(9) Mycorrhiza Is an important type of cohabitation between the roots of higher plants and fungi

(10) Carbon cycle Can be seen as one of the most

(11) Apple pests Can cause great damage to an orchard

(12) Lichen Are found on rocks and trees, often look like peeling paint

(13) Adhesives Are constantly developed with ever stronger adhesion and reduced environmental impact

(14) Sulfuric acid Is highly corrosive substance, and care must be taken in its storage

(15) Chemical factories Are part of the landscape of industrialized nations

(16) The Bhopal disaster Is a focus for protests over the alleged lack of responsibility and compensation

(17) Greenpeace Is an active campaigner against the use of DDT


ESO 4º BYG CLIL Unidad 2: Ecología B. Choose the correct answer: (1) Adhesives:

a. Can cause great damage to an orchard b. Are found on rocks and trees, often look like peeling paint c. Are constantly developed with ever stronger adhesion and reduced environmental impact

(2) Apple pests: a. Can cause great damage to an orchard b. Are found on rocks and trees, often look like peeling paint c. Are constantly developed with ever stronger adhesion and reduced environmental impact

(3) Aquatic ecosystems: a. Are made up of biocenosis and biotopes, between which occur complex and reciprocal effects b. Are varied and delicately balanced c. Help illustrate the variable effects of individual environmental factors

(4) Biomass: d. Moves from lower to higher trophic levels e. Is steadily reduced from one level up to the next in a trophic pyramid f. Is an important type of cohabitation between the roots of higher plants and fungi

(5) Chemical factories: a. Is highly corrosive substance, and care must be taken in its storage b. Are part of the landscape of industrialized nations c. Is a focus for protests over the alleged lack of responsibility and compensation

(6) Ecological systems: g. Are made up of biocenosis and biotopes, between which occur complex and reciprocal effects h. Are varied and delicately balanced i. Help illustrate the variable effects of individual environmental factors

(7) Energy: j. Moves from lower to higher trophic levels k. Is steadily reduced from one level up to the next in a trophic pyramid l. Is an important type of cohabitation between the roots of higher plants and fungi

(8) Fennec fox: m. Is an important abiotic factor for this basking crocodile n. Is a perennial shrub that grows on well-drained and acid soils o. Is a small fox species found in the Sahara of North Africa

(9) Heather: p. Is an important abiotic factor for this basking crocodile q. Is a perennial shrub that grows on well-drained and acid soils r. Is a small fox species found in the Sahara of North Africa

(10) Lichen: a. Can cause great damage to an orchard b. Are found on rocks and trees, often look like peeling paint c. Are constantly developed with ever stronger adhesion and reduced environmental impact

(11) Mycorrhiza: s. Moves from lower to higher trophic levels t. Is steadily reduced from one level up to the next in a trophic pyramid u. Is an important type of cohabitation between the roots of higher plants and fungi

(12) Sulfuric acid: a. Is highly corrosive substance, and care must be taken in its storage b. Are part of the landscape of industrialized nations c. Is a focus for protests over the alleged lack of responsibility and compensation

(13) Sun: v. Is an important abiotic factor for this basking crocodile w. Is a perennial shrub that grows on well-drained and acid soils


ESO 4º BYG CLIL Unidad 2: Ecología x. Is a small fox species found in the Sahara of North Africa

(14) The Bhopal disaster: a. Is highly corrosive substance, and care must be taken in its storage b. Are part of the landscape of industrialized nations c. Is a focus for protests over the alleged lack of responsibility and compensation

(15) Tolerance curves: y. Are made up of biocenoses and biotopes, between which occur complex and reciprocal effects z. Are varied and delicately balanced aa. Help illustrate the variable effects of individual environmental factors

C. Fill in the missing word:

(1) Ecosystems are dynamic systems of inanimate and animate components

(2) The totally of living beings of an ecosystem is referred to as biocenosis

(3) The spatially delineable environment with is its typical, ambient conditions is called the biotope

(4) Ecology is a branch of biology that deals with the interrelationship of organisms

(5) Food chains describe the feeding relationships between species within a certain ecosystem

(6) The totally of individuals of a species that form a reproductive community within a delineated space is called a population

(7) In symbiosis, species that are different but adapted to each other live together

(8) Parasites are organisms that withdraw nutrients from other species

(9) Material cycling, as recurring processes, enable a return of matter into food chains

(10) Carbon plays a particularly important role in ecosystems, as it participates in a fundamental biological processes

(11) Phosphorous plays an important role for all organisms in many processes involving energy transfer and energy maintenance

(12) Humans have changed their environments according to their needs from time immemorial

(13) Until well into the 18th century, most people were living in agricultural areas

(14) No part of the economy can manage without the products of the chemical industry

(15) Many chemicals have dark sides


ESO 4º BYG CLIL Unidad 2: Ecología D. True or False:

(1) Carbon plays an important role for all organisms in many processes involving energy transfer and energy maintenance F

(2) Ecology is a branch of geology that deals with the interrelationship of organisms F

(3) Ecosystems are dynamic systems of inanimate and animate components T

(4) Food chains describe the energy relationships between species within a certain ecosystem F

(5) Humans have changed their environments according to their needs from time immemorial T

(6) In symbiosis, species that are different but adapted to each other live together T

(7) Many chemicals have dark sides T

(8) Material cycling, as recurring processes, enable a return of matter into food industries F

(9) No part of the economy can manage without the products of the chemical industry T

(10) Parasites are organisms that withdraw nutrients from other species T

(11) Phosphorous plays a particularly important role in ecosystems, as it participates in a fundamental biological processes F

(12) The spatially delineable environment with is its typical, ambient conditions is called the biocenosis F

(13) The totally of individuals of a species that form a reproductive community within a delineated space is called a population T

(14) The totally of living beings of an ecosystem is referred to as biotope F

(15) Until well into the 18th century, most people were living in industrial areas F


ESO 4º BYG CLIL Unidad 2: Ecología E. Using IN FOCUS resolve the following PROBLEMS:

Why insect-eating bats go into hibernation?

