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THE EARTHS RELIEF

METHODOLOGY
The work in this unit centres on the internal and external processes that shape the Earths relief. A photograph of a volcano opens the unit and students discuss what is happening. The rest of the unit uses speaking, listening, reading and writing activities to describe the processes which lead to volcanoes and earthquakes. We learn about the different types of rocks and minerals and classify them into different categories. We understand the changes in the earths landscape, both natural and man-made. A series of Can you ...? activities help the students strengthen their skills and assimilate the information on each page. The concluding Learning to learn section highlights and reinforces the main content through a series of simple and clear activities This unit comes under the block The Environment and its Conservation.

WORD MAP

THE EARTHS RELIEF

internal processes volcanoes earthquakes

external processes erosion transportation sedimentation geological agents that shape the landscape

rocks and minerals sedimentary, igneous and metamorphic rocks minerals

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VOCABULARY AND STRUCTURES activity, agent, ash, basalt, beach, brightness, characteristic, clay, cliff, coast, cone, conglomerate, cool, crack, crater, crust, current, damage, degree, density, deposit, earthquake, epicentre, erosion, eruption, fossil, gas, geological, geosphere, gigantic, glacier, gradually, granite, hardness, heavy, hypocenter, ice, igneous,iron, lava, layer, limestone, liquid, loose, magma, main, man-made, mantle, marble, mass, metamorphic, mineral, movement, mud, nucleus, plutonic, pressure, pure, pyrites, quartz, quartzite, relief, remains, river, rock, salt, sand, sandstone, sea, seawater, sedimentary, sedimentation, seismic, shape, side, slate, slowly, soil, solid, sound, stable, stone, substance, surface, thick, tsunami, u-shaped, valley, v-shaped, vegetation, vent, violently, volcano accumulate, affect, cause, change, cool, cut down, dissolve, erode, form, grow, happen, move, protect, push, reach, release, rise, stay, take, transport, turn into Present continuous; Zero conditional; There is... / There are ... TIMING This unit corresponds to the fourth fortnight of the second term. It has an estimated duration of about 15 days. RESOURCES Class CD2: Tracks 14-24 Syllabus and worksheets CD: Mixed-ability worksheets: Unit 8 Special Days worksheets: World Water Day Reading comprehension worksheets: Unit 8 Speaking worksheets: Unit 8 Vocabulary worksheets: Unit 8 Evaluation worksheets: Unit 8 Posters Interactive whiteboard resources CD-ROM: Unit 8 Web resources: Changes in the Earths relief Rocks and minerals Science Challenge: Volcanoes Self-evaluation: Unit 8

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SYLLABUS OBJECTIVES To understand the origin and composition of magma, as well as its role in volcanic processes. To understand the origin of earthquakes and their connection with internal geological processes. To relate the processes of erosion, transport and sedimentation to the activity of external geological agents. EVALUATION CRITERIA To create or interpret an explanatory drawing of the parts of a volcano and the materials it expels. To explain the origin of earthquakes in simple terms. KEY COMPETENCIES Information processing and digital competence Competence in linguistic communication Competence for learning to learn Competence in linguistic communication Knowledge and interaction with the physical world Competence in linguistic communication Competence for learning to learn Competence in linguistic communication Knowledge and interaction with the physical world Competence in linguistic communication Competence for learning to learn Competence in linguistic communication

To identify the geological agents that model relief.

To recognise the ways in which To define the characteristics certain geological agents of certain geological agents. model the landscape. To become familiar with the classification of rocks (sedimentary, igneous and metamorphic). To classify rocks correctly (sedimentary, igneous and metamorphic), and explain the origin of each group.

To identify or describe certain To explain what minerals are minerals correctly, and classify and how they are classified. them according to how hard they are.

KEY COMPETENCIES Knowledge and interaction with the physical world: In this unit students are encouraged to make enquiries and acquire knowledge about their natural environment. They learn to process this knowledge in various formats and apply it to different situations. They understand the processes that affect the Earths relief, both natural and man-made. Competence in linguistic communication: The unit encourages students to interact with their classmates in order to exchange opinions, facts and information. Students acquire language that enables them to understand and describe the features of the changes that affect the landscape in their environment. Information processing and digital competence: Students apply systematic analysis and scientific investigation and use ICT to practise and improve their content knowledge. This also stimulates their capacity to understand and use digital information. Competence for learning to learn: Students build on prior knowledge and experience to assimilate new information.

