GLOBAL WARMING IDIOMA: INGLÉS

Biología y Geología NIVEL LINGÜISTICO: (Según MCER) A2

ESO CURSO: 4ª TEMPORALIZACIÓN 2 SEMANAS (6 horas)

Antonio José Jiménez Rodríguez

GUIÓN TEMÁTICO

A lo largo de esta secuencia se trata el cambio climático, como el paradigma que reúne en la actualidad todos los problemas que acechan a la biosfera y todos las actitudes que hemos de cambiar para solucionarlos.

METODOLOGÍA

La sensibilización sobre el medio natural y comprender la incidencia humana en el mismo requieren unas actividades entorno al análisis y discusión de situaciones-problema, planteadas con un objetivo concreto, el conocimiento y la sensibilización que el alumnado debe resolver haciendo un uso adecuado de los distintos tipos de conocimientos, destrezas, actitudes y valores.

CONTENIDO LOMCE CRITERIO EVALUACION INDICADOR

Impactos y valoración de las actividades humanas en los ecosistemas. La superpoblación y sus consecuencias: deforestación, sobreexplotación, incendios, etc. La actividad humana y el medio ambiente. Consecuencias ambientales del consumo humano de energía.

8. Contrastar algunas actuaciones humanas sobre diferentes ecosistemas, valorar su influencia y argumentar las razones de ciertas actuaciones individuales y colectivas para evitar su deterioro. CMCT, CAA, CSC, SIEP.

6.18.18.211.1

OBJETIVOS COMPETENCIAS CLAVE

Estudio del funcionamiento del medio ambiente y en particular de los problemas a los que se enfrenta hoy la humanidad y la necesidad de búsqueda y aplicación de soluciones, sujetas al principio de precaución, para avanzar hacia un futuro sostenible.

COMUNICACIÓN LINGÚISTICA XCOMPETENCIA MATEMATICA Y COMPETENCIAS BASICAS DE CIENCIA Y TECNOLOGÍA

X

COMPETENCIA DIGITAL X

APRENDER A APRENDER XCOMPETENCIAS SOCIALES Y CIVICAS X

SENTIDO DE INCIATIVA Y ESPIRITU EMPRENDEDOR XCONCIENCIA Y EXPRESIONES CULTURALES

INDICADORES

6.1. Compara las consecuencias prácticas en la gestión sostenible de algunos recursos por parte del ser humano, valorando críticamente su importancia. 8.1. Argumenta sobre las actuaciones humanas que tienen una influencia negativa sobre los ecosistemas: contaminación, desertización, agotamiento de recursos,... 8.2. Defiende y concluye sobre posibles actuaciones para la mejora del medio ambiente. 11.1. Destaca la importancia de las energías renovables para el desarrollo sostenible del planeta.

PROCESOS COGNITIVOS SECUENCIA DE TAREAS

-Diferenciar causas y efectos.-Clasificar problemas ambientales. -Explicar el efecto invernadero. -Comparar curvas en una gráfica. -Seleccionar y clasificar gases causantes del efecto invernadero.-Definir términos científicos relacionados con el medio.-Proponer soluciones.

Actividades:1. Detectar problemas ambientales en fotos

2. Visionado activo de un vídeo 3. Realizar un cuadro coneptual sencillo

4. Lectura de un texto5. Búsqueda de palabras en diccionario o

tesauro

6. Búsqueda de sinónimos7. Búsqueda de antónimos

8. Ejercicio de parafrasear9. Unir con flechas

10. Estudiar una gráfica11. Dibujar el efecto invernadero

12. Relacionar fotos y palabras13. Etiquetar un dibujo esquemático

14. Discutir preguntas en grupo15. Proyecto final

RECURSOS

Los recursos necesarios para llevar a cabo esta secuencia didáctica serán los siguientes:Ordenador.Pantalla digital.

Conexión a internet.Plataforma Moodle.Fotografías de cambio climático.Secuencia Didáctica.

