3º ESO BILINGÜE

FIRST  TERM

Units

 

1. The physical map of the Earth 2. The political organisation of societies 3. Economic activity and work 4. Economic and social inequalities  UNIT 1: The physical map of the Earth Google Earth Tour: Continents and Oceans   Documentary Inside the Planet Earth LESSON PLAN NOTE: You will be provided with a lesson plan for each unit. Please take care of it and stick in in your notebook at the very beginning of a new unit.  Map of Europe Deadline: 24th september 2012 WORKSHEET 1. Threatened deltas  WORKSHEET 2. Landscapes. WORKSHEET 3. Analising climographs. HOW TO MAKE A CLIMOGRAPH

Example:

Recordad las fotocopias no se pueden perder, NOS CUESTAN DINERO A TODOS!
Por otra parte, para aquellos que no han podido asistir a clase aquí tenéis la tabla, escoged una ciudad.

 UNIT 2: The political organisation of societies



The political map of Europe. Please write down the names of the states and their captitals beside the points given. You must colour just those countries that belong to the Eropean Union

Deadline: Monday, 29th October 2012





Lesson Plan. Stick it in your notebook at the very beginning of the unit.



Worksheet 1. The organization of a state. Examples

Worksheet 2.`Political systems around the world

Worksheet 3. The organisation of the UN

 



Worksheet 4. The European institutions



UNIT 3: Economic Activity and Work



LESSON PLAN. Stick it in your notebook

WORKSHEETS



UNIT 4: The Economic and Social Inequalities.



PHYSICAL MAP OF SOUTHAMERICA.
Deadline: Monday, 10 december 2012

LESSON PLAN. Stick it at the very beginning of the unit.

MAP GIVEN FOR ASSIGNMENT 2.

SUMMARY

1. INDICATORS AND CAUSES OF INEQUALITIES

The different indicators used to measure socio-economic inequalities between countries are: the HDI, the GDP and the daily consumption of calories.

The HDI (Human Development Index), created by the United Nations, takes into account these criteria: the GDP per inhabitant, life expectancy, literacy rate and attendance in primary, secondary and further education. The result is expressed as a number between 0 and 1, which defines the level of development in the country.

The GDP (Gross Domestic Product) measures the total production of a country and is used by the World Bank. UNICEF uses the daily consumption of calories as an indicator to see whether the basic dietary needs of the population are being covered.

Causes of inequality

INTERNAL CAUSES	EXTERNAL CAUSES
Natural conditions: climate. Availability of resources and the relationship between those resources and the population (e.g. freshwater) Tropical zone: underdeveloped and developing countries Temperate zone: developed countries. Exceptions: Japan (very few resources but huge exports of technology)  Emerging countries: Brazil and Venezuela (natural resources)	Decolonization process Unbalanced trade Developed countries import cheap raw materials while they export expensive manufacture goods to their old colonies (most of them located in Africa). ·         These inequalities became worse during the Industrial Revolution. ·         These imbalances still exist today and since the 1990s have became greater.

2. THE INFLUENCE OF GLOBALISATION

Globalization means that production, consumption and exchange of goods are organized on a worldwide scale, which has been made possible by advances in telecommunications and transport.

Central and peripheral areas

The central areas are dominant at world level. They are composed of the world Triad (USA, EU and Japan). These are joined by the emerging countries such as China, India and Brazil, and regional powers such as Russia, Australia and South Africa.

The peripheral areas are dependent on the dominant areas. They are the developing countries of Sub-Saharan Africa* and numerous Asian and Latin American countries

*Sub-Saharan Africa is, geographically, the area of the continent of Africa that lies south of the Sahara. Politically, it consists of all African countries that are fully or partially located south of the Sahara (excluding Sudan).^[2] It contrasts with North Africa, which is considered a part of the Arab world. Somalia, Djibouti, Comoros and Mauritania are geographically part of Sub-Saharan Africa, but also part of the Arab world

Relationship between these areas:

The central areas export high-value products and technology, make investments and grant loans for development, offer advanced services and provide skilled workers, while peripheral areas export raw materials and cheap manufactured goods, so they have high levels of external debt and as a result they lose capital as they have higher levels of external debt. They usually offer tourism to rich tourists from developed countries.

3. DEVELOPMENT AND UNDERDEVELOPMENT

A. Developed countries

They are located in the northern hemisphere; they are a small number of countries and the majority of them in temperate zones. Their economic wealth can be seen in the high GDP per inhabitant and high standard of living, the population has its basic needs covered, has high levels of consumption and the State provides the fundamental social services, such as health care and education. As a result of this, inequalities have been reduced and most of their political systems are based on democracy.

B. Developing countries

They are located in the southern hemisphere: Sub-Saharan Africa, Latin America and South Asia. Most of them belong to the warm zone. Their economic poverty can be seen in the low GDP per inhabitant and in a low standard living, because the basic needs of the majority population are not of the covered it suffered from malnutrition, lack of health care services, illiteracy, child labour. The State invests almost nothing in social services.

C. Emerging countries

The emerging countries, such as China, India, Brazil or Mexico, combine features of development and under-development. Their economies have experienced rapid growth, but the GDP per inhabitant remains relatively small because their economy is based on low labour costs and the majority of the workers have low salaries.

The political systems are recent democracies or they continue to show a lack of rights and freedoms.

4. HOW TO RESOLVE INEQUALITIES

There is an official development assistance given by developed countries. In 1970, the UN agreed that developed countries world dedicate 0.7% of GDP to development of poor countries.

But there is also non-official development assistance that comes from donations of ordinary citizens. This aid is managed by non-governmental organizations for development (NGODs), composed of volunteers.

The Millennium Summit (look it up on the vocabulary) in 2000 was a very important conference, where the participating countries committed themselves to collaborating to achieve the so-called millennium development goals by 2015.

 5. REGIONAL INEQUALITIES IN THE EU    

There are also imbalances in the level of development within the European Union. These imbalances have become more obvious since 2004, due to the entry of new members.

The funds to finance these objectives are the ERDF (European Regional Development Fund), dedicated to reducing imbalances in the EU; the ESF (European Social Fund) aimed at developing human resources and employment, and the Cohesion Fund, for investment in trans-European networks and the environment.

UNIT 5 (10): Environmental problems

LESSON PLAN UNIT 5 (10). Stick it at the very beginning of the unit.

Deadline: Monday 14th january, 2013

WORKSHEET 1

WORKSHEET 2



WORKSHEET 3



UNIT