Which is the body temperature during the hibernation?

How many increases the weight of consumers?

How many links have the food chains?

What eats the gray goose?

What eats the teal?

What eats the Goosander?



Which is the difference between endrotropic mycorrhiza and ectotrophic mycorrhiza?

How many higher plants live in a symbiotic relation?

What animal practice nest parasitim?

What does the young cuckoo after hatching?

What can destroy the fragile ecological

balance?

Why?



Why vast areas are planted with only one type of crop?

How are pest species are usually killed?

Which methos are becaming more polular as long-term solutions for pest control?

What is use a biological indicator? What is considered slightly polluted?

What is considered polluted?

What is considered heavily polluted?

What is DDT?

Why was DDt gradually prohibited in all industrial countries?


ESO 4º BYG CLIL Unidad 2: Ecología Use the PRESS ARTICLE from the science book and answer the following activities:

A. Fill in the missing word:

(1) Barry Commoner, a scientist-activist whose ability to identify and explain complex ecological crises and advocate radical solutions made him a pillar of the environmental movement

(2) He conducted research that helped propel a successful campaign for a nuclear test ban treaty in the early 1960s

(3) He was a bestselling writer, a scholar who understood how to translate science into everyday language

(4) Commoner was particularly known for boiling down his philosophy to four simple principles

(5) Everything is connected to everything else. Everything must go somewhere. Nature knows best. There is no such thing as a free lunch

(6) He argued there were three possible causes of environmental degradation — overpopulation, increasing affluence and technology

(7) Worked odd jobs to put himself through Columbia University, where he graduated with honors in zoology in 1937

(8) In the mid-1950s, alarmed by the proliferation of nuclear tests, he helped organize scientists as the Committee for Nuclear Information

(9) He stepped down as director in 2000, when he was 82, but continued to work on research projects

B. True or False:

(1) Barry Commoner, a scientist-activist whose ability to identify and explain complex ecological crises and advocate radical solutions made him a pillar of the environmental movement T

(2) Commoner was particularly known for boiling down his philosophy to four simple principles T

(3) Everything is connected to everything else. Everything must go somewhere. Human knows best. There is no such thing as a free lunch F

(4) He argued there were three possible causes of environmental degradation — overpopulation, increasing affluence and technology T

(5) He conducted research that helped propel a successful campaign for a nuclear test ban treaty in the early 1990s F

(6) He stepped down as director in 2000, when he was 52, but continued to work on research projects F

(7) He was a bestselling writer, a scholar who understood how to translate science into everyday language T

(8) In the mid-1950s, alarmed by the proliferation of nuclear tests, he helped organize scientists as the Committee for Nuclear Information T

(9) Worked odd jobs to put himself through Columbia University, where he graduated with honors in geology in 1937 F





5 PRACTICE A B C D E MARK[10%]: 6 PROJECT A B C D E MARK [10%]: 7 TASK A B C D E MARK [5%]: 8 TEST OF PRACTICE A B C D E MARK [25%]:

WORKBOOK OF PRACTICE Nº 2 INDEX 5 PRACTICE .......................................................................................................................................................................... 58

6 PROJECT ............................................................................................................................................................................ 61

7 TASK .................................................................................................................................................................................... 66



CUADERNO DE PRÁCTICAS

PRÁCTICA 28 noviembre

PROYECTO 30 noviembre 5 diciembre

TAREA 10 diciembre

EXAMEN DE PRÁCTICAS 10 diciembre


ESO 4º BYG CLIL Unidad 2: Ecología 5 PRACTICE A B C D E MARK[10%]:

NAME… GROUP: DATE…/…/… Use the EXPERIMENT from the science book and answer the following activities: 3. Define the following concepts:

(17) Trophic pyramid Is a graphic representation of a particular characteristic at each trophic level

(18) Number pyramid Represents the number of individuals at each trophic level per unit of area or volume of an ecosystem

(19) Biomass pyramid Represents the biomass, or amount of organic matter which forms an individual, a trophic level or an ecosystem

(20) Energy pyramid Represents the energy stored an each trophic level at a certain time

(21) One-way flow of energy Through the trophic levels, starting with photosynthesis

(22) Closed cycle of matter In which matter is recycled, but not lost

4. Choose the correct answer: (16) Number pyramid:

a. Represents the number of individuals at each trophic level per unit of area or volume of an ecosystem

b. Represents the biomass, or amount of organic matter which forms an individual, a trophic level or an ecosystem

c. Represents the energy stored an each trophic level at a certain time (17) Biomass pyramid:



c. Represents the energy stored an each trophic level at a certain time (18) Energy pyramid:



c. Represents the energy stored an each trophic level at a certain time (19) Trophic pyramid:

a. Is a graphic representation of a particular characteristic at each trophic level b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost

(20) One-way flow of energy: a. Is a graphic representation of a particular characteristic at each trophic level b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost

(21) Closed cycle of matter: a. Is a graphic representation of a particular characteristic at each trophic level


ESO 4º BYG CLIL Unidad 2: Ecología b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost

5. Fill in the missing word: (1) The trophic levels are represented by superimposed layers of equal height placed o top of each other (2) Biomass is measured in grams or kilograms of dry organic matter per unit area or volume (3) In ecosystems, matter and energy are transmitted through the food relationships between organisms (4) During one-way flow of energy, most of energy is lost as heat (5) The producers take in inorganic matter and convert it into organic matter. 6. True or False:

(1) Biomass is measured in grams or kilograms of dry organic matter per unit area or volume T

(2) During one-way flow of energy, most of matter is lost as heat F

(3) In ecosystems, matter and energy are transmitted through the food relationships between organisms T

(4) The producers take in organic matter and convert it into inorganic matter. F

(5) The trophic levels are represented by superimposed layers of equal height placed o top of each other T

7. Answer the following questions:


ESO 4º BYG CLIL Unidad 2: Ecología 6 PROJECT A B C D E MARK[10%]:

NAME… GROUP: DATE…/…/… Use the PROJECT INFORMATION from the science book and answer the following activities: A. Define the following concepts: Arácnidos /Artrópodos /Crustáceos /Insectos /Miriápodos (1) Artrópodos Constituyen el filo más numeroso y diverso del reino animal

(Animalia). El término se aplica a animales invertebrados dotados de un esqueleto externo y apéndices articulados

(2) Insectos Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par de antenas, tres pares de patas y dos pares de alas

(3) Arácnidos Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye formas tan conocidas como las arañas, los escorpiones y los ácaros.

(4) Crustáceos Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes.

(5) Miriápodos Subfilo de artrópodos mandibulados, similares a los insectos en algunos aspectos, pero con muchos caracteres que los diferencian de éstos. Comprenden cuatro grupos bien clasificados, los ciempiés, milpiés, paurópodos, y sínfilos,

B. Choose the correct answer: (1) Arácnidos:

a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par de antenas, tres pares de patas y dos pares de alas

b. Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye formas tan conocidas como las arañas, los escorpiones y los ácaros.

c. Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes.

(2) Crustáceos: a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par

de antenas, tres pares de patas y dos pares de alas b. Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye

formas tan conocidas como las arañas, los escorpiones y los ácaros. c. Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta

cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes.

(3) Insectos: a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par





http://es.wikipedia.org/wiki/Filo

http://es.wikipedia.org/wiki/Animalia


http://es.wikipedia.org/wiki/Invertebrado


http://es.wikipedia.org/wiki/Artr%C3%B3podo

http://es.wikipedia.org/wiki/Antena_(artr%C3%B3podos)

http://es.wikipedia.org/wiki/Pata_(artr%C3%B3podos)

http://es.wikipedia.org/wiki/Clase_(biolog%C3%ADa)

http://es.wikipedia.org/wiki/Arthropoda

http://es.wikipedia.org/wiki/Chelicerata

http://es.wikipedia.org/wiki/Aracnido%23cite_note-cha-0

http://es.wikipedia.org/wiki/Araneae

http://es.wikipedia.org/wiki/Scorpiones

http://es.wikipedia.org/wiki/%C3%81caros

http://es.wikipedia.org/wiki/Phylum


http://es.wikipedia.org/wiki/Especie

http://es.wikipedia.org/wiki/Crustaceos%23cite_note-Brusca-0

http://es.wikipedia.org/wiki/Langosta_(crust%C3%A1ceo)

http://es.wikipedia.org/wiki/Camar%C3%B3n

http://es.wikipedia.org/wiki/Cangrejo

http://es.wikipedia.org/wiki/Langostinos

http://es.wikipedia.org/wiki/Percebe

http://es.wikipedia.org/wiki/Subfilo


http://es.wikipedia.org/wiki/Mandibulados

http://es.wikipedia.org/wiki/Insectos

http://es.wikipedia.org/wiki/Ciempi%C3%A9

http://es.wikipedia.org/wiki/Milpi%C3%A9s

http://es.wikipedia.org/wiki/Pauropoda

http://es.wikipedia.org/wiki/Symphyla



































































ESO 4º BYG CLIL Unidad 2: Ecología C. Fill in the missing word: (1) Observación de diferentes clases de artrópodos terrestres (2) Observar vivos y distinguir los artrópodos más comunes (3) Ten en cuenta que cada especie tiene su hábitat (4) Anota en la tabla las características de cada uno de los animales capturados (5) Clasifica cada ejemplar teniendo en cuenta las características observadas D. True or False: (1) Anota en la tabla las características de cada uno de los animales capturados T (2) Clasifica cada ejemplar teniendo en cuenta las características observadas T (3) Observación de diferentes clases de insectos terrestres F (4) Observar muertos y distinguir los artrópodos más comunes F (5) Ten en cuenta que cada especie tiene su hábitat T