CONTENIDOS LINGÜISTICOS

FUNCIONES ESTRUCTURAS

1- Definir.2- Ejemplificar.3- Diferenciar causas y consecuencias.4- Expresar opinión.

For example X, Y or Z, For instance, X, Y or Z, Such as X, Y and/or Z. X is involved in … X acts as a … X causes the … of Y X causes Y to … X causes an increase/decrease in Y. Type 0-I conditionals: If/then, When X happens,then.In my opinion, ... From my point of view,... To me, it’s clear that… As I see things.Expressing contrast: " matter has a cyclical flowbut energy has a one-way flow,..." Making impersonal statements: "These ecosystems are found....Referring to quantity: "abundant rainfall, little energy…"

LÉXICOREFERENCIAS

1. Energy of sunlight2. Greenhouse Effect3. Heat4. Warming5. Increase6. Raise7. Harmful8. Warm9. Dry10. Grow11. Crop12. Weather13. Pattern14. Glacier15. Ice cap16. Sea level17. Flooding18. Underwater19. Compound20. Carbon dioxide21. Chlorofluorocarbon22. Methane

Todas las imágenes usadas provienen de : http://greenfieldgeography.wikispaces.com o son propias o están bajo la licencia de “Creative Commons”, habiendo sido algunas de ellas modificadas.

El texto propuesto es adaptado de:http://omp.gso.uri.edu/ompweb/doee/teacher/pdf/act11.pdfhttps://

El vídeo está alojado en you tube y elaborado por “The Federal ministry for Environment” alemán:www.youtube.com/watch?v=BPJJM_hCFj0

HOW TO FOLLOW THIS LESSON

1. In groups, choose a picture and discuss, in English, what the picture is related with.

2. Do the listening of greenhouse effect and play with kahoot!

https://play.kahoot.it/#/k/f349de32-2c3e-4210-aada-f8cc760eed35

3. In groups, fill a place-mat with these ideas and put it on the wall:

• greenhouse effect, • causes, • gases responsible for the greenhouse effect, • global warming,• burning of fossil fuels , • a build-up of gases in the world's atmosphere ,• gases that are greenhouse gases,• consequences

4. Read the text . Read only the highlighted words and try to imagine what the text is speaking about.

The greenhouse effect results from the energy of sunlight absorbed by the Earth. A part of this energy isradiated back towards space. However, some gases trapped this energy as heat in Earth's atmosphere.

The heat causes a warming known as the greenhouse effect. Some scientists think that the heat in theEarth's atmosphere are increasing to dangerous levels. Average global temperatures have been risingsince the 1800s approximately 0.7ºC. A warmer atmosphere could have many harmful effects. Areasthat now grow most of the world's food might become too warm or too dry to grow crops. Weatherpatterns may change. Warmer temperatures would increase the volume of water in the oceans and meltmuch of the ice in mountain glaciers and the Arctic and Antarctic ice caps. This would cause sea levelto rise, causing flooding of the world's coastal cities, where one-third of the world's population lives.Many islands would disappear underwater.

We do know that we have increased the atmospheric amounts of several gases since thebeginning of the Industrial Revolution. Four primary compounds are thought to be responsiblefor global warming. Carbon dioxide (CO2), responsible for 50 to 55 percent of the globalwarming. Chlorofluorocarbons (CFCs) are thought to be responsible for 25 percent of globalwarming. CFCs. Methane (CH4) is indicated in approximately 12 percent of the globalwarming. Nitrous oxide (N2O) is responsible for about 6 percent of global warming.

Work in groups.

5. Find out the meaning of these words.

GLOSSARY:

1. Energy of sunlight2. Greenhouse Effect3. Heat4. Warming5. Increase6. Raise7. Harmful8. Warm9. Dry10. Grow11. Crop12. Weather13. Pattern14. Glacier15. Ice cap16. Sea level17. Flooding18. Underwater

19. Compound20. Carbon dioxide21. Chlorofluorocarbon22. Methane23. Nitrous oxide

Work in groups.