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CONTENTS The origin of magma and lava formation. Volcanic products. Internal geological processes: earthquakes. External geological processes: erosion, transport and sedimentation. External geological agents: wind, rivers and streams, oceans and glaciers. Classification of rocks and minerals according to their origin. Dialogues and pairwork. Creating an explanatory model of the parts of a volcano. Interpreting illustrations of the forms of landscape modelling, identifying the geological agent responsible. Describing different sedimentary rocks and certain minerals. Identifying different agents through a matching exercise. Knowledge of some geological hazards and the consequences they have for peoples lives. Understanding of how natural disasters occur. Understanding of how and why the Earths relief changes. Knowledge of natural processes in order to understand and appreciate the environment. Awareness of the different elements that make up the Earth.

READING SKILLS
Activation of prior knowledge Recalling knowledge and experiences regarding the topic. Interpreting a label Solving problems based on the information given. Reading purpose Assimilating new concepts.

EMOTIONAL EDUCATION
Positive thinking: Finding positive aspects of every situation. Assertiveness: Freely expressing ones own ideas.

RECOMMENDED READINGS
Fiction El nudo. Montserrat del Amo. Ediciones SM. A mountain may be the cradle of music for a people at war or a mountain climbers paradise. Non-fiction Todo lo que necesitas saber. Various Authors. Ediciones SM. The great encyclopaedia for curious minds. Chapter 1: La Tierra

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COMPETENCIAS BSICAS
Competencia tratamiento de la informacin y competencia digital Conocer los distintos canales y soportes de informacin. Competencia lingstica Expresar oralmente pensamientos, emociones, vivencias y opiniones de forma coherente y adecuada en diferentes contextos.

VOCABULARY AND STRUCTURES

Vocabulary: crater, eruption, happen, landscape, rock, volcano Structures: Present continuous; questions; There is / There are

REFUERZO
Preguntar a los alumnos: Do you think volcanoes only exist on the planet Earth? Explicarles que no solo hay volcanes en la Tierra: Venus has more than half a million craters and Mars has one that is more than 27 kilometres high. In March 1979, the space probe Voyager photographed a volcanic eruption on Jupiters moon. This was the first proof that there are volcanoes on other planets

SUGERENCIAS DIDCTICAS
Los alumnos observan la fotografa. Preguntar qu es lo que ms les llama la atencin de la imagen. Comentar la fuerza y los componentes de la columna de lava y ceniza que se ve en la fotografa. Preguntar a los alumnos en qu pases han entrado en erupcin volcanes en los ltimos aos y si saben sus nombres. Pueden confirmar la informacin en Internet.

AMPLIACIN
Los volcanes no siempre estn tranquilos. Cuando entran en erupcin pueden producir catstrofes: Sometimes we may feel like we are ready to explode like a volcano, too. What things upset you the most or make you angry? How do you react when you feel like you are going to explode? How can we react instead? 118

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COMPETENCIAS BSICAS
Competencia para aprender a aprender Ser consciente de lo que se sabe y de lo que queda por aprender. Competencia lingstica Escuchar textos orales como fuente de conocimiento y entretenimiento.

RECURSOS
Class CD2, tracks 14-16

VOCABULARY AND STRUCTURES

Vocabulary: ash, change, cone, cool, crack, crater, crust, damage, earthquake, epicentre, eruption, gas, geosphere, grow, hot, hypocentre, internal, lava, liquid, magma, main, mantle, movement, nucleus, pressure, process, push, quickly, relief, rise, rock, seismic, slowly, solid, stable, surface, temperature, tsunami, vent, violently, volcano, wave Structures: Present simple

SUGERENCIAS DIDCTICAS
Explicar a los alumnos lo que es la geosphere y el papel que juega en los procesos de terremotos y volcanes. The geosphere is the solid part of the earth. Sometimes pressure builds up and it moves, causing earthquakes and volcanoes. Preguntar por el significado de hypocentre, epicentre, seismic waves, tsunami. (Son parecidas en espaol). A continuacin, los alumnos escuchan el Class CD2, Track 16.

REFUERZO
Preguntar a los alumnos: What can happen to people during volcanic eruptions and earthquakes? Establecer un debate sobre los servicios de emergencia y la importancia de una planificacin previa. 119

COMPETENCIAS BSICAS
Competencia para la interaccin con el mundo fsico Identificar preguntas o problemas relevantes en situaciones reales o simuladas. Competencia lingstica Escuchar textos orales como fuente de conocimiento y entretenimiento.