E. Answer the following questions:


ESO 4º BYG CLIL Unidad 2: Ecología Utiliza la INFORMACIÓN DEL PROYECTO del libro de ciencias y elabora el siguiente informe del proyecto. Consulta el siguiente power point para realizar la presentación en clase:

http://www.youtube.com/watch?v=mnz2lR6Wbz8&feature=youtu.be (1) Introducción: La introducción de un informe de prácticas indica el propósito de tu experimento. Tu hipótesis se debe incluir en la introducción, así como un breve resumen acerca de cómo se va a probar la hipótesis. (2) Metodología y Materiales: Esta sección del informe de laboratorio consiste en hacer una descripción de los materiales y los métodos utilizados para realizar el experimento. No solo debe haber una lista de los materiales, sino que hay que indicar cuando y como fueron utilizados durante el desarrollo de todo el experimento.


http://www.youtube.com/watch?v=mnz2lR6Wbz8&feature=youtu.be

ESO 4º BYG CLIL Unidad 2: Ecología (3) Resultados: La sección de resultados debe incluir todos los datos tabulados de las observaciones durante tu experimento. Esto incluye gráficos, tablas, y cualquier otro tipo de ilustraciones de datos que se haya recopilado. También debes incluir un resumen escrito de la información en los gráficos, tablas y/o ilustraciones.


ESO 4º BYG CLIL Unidad 2: Ecología (4) Discusión y Conclusión: En esta sección es donde se resume lo que ha ocurrido durante tu experimento. Aquí discutirás e interpretarás a fondo la información. ¿Qué has aprendido? ¿Cuáles fueron tus resultados? Fue correcta tu hipótesis correcta, ¿porque si o no? ¿Hubo algún error? (5) Citas: Todas las referencias usadas deben ser incluidas al final de tu informe de prácticas. Eso incluye cualquier libro, artículo, manual de laboratorio, etc., que hayas usado cuando redactabas tu informe.


ESO 4º BYG CLIL Unidad 2: Ecología 7 TASK A B C D E MARK[5%]:




1 INITAL A B C D E MARK[5%]: 2 CLASSROOM A B C D E MARK [10%]: 3 PROBLEM A B C D E MARK [10%]: 4 TEST OF CONTENT A B C D E MARK [25%]:

WORKBOOK OF CONTENT Nº 2 INDEX 1 INITIAL ............................................................................................................................................................................... 34

2 CLASSROOM ...................................................................................................................................................................... 41

3 PROBLEM ........................................................................................................................................................................... 49



CUADERNO DE CONTENIDOS

INICIAL 7 noviembre

AULA 8- 12 noviembre

PROBLEMA 14-22 noviembre

EXAMEN DE CONTENIDOS 26 noviembre


ESO 4º BYG CLIL Unidad 2: Ecología 1 INITIAL A B C D E MARK[5%]:



ESO 4º BYG CLIL Unidad 2: Ecología 2 CLASSROOM A B C D E MARK[10%]:

NAME… GROUP: DATE…/…/… Use the DICTIONARY OF CONCEPTS from the science book and answer the following activities:

8. Define the following concepts:

(23) Ecology Is the study of the interaction between different living organisms, and between them and their environment

(24) Abiotic factors Are the non-living factors which influence the environment

(25) Biotic factors Are factors arising from the activities of living organisms

(26) Ecosystem Is biological community and the physical environment

(27) Population Is a group of individuals of the same species within a community

(28) Community Is the total collection of living organisms living within a defined area

(29) Habitat Is a place in which a organism or a community of organisms live

(30) Producers Are organisms that can make their own food by autotrophic nutrition

(31) Consumers Are organisms that feeds on others below them in a food chain

(32) Food chain Is a feeding relationship between organisms in an ecosystem

(33) Food web Is a network of interrelated food chains

(34) Trophic level Is the position an organism occupies in a food chain

(35) Natural cycles Are never-ending series of processes which maintain a balance in the environment of important substances that are essential for all plant and animal life


ESO 4º BYG CLIL Unidad 2: Ecología (36) Water cycle Is the constant circulation of water between the atmosphere, the land,

and the oceans

(37) Carbon cycle Is the constant circulation of carbon between the atmosphere, plants, animals and the soil

(38) Nitrogen cycle Is the constant circulation of nitrogen between the atmosphere, plants, animals, and the soil

9. Choose the correct answer:

(22) Abiotic factors: a. Is the study of the interaction between different living organisms, and between them and their


(23) Biotic factors: a. Is the study of the interaction between different living organisms, and between them and their


(24) Carbon cycle: a. Is the constant circulation of water between the atmosphere, the land, and the oceans b. Is the constant circulation of carbon between the atmosphere, plants, animals and the soil c. Is the constant circulation of nitrogen between the atmosphere, plants, animals, and the soil

(25) Community: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area

(26) Consumers: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition c. Are organisms that feeds on others below them in a food chain

(27) Ecology: a. Is the study of the interaction between different living organisms, and between them and their


(28) Ecosystem: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area


ESO 4º BYG CLIL Unidad 2: Ecología (29) Food chain:

a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain

(30) Food web: a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain

(31) Habitat: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition c. Are organisms that feeds on others below them in a food chain

(32) Nitrogen cycle: a. Is the constant circulation of water between the atmosphere, the land, and the oceans b. Is the constant circulation of carbon between the atmosphere, plants, animals and the soil c. Is the constant circulation of nitrogen between the atmosphere, plants, animals, and the soil

(33) Population: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area

(34) Producers: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition c. Are organisms that feeds on others below them in a food chain

(35) Trophic level: a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain

(36) Water cycle: a. Is the constant circulation of water between the atmosphere, the land, and the oceans b. Is the constant circulation of carbon between the atmosphere, plants, animals and the soil c. Is the constant circulation of nitrogen between the atmosphere, plants, animals, and the soil


ESO 4º BYG CLIL Unidad 2: Ecología Use the RESUME OF CONTENT from the science book and answer the following activities:

E. Fill in the missing word:

(27) An ecosystem includes the biocenosis, the biotope and biotic and abiotic relationships between them

(28) Ecological niche is the function which a particular species has in a ecosystem

(29) A trophic level includes all the organisms which obtain the matter and energy they need in the same way

(30) In ecosystems, energy has a unidirectional flow

(31) Food chains or food webs are used to represent the relationships among organisms in an ecosystem

(32) The trophic structure of an ecosystem can be represented by trophic pyramids

(33) Intraspecific are interactions among individuals of the same species

(34) Interspecific are relationships among individuals of different species

(35) The factors which most influence the distribution of living beings are: temperature, light and humidity

(36) Tundra is very cold climate and scant precipitation

(37) Taiga has abundant precipitation in the form of snow

(38) Deciduous forest has abundant rainfall throughout the year

(39) Mediterranean forest has very irregular rainfall

(40) Grassland has constant high temperatures

(41) Desert is very dry climate

(42) Rainforest has abundant rainfall and high temperatures

(43) Lentic ecosystems are in standing or still water

(44) Lotic ecosystems are in running water

(45) A reaction changes both the materials and the energy

(46) In ecosystems there is nothing chemically different from the rest of matter

(47) Biocenosis is a material entity made up of organisms of living beings

(48) Environmental factors, the biotope of an ecosystem, are also made up of chemical materials


ESO 4º BYG CLIL Unidad 2: Ecología (49) Chemical reactions which absorb energy when they take place are called endergonic

(50) Exergonic reactions are those in which energy is released

(51) Only plants and organisms called chemoautotrophic beings are capable of getting from an abiotic environment

(52) When a living being consumes another living being it absorbs its chemical materials and energy

F. True or False:

(27) A reaction changes both the materials and the energy V

(28) A trophic niche includes all the organisms which obtain the matter and energy they need in the same way F

(29) An ecosystem includes the biocenosis, the biotope and biotic and abiotic relationships between them V

(30) Biotope is a material entity made up of organisms of living beings F

(31) Chemical reactions which absorb energy when they take place are called exergonic F

(32) Deciduous forest has abundant rainfall throughout the year V

(33) Desert is very dry climate V

(34) Ecological level is the function which a particular species has in a ecosystem F

(35) Endergonic reactions are those in which energy is released F

(36) Environmental factors, the biocenosis of an ecosystem, are also made up of chemical materials F

(37) Food chains or food webs are used to represent the energy among organisms in an ecosystem F

(38) Grassland has irregular high temperatures F

(39) In ecosystems there is nothing chemically different from the rest of matter V

(40) In ecosystems, relationships has a unidirectional flow F

(41) Interspecific are interactions among individuals of the same species F

(42) Intraspecific are relationships among individuals of different species F

(43) Lentic ecosystems are in running or still water F


ESO 4º BYG CLIL Unidad 2: Ecología (44) Lotic ecosystems are in standing water F

(45) Mediterranean forest has very constant rainfall F

(46) Only plants and organisms called chemoautotrophic beings are capable of getting from an abiotic environment T

(47) Rainforest has abundant rainfall and high temperatures V

(48) Taiga has scant precipitation in the form of snow F

(49) The factors which most influence the distribution of living beings are: temperature, light and humidity V

(50) The trophic structure of an ecosystem can be represented by trophic pyramids V

(51) Tundra is very cold climate and abundant precipitation F

(52) When a living being consumes another living being it absorbs its chemical materials and energy T


ESO 4º BYG CLIL Unidad 2: Ecología G. Watch the following power point and make a MIND MAP:




ESO 4º BYG CLIL Unidad 2: Ecología H. Watch the following power point and make a MIND MAP:




ESO 4º BYG CLIL Unidad 2: Ecología 3 PROBLEM A B C D E MARK[10%]:

NAME… GROUP: DATE…/…/… Use the EXTENSION OF CONTENT from the science book and answer the following activities: F. Look at the pictures and diagrams and define the following concepts:

(18) Ecological systems Are made up of biocenosis and biotopes, between which occur complex and reciprocal effects

(19) Aquatic ecosystems Are varied and delicately balanced

(20) Tolerance curves Help illustrate the variable effects of individual environmental factors

(21) Sun Is an important abiotic factor for this basking crocodile

(22) Heather Is a perennial shrub that grows on well-drained and acid soils

(23) Fennec fox Is a small fox species found in the Sahara of North Africa

(24) Energy Moves from lower to higher trophic levels

(25) Biomass is steadily reduced from one level up to the next in a trophic pyramid

(26) Mycorrhiza Is an important type of cohabitation between the roots of higher plants and fungi

(27) Carbon cycle Can be seen as one of the most

(28) Apple pests Can cause great damage to an orchard

(29) Lichen Are found on rocks and trees, often look like peeling paint

(30) Adhesives Are constantly developed with ever stronger adhesion and reduced environmental impact