6. Find out a synonym of: HeatIncreaseHarmfulDryGrowPatternUnderwaterCompound.

Then explain it to your classmates with your own words.

7. Write the opposite: Flooding Rise Increase Warm

Work in groups.

8.Rephrase the following sentences with your own words, and discuss your answer with your classmates:

1. The greenhouse effect results from the energy of sunlight absorbed by the Earth.

2. Areas that now grow most of the world's food might become too warm or too dry to grow crops.

3. Weather patterns may change.

4. Many islands would disappear underwater.

5. Four primary compounds are thought to be responsible for global warming.

Work in groups.

9. Match the gases with their contribution to the greenhouse effectand discuss your answer with your classmates:

CO2 a. 6% Methane b. 25% N2O c. 50-55% CFC’s d. 12%

10. Do the exercise related with the graph. Explain to your partner with your own words what the greenhouse effect is by comparing CO2 concentration (main gas responsible for the global warming) with the rise in Earth's temperature.Take notes in order to explain it to your classmates.

11. Do the next exercise related to the picture of the greenhouse effect.

Draw in your notebook the atmosphere filtering the sunlight radiations and reflecting to the space only part of the heat.

12. Work in groups. Relate the pictures with the words.

Flooding

Harmful

Underwater

Dry

Crop

13. Work in groups. Fill the diagram using these expressions and words:

Too dry Too warmGlobal warming GasesMelt ice cap & glaciers Expand ocean waterFlooding Energy of sunlightNo grow crops Greenhouse effectRise of sea level Costs and island underwater

14. Discuss in your group the following questionsa. How much did the temperature rise in the last two centuries?b. Which gases are responsible for the greenhouse effect?c. Why some costs and islands could be underwater in the future?d. Tell some cities that could be in danger by the raising of sea level.e. Why a warmer weather could be dangerous for crops?

15.Final task.

Work in group. Suggest some measurements to avoid global warming.

Present your work to your partners following the next steps:

1 What the greenhouse effect is.

2. Which gases are responsible of the global warming.

3. Which could be the consequences of a change in the global climate.

4. What do you think you can do to avoid the global warming?

AUTOEVALUACIÓN PORTFOLIO PARA SECUNDARIA

LISTENING I CAN…….

NO

NOTYET

YES

understand teacher's instructions and explanations

understand partner's/classmates' answers when I ask questions

understand partner's/classmates' when they talk about a topic

understand information from a video.

READING I CAN…….

extract the main ideas from a text

read a text and organize the main ideas

read the instruction in order to do a task

SPEAKING I CAN…….

give opinions about the greenhouse effect.

describe pictures related with greenhouse effect.

talk about global warming.

INTERACTION I CAN…….

agree/disagree with someone else

ask questions to get specific information

answer questions about global warming

WRITING I CAN…….

rephrase sentences

use phrases and expressions to describe pictures.

extract information from a graph.

VOCABULARY I CAN…….

find out the definition of the key concepts.

match key concept with pictures.

organize key concepts in a concept mat.

Solucionario

1. In groups, choose a picture and discuss what the picture is related with.

First picture flooding, second picture drought.

2. Do the listening of greenhouse effect and play with kahoot!

Personal answer.

3. Fill a place-mat with these ideas and put it on the wall.

Personal answer.

4. Read the text .Read only the highlighted words and try to imagine what the text is speaking about

The greenhouse effect.

5. Work in groups. Find out the meaning of these words.

1. Energy of sunlight: the energy we receive from the sun

2. Greenhouse Effect: the atmosphere works as a greenhouse as a results from the energy of sunlight absorbed by the Earth. A part of this energy is radiated back towards space. However, some gases trapped this energy as heat in Earth's atmosphere.