RECURSOS
Class CD2, tracks 17 y 18 Web resources: Changes in the Earths relief

VOCABULARY AND STRUCTURES

Vocabulary: accumulate, agent, bottom, cliff, coast, current, deposit, erode, erosion, form, geological, glacier, gradually, ice, landscape, loose, mass, relief, sand, sedimentation, shape, soil, sound, surface, transport, transportation, valley, vegetation, wave, wind Structures: Present simple;

SOLUCIONES
Transportation: wind and water move material caused by erosion. Sedimentation: transported materials accumulate in rivers or seas. Erosion: wind and water change the shape of rock.

SUGERENCIAS DIDCTICAS
Los alumnos suelen tener la idea equivocada de que el viento es el agente con ms capacidad erosiva: Which geological agent do you think is best at changing a landscape, the wind or water? Although we can see the effects of wind on the sand in a desert or the dunes on a beach, water is actually much stronger. In Spain, most erosion is caused by waves or strong currents of water, especially after a heavy rainstorm. Explicar a los alumnos la diferencia entre transportation, sedimentation y erosion. A continuacin, los alumnos escuchan el Class CD2, Track 17.

REFUERZO
Para entender cmo se produce la erosin de un acantilado, llenar de arena mojada un cubo de plstico pequeo y desmoldarlo sobre una bandeja. Aadir agua a la bandeja hasta cubrir 2-3 cm. Producir olas poco a poco: This experiment shows us how ocean waves can erode a cliff. If waves (water) constantly hit the cliff (sand), it slowly erodes and the beach gets bigger. 120

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COMPETENCIAS BSICAS
Competencia para la interaccin con el mundo fsico Comprender la influencia de las personas en el medio ambiente a travs de las diferentes actividades humanas y valorar los paisajes resultantes. Competencia lingstica Organizar y autorregular el conocimiento y la accin dotndolos de coherencia.

RECURSOS
Class CD2, tracks 19 y 20

VOCABULARY AND STRUCTURES

Vocabulary: agent, beach, bottom, change, coast, cut down, deep, erode, erosion, geological, glacier, gradually, landscape, man-made, protect, river, rock, sand, sea, shallow, shape, side, slowly, soil, tree, u-shaped, valley, vegetation, v-shaped, water, wave, wind

SUGERENCIAS DIDCTICAS
Por parejas, los alumnos hablan de la zona donde viven y de otros sitios que han visitado: Do you live in a city / town or the country? Are there any valleys near you? Are they deep or shallow? Have you ever been to the mountains? Where? Describe your experience to your partner. Explicar a los alumnos que las personas tambin provocan cambios en el paisaje. Por parejas, hacen una lista: What changes has man made to the landscape? Make a list with your partner.

Structures: Present simple; Zero conditional

SOLUCIONES
a. waves, beach; b. river, V-shaped valley; c. glacier, U-shaped valley.

SPEAKING PRACTICE
La pregunta inicial sensibiliza a los alumnos sobre el relieve de su propia regin.

REFUERZO
Modelar en plastilina los tres tipos de valles que originan los distintos agentes geolgicos externos: Take three different coloured pieces of plasticine. Shape them into a Vshaped valley, a U-shaped valley and a beach. 121

COMPETENCIAS BSICAS
Competencia para la interaccin con el mundo fsico Adquirir un compromiso activo con la conservacin de los recursos y la diversidad natural. Competencia lingstica Comprender e interpretar mensajes orales en situaciones comunicativas diversas y con intenciones comunicativas diferentes.

RECURSOS
Class CD2, tracks 21 y 22 Syllabus and worksheets CD: Mixed-ability worksheets: Unit 8 Web resources: Rocks and minerals

VOCABULARY AND STRUCTURES

Vocabulary: accumulate, brightness, characteristic, clay, colour, conglomerate, crust, food, fossil, density, hardness, heavy, iron, lake, layer, limestone, mantle, mineral, mud, pure, pyrites, quartz, remains, rock, salt, sand, sandstone, seawater, sedimentary, stone, substance, thick, transport, water, wind Structures: Present simple

SUGERENCIAS DIDCTICAS
Al hablar de las rocas y de los minerales, comentar con los alumnos que los procesos de transformacin son muy importantes: Change is very important in nature. People also change. Difficult situations help us grow and become more mature. These are an example of positive changes. How does nature make positive changes from internal and external processes? Explicar que hay que clasificar las distintas rocas y minerales. While we study rocks and minerals, write their names in your notebook. Include what kind of rock they are (sedimentary, igneous or metamorphic) or if they are a mineral.