(31) Sulfuric acid Is highly corrosive substance, and care must be taken in its storage

(32) Chemical factories Are part of the landscape of industrialized nations

(33) The Bhopal disaster Is a focus for protests over the alleged lack of responsibility and compensation

(34) Greenpeace Is an active campaigner against the use of DDT


ESO 4º BYG CLIL Unidad 2: Ecología G. Choose the correct answer: (16) Adhesives:

a. Can cause great damage to an orchard b. Are found on rocks and trees, often look like peeling paint c. Are constantly developed with ever stronger adhesion and reduced environmental impact

(17) Apple pests: a. Can cause great damage to an orchard b. Are found on rocks and trees, often look like peeling paint c. Are constantly developed with ever stronger adhesion and reduced environmental impact

(18) Aquatic ecosystems: bb. Are made up of biocenosis and biotopes, between which occur complex and reciprocal effects cc. Are varied and delicately balanced dd. Help illustrate the variable effects of individual environmental factors

(19) Biomass: ee. Moves from lower to higher trophic levels ff. Is steadily reduced from one level up to the next in a trophic pyramid gg. Is an important type of cohabitation between the roots of higher plants and fungi

(20) Chemical factories: a. Is highly corrosive substance, and care must be taken in its storage b. Are part of the landscape of industrialized nations c. Is a focus for protests over the alleged lack of responsibility and compensation

(21) Ecological systems: hh. Are made up of biocenosis and biotopes, between which occur complex and reciprocal effects ii. Are varied and delicately balanced jj. Help illustrate the variable effects of individual environmental factors

(22) Energy: kk. Moves from lower to higher trophic levels ll. Is steadily reduced from one level up to the next in a trophic pyramid mm. Is an important type of cohabitation between the roots of higher plants and fungi

(23) Fennec fox: nn. Is an important abiotic factor for this basking crocodile oo. Is a perennial shrub that grows on well-drained and acid soils pp. Is a small fox species found in the Sahara of North Africa

(24) Heather: qq. Is an important abiotic factor for this basking crocodile rr. Is a perennial shrub that grows on well-drained and acid soils ss. Is a small fox species found in the Sahara of North Africa

(25) Lichen: a. Can cause great damage to an orchard b. Are found on rocks and trees, often look like peeling paint c. Are constantly developed with ever stronger adhesion and reduced environmental impact

(26) Mycorrhiza: tt. Moves from lower to higher trophic levels uu. Is steadily reduced from one level up to the next in a trophic pyramid vv. Is an important type of cohabitation between the roots of higher plants and fungi

(27) Sulfuric acid: a. Is highly corrosive substance, and care must be taken in its storage b. Are part of the landscape of industrialized nations c. Is a focus for protests over the alleged lack of responsibility and compensation

(28) Sun: ww. Is an important abiotic factor for this basking crocodile xx. Is a perennial shrub that grows on well-drained and acid soils


ESO 4º BYG CLIL Unidad 2: Ecología yy. Is a small fox species found in the Sahara of North Africa

(29) The Bhopal disaster: a. Is highly corrosive substance, and care must be taken in its storage b. Are part of the landscape of industrialized nations c. Is a focus for protests over the alleged lack of responsibility and compensation

(30) Tolerance curves: zz. Are made up of biocenoses and biotopes, between which occur complex and reciprocal effects aaa. Are varied and delicately balanced bbb. Help illustrate the variable effects of individual environmental factors

H. Fill in the missing word:

(16) Ecosystems are dynamic systems of inanimate and animate components

(17) The totally of living beings of an ecosystem is referred to as biocenosis

(18) The spatially delineable environment with is its typical, ambient conditions is called the biotope

(19) Ecology is a branch of biology that deals with the interrelationship of organisms

(20) Food chains describe the feeding relationships between species within a certain ecosystem

(21) The totally of individuals of a species that form a reproductive community within a delineated space is called a population

(22) In symbiosis, species that are different but adapted to each other live together

(23) Parasites are organisms that withdraw nutrients from other species

(24) Material cycling, as recurring processes, enable a return of matter into food chains

(25) Carbon plays a particularly important role in ecosystems, as it participates in a fundamental biological processes

(26) Phosphorous plays an important role for all organisms in many processes involving energy transfer and energy maintenance

(27) Humans have changed their environments according to their needs from time immemorial

(28) Until well into the 18th century, most people were living in agricultural areas

(29) No part of the economy can manage without the products of the chemical industry

(30) Many chemicals have dark sides


ESO 4º BYG CLIL Unidad 2: Ecología I. True or False:

(16) Carbon plays an important role for all organisms in many processes involving energy transfer and energy maintenance F

(17) Ecology is a branch of geology that deals with the interrelationship of organisms F

(18) Ecosystems are dynamic systems of inanimate and animate components T

(19) Food chains describe the energy relationships between species within a certain ecosystem F

(20) Humans have changed their environments according to their needs from time immemorial T

(21) In symbiosis, species that are different but adapted to each other live together T

(22) Many chemicals have dark sides T

(23) Material cycling, as recurring processes, enable a return of matter into food industries F

(24) No part of the economy can manage without the products of the chemical industry T

(25) Parasites are organisms that withdraw nutrients from other species T

(26) Phosphorous plays a particularly important role in ecosystems, as it participates in a fundamental biological processes F

(27) The spatially delineable environment with is its typical, ambient conditions is called the biocenosis F

(28) The totally of individuals of a species that form a reproductive community within a delineated space is called a population T

(29) The totally of living beings of an ecosystem is referred to as biotope F

(30) Until well into the 18th century, most people were living in industrial areas F


ESO 4º BYG CLIL Unidad 2: Ecología J. Using IN FOCUS resolve the following PROBLEMS:

Why insect-eating bats go into hibernation?

Which is the body temperature during the hibernation?

How many increases the weight of consumers?

How many links have the food chains?

What eats the gray goose?

What eats the teal?

What eats the Goosander?



Which is the difference between endrotropic mycorrhiza and ectotrophic mycorrhiza?

How many higher plants live in a symbiotic relation?

What animal practice nest parasitim?

What does the young cuckoo after hatching?

What can destroy the fragile ecological

balance?

Why?



Why vast areas are planted with only one type of crop?

How are pest species are usually killed?

Which methos are becaming more polular as long-term solutions for pest control?

What is use a biological indicator? What is considered slightly polluted?

What is considered polluted?

What is considered heavily polluted?

What is DDT?

Why was DDt gradually prohibited in all industrial countries?


ESO 4º BYG CLIL Unidad 2: Ecología Use the PRESS ARTICLE from the science book and answer the following activities:

C. Fill in the missing word:

(10) Barry Commoner, a scientist-activist whose ability to identify and explain complex ecological crises and advocate radical solutions made him a pillar of the environmental movement

(11) He conducted research that helped propel a successful campaign for a nuclear test ban treaty in the early 1960s

(12) He was a bestselling writer, a scholar who understood how to translate science into everyday language

(13) Commoner was particularly known for boiling down his philosophy to four simple principles

(14) Everything is connected to everything else. Everything must go somewhere. Nature knows best. There is no such thing as a free lunch

(15) He argued there were three possible causes of environmental degradation — overpopulation, increasing affluence and technology

(16) Worked odd jobs to put himself through Columbia University, where he graduated with honors in zoology in 1937

(17) In the mid-1950s, alarmed by the proliferation of nuclear tests, he helped organize scientists as the Committee for Nuclear Information

(18) He stepped down as director in 2000, when he was 82, but continued to work on research projects

D. True or False:

(10) Barry Commoner, a scientist-activist whose ability to identify and explain complex ecological crises and advocate radical solutions made him a pillar of the environmental movement T

(11) Commoner was particularly known for boiling down his philosophy to four simple principles T

(12) Everything is connected to everything else. Everything must go somewhere. Human knows best. There is no such thing as a free lunch F

(13) He argued there were three possible causes of environmental degradation — overpopulation, increasing affluence and technology T

(14) He conducted research that helped propel a successful campaign for a nuclear test ban treaty in the early 1990s F

(15) He stepped down as director in 2000, when he was 52, but continued to work on research projects F

(16) He was a bestselling writer, a scholar who understood how to translate science into everyday language T

(17) In the mid-1950s, alarmed by the proliferation of nuclear tests, he helped organize scientists as the Committee for Nuclear Information T

(18) Worked odd jobs to put himself through Columbia University, where he graduated with honors in geology in 1937 F





5 PRACTICE A B C D E MARK[10%]: 6 PROJECT A B C D E MARK [10%]: 7 TASK A B C D E MARK [5%]: 8 TEST OF PRACTICE A B C D E MARK [25%]:

WORKBOOK OF PRACTICE Nº 2 INDEX 5 PRACTICE .......................................................................................................................................................................... 58

6 PROJECT ............................................................................................................................................................................ 61

7 TASK .................................................................................................................................................................................... 66



CUADERNO DE PRÁCTICAS

PRÁCTICA 28 noviembre

PROYECTO 30 noviembre 5 diciembre

TAREA 10 diciembre

EXAMEN DE PRÁCTICAS 10 diciembre


ESO 4º BYG CLIL Unidad 2: Ecología 5 PRACTICE A B C D E MARK[10%]:

NAME… GROUP: DATE…/…/… Use the EXPERIMENT from the science book and answer the following activities: 10. Define the following concepts:

(39) Trophic pyramid Is a graphic representation of a particular characteristic at each trophic level

(40) Number pyramid Represents the number of individuals at each trophic level per unit of area or volume of an ecosystem

(41) Biomass pyramid Represents the biomass, or amount of organic matter which forms an individual, a trophic level or an ecosystem

(42) Energy pyramid Represents the energy stored an each trophic level at a certain time

(43) One-way flow of energy Through the trophic levels, starting with photosynthesis

(44) Closed cycle of matter In which matter is recycled, but not lost

11. Choose the correct answer: (37) Number pyramid:



c. Represents the energy stored an each trophic level at a certain time (38) Biomass pyramid:



c. Represents the energy stored an each trophic level at a certain time (39) Energy pyramid:



c. Represents the energy stored an each trophic level at a certain time (40) Trophic pyramid:

a. Is a graphic representation of a particular characteristic at each trophic level b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost

(41) One-way flow of energy: a. Is a graphic representation of a particular characteristic at each trophic level b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost

(42) Closed cycle of matter: a. Is a graphic representation of a particular characteristic at each trophic level


ESO 4º BYG CLIL Unidad 2: Ecología b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost

12. Fill in the missing word: (6) The trophic levels are represented by superimposed layers of equal height placed o top of each other (7) Biomass is measured in grams or kilograms of dry organic matter per unit area or volume (8) In ecosystems, matter and energy are transmitted through the food relationships between organisms (9) During one-way flow of energy, most of energy is lost as heat (10) The producers take in inorganic matter and convert it into organic matter. 13. True or False:

(6) Biomass is measured in grams or kilograms of dry organic matter per unit area or volume T

(7) During one-way flow of energy, most of matter is lost as heat F

(8) In ecosystems, matter and energy are transmitted through the food relationships between organisms T

(9) The producers take in organic matter and convert it into inorganic matter. F

(10) The trophic levels are represented by superimposed layers of equal height placed o top of each other T

14. Answer the following questions:


ESO 4º BYG CLIL Unidad 2: Ecología 6 PROJECT A B C D E MARK[10%]:

NAME… GROUP: DATE…/…/… Use the PROJECT INFORMATION from the science book and answer the following activities: F. Define the following concepts: Arácnidos /Artrópodos /Crustáceos /Insectos /Miriápodos (6) Artrópodos Constituyen el filo más numeroso y diverso del reino animal

(Animalia). El término se aplica a animales invertebrados dotados de un esqueleto externo y apéndices articulados

(7) Insectos Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par de antenas, tres pares de patas y dos pares de alas

(8) Arácnidos Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye formas tan conocidas como las arañas, los escorpiones y los ácaros.

(9) Crustáceos Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes.

(10) Miriápodos Subfilo de artrópodos mandibulados, similares a los insectos en algunos aspectos, pero con muchos caracteres que los diferencian de éstos. Comprenden cuatro grupos bien clasificados, los ciempiés, milpiés, paurópodos, y sínfilos,

G. Choose the correct answer: (4) Arácnidos:

a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par de antenas, tres pares de patas y dos pares de alas

b. Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye formas tan conocidas como las arañas, los escorpiones y los ácaros.

c. Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes.

(5) Crustáceos: a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par




(6) Insectos: a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par





























http://es.wikipedia.org/wiki/Subfilo


http://es.wikipedia.org/wiki/Mandibulados

http://es.wikipedia.org/wiki/Insectos

http://es.wikipedia.org/wiki/Ciempi%C3%A9

http://es.wikipedia.org/wiki/Milpi%C3%A9s

http://es.wikipedia.org/wiki/Pauropoda

http://es.wikipedia.org/wiki/Symphyla



































































ESO 4º BYG CLIL Unidad 2: Ecología H. Fill in the missing word: (6) Observación de diferentes clases de artrópodos terrestres (7) Observar vivos y distinguir los artrópodos más comunes (8) Ten en cuenta que cada especie tiene su hábitat (9) Anota en la tabla las características de cada uno de los animales capturados (10) Clasifica cada ejemplar teniendo en cuenta las características observadas I. True or False: (6) Anota en la tabla las características de cada uno de los animales capturados T (7) Clasifica cada ejemplar teniendo en cuenta las características observadas T (8) Observación de diferentes clases de insectos terrestres F (9) Observar muertos y distinguir los artrópodos más comunes F (10) Ten en cuenta que cada especie tiene su hábitat T

J. Answer the following questions:


ESO 4º BYG CLIL Unidad 2: Ecología Utiliza la INFORMACIÓN DEL PROYECTO del libro de ciencias y elabora el siguiente informe del proyecto. Consulta el siguiente power point para realizar la presentación en clase:

http://www.youtube.com/watch?v=mnz2lR6Wbz8&feature=youtu.be (6) Introducción: La introducción de un informe de prácticas indica el propósito de tu experimento. Tu hipótesis se debe incluir en la introducción, así como un breve resumen acerca de cómo se va a probar la hipótesis. (7) Metodología y Materiales: Esta sección del informe de laboratorio consiste en hacer una descripción de los materiales y los métodos utilizados para realizar el experimento. No solo debe haber una lista de los materiales, sino que hay que indicar cuando y como fueron utilizados durante el desarrollo de todo el experimento.


http://www.youtube.com/watch?v=mnz2lR6Wbz8&feature=youtu.be

ESO 4º BYG CLIL Unidad 2: Ecología (8) Resultados: La sección de resultados debe incluir todos los datos tabulados de las observaciones durante tu experimento. Esto incluye gráficos, tablas, y cualquier otro tipo de ilustraciones de datos que se haya recopilado. También debes incluir un resumen escrito de la información en los gráficos, tablas y/o ilustraciones.


ESO 4º BYG CLIL Unidad 2: Ecología (9) Discusión y Conclusión: En esta sección es donde se resume lo que ha ocurrido durante tu experimento. Aquí discutirás e interpretarás a fondo la información. ¿Qué has aprendido? ¿Cuáles fueron tus resultados? Fue correcta tu hipótesis correcta, ¿porque si o no? ¿Hubo algún error? (10) Citas: Todas las referencias usadas deben ser incluidas al final de tu informe de prácticas. Eso incluye cualquier libro, artículo, manual de laboratorio, etc., que hayas usado cuando redactabas tu informe.


ESO 4º BYG CLIL Unidad 2: Ecología 7 TASK A B C D E MARK[5%]:



eso 4º byg clil unidad 2 ecología

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