3. Heat:the condition or quality of being hot.

4. Warming: to increase the heat

5. Increase: to raise the amount of something

6. Raise: to move to a higher position;

7. Harmful: causing or capable of causing harm.

8. warm:having or giving out moderate heat.

9. Dry:having or characterized by little or no rain:

10. Grow:to (cause to) come into being and develop (as by planting and cultivating):

11. Crop:the plant, or the product of a plant, produced while growing or when gathered:

12. Weather:the state or condition of the atmosphere with respect to wind, temperature, moisture, etc.

13. Pattern: a recognizable combination of actions, qualities, etc., characteristic of a particular person orpopulation.

14. Glacier: Geologyan extended mass of ice formed from snow falling and accumulating over the years and moving very slowly, either descending from high mountains, as in valley glaciers, or moving outward from centers of accumulation, as in continental glaciers.

15. Ice cap: the solid form of water in the poles

16. Sea level: the average or mean level of the surface of the sea between high and low tide

17. Flooding: the submerging of land under water

18. Underwater: beneath the water

19. Compound:composed of two or more ingredients

20. Carbon dioxide: molecule

21. Chlorofluorocarbon: molecule

22. Methane: molecule

23. Nitrous oxide: molecule

6. Search for a synonym of:

Heat: warm

Increase: raise

Harmful: hurtful

Dry: waterless

Grow: increase

Pattern: distribution

Underwater: undersea

Compound: combined

7. Write the opposite of:

Flooding: drought

Rise: lay, sit, kneel

Increase: decrease

Warm: cold

8. Rephrase with your own words the following sentences:

1. The greenhouse effect results from the energy of sunlight absorbed by the Earth.

2. Areas that now grow most of the world's food might become too warm or too dry to grow crops.

3. Weather patterns may change.

4. Many islands would disappear underwater.

5. Four primary compounds are thought to be responsible for global warming.

1. The energy of sunlight is absorbed by the Earth and produces the greenhouse effect.

2. It is possible that climate change will cause more arid areas.

3. Climates could change.

4. If the level of seas rise some islands will be submerged

5. Four main molecules produce global warming.

9. Match the gases with their contribution to the greenhouse effect:

CO2 c. 50-55%

Methane d. 12%

N2O a. 6%

CFC’s b. 25%

10. Do the exercises related with the graph.

The temperatures graph follows the CO2 concentration in the atmosphere graph.

11. Do the exercise related to the picture of the greenhouse effect.

Draw in your exercise book the atmosphere filtering the sunlight radiations and reflecting to the space only part of the heat.

12. Match each picture with the one word.

Flooding -3

Harmful-4

Underwater-5

Dry-2

Crop-1

13. Fill the diagram using those expressions and words:

Too dry Too warm

Global warming Gases

Melt ice cap & glaciers Expand ocean water

Flooding Energy of sunlight

No grow crops Greenhouse effect

Rise of sea level Costs and island underwater

Energy of sunlight Gases

Greenhouse effect

Global warming

Too dry Too warm

No grow crops Melt ice cap & glaciers Expand ocean water

Rise of sea level

Flooding Costs and island underwater

14. Discuss in your group the following questions

a. How much did the temperature rise in the last two centuries?

Average global temperatures have been rising approximately 0.7ºC since the 1800s.

b. Which gases are responsible for the greenhouse effect?

CO2, CFC’s, Methane and N2O

c. Why some costs and islands could be underwater in the future?

Sea level rises because of melting ice and snow and because of the thermal expansion of the sea, this wayareas that are just above sea level now, may become submerged.

d. Find out some places that could be in danger by the raising of sea level.

Some Pacific Island are expected to be partially or completely submerged by the end of the century

e. Why a warmer weather could be dangerous for crops?

When the weather gets warmer, evaporation from land increases. This can cause drought in areas of the world where the increased evaporation is not compensated by more precipitation. In some regions of the world this will result in crop failure and famine especially in areas where temperatures are already high.