REFUERZO
Llevar a clase una caja con rocas y minerales, como granito (granite), caliza (limestone), arcilla (clay), yeso (gypsum), pizarra (slate), etc. As los alumnos se irn familiarizando con ellas. Se les puede pedir que a partir de ahora incluyan informacin en sus cuadernos sobre algunas rocas que hayan observado: Write your observations about these rocks and minerals in your field study journal. Answer these questions: What is its name? What does it look like? Is it hard or soft? 122

SPEAKING PRACTICE
Los alumnos hablan de las rocas y los minerales de su regin.

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COMPETENCIAS BSICAS
Competencia para aprender a aprender Mostrar curiosidad y gusto por aprender. Competencia lingstica Escuchar textos orales como fuente de conocimiento y entretenimiento.

RECURSOS
Class CD2, tracks 23- 24 Syllabus and worksheets CD: Special Days worksheets: World Water Day Reading comprehension worksheets: Unit 8 Speaking worksheets: Unit 8 Vocabulary worksheets: Unit 8 Evaluation worksheets: Unit 8 Interactive whiteboard resources CD-ROM: Unit 8 Web resources: Science Challenge: Volcanoes

SUGERENCIAS DIDCTICAS
Presentar a los alumnos las rocas sedimentarias como resultado de la sedimentacin y las magmticas como producto del enfriamiento del magma. Despus trabajan en parejas: A dice frases para que B adivine de qu roca se trata. These rocks form when magma rises to the earth's surface. Give me an example of plutonic rock. Pueden buscar las respuestas en su libro. Por parejas, los alumnos investigan en Internet o en una enciclopedia rocas y minerales. Buscan cinco fotografas de minerales y los ponen en una lista desde el ms duro hasta el ms blando.

VOCABULARY AND STRUCTURES

Vocabulary: basalt, become, clay, cool, crust, eruption, form, granite, high, igneous, inside, limestone, magma, marble, metamorphic, plutonic, pressure, quickly, quartzite, rock, sandstone, slate, slowly, volcanic Structures: Present simple; What kind of rock is ? 123

SPEAKING PRACTICE
Los alumnos hacen preguntas en parejas sobre las rocas y los minerales.

COMPETENCIAS BSICAS
Competencia para aprender a aprender Desarrollar experiencias de aprendizaje basadas en estrategias de aprendizaje cooperativo. Competencia lingstica Organizar y autorregular el conocimiento y la accin dotndolos de coherencia.

SUGERENCIAS DIDCTICAS
En grupos de cuatro, los alumnos buscan en la unidad las palabras que faltan en el word map de la actividad 1, y escriben cada una en un papel: Work in groups of four students. On two pieces of paper, each of you writes two different words. Then pass the papers around and decide together how to complete the word map. Si falta alguna palabra, todos la buscan juntos en la unidad.

SOLUCIONES
1. volcanoes, earthquakes; wind, water; sedimentary, igneous, metamorphic. 2. a. crater; b. lava; c. epicentre; d. seismic. 3. transportation, sedimentation, relief, beaches, water. 124

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COMPETENCIAS BSICAS
Competencia para aprender a aprender Ser capaz de autoevaluarse, aprender de los errores propios y autorregularse, mostrando responsabilidad y compromiso personal. Competencia lingstica Leer, buscar, recopilar y procesar informacin.

RECURSOS
Web resources: Self-evaluation: Unit 8

SUGERENCIAS DIDCTICAS
Pedir a los alumnos que traigan etiquetas de botellas de agua mineral para estudiar y comentar en clase. Ofrecen el mismo tipo de informacin que vemos en la actividad 6? Reflexionar sobre la informacin que los consumidores reciben y sobre la bebida y la comida que son ms convenientes para la salud.

SOLUCIONES
4. Rivers make V-shaped valleys. Glaciers make U-shaped valleys. The seas waves make beaches. 5. Sedimentary rocks: clay, limestone, sandstone. Igneous rocks: basalt, granite. Metamorphic rocks: marble, slate, conglomerate. 6 a a) a natural source of water; b b) soil; c b) milligrammes per litre;d b) fluoride. Dry residue: water, 180 degrees centigrade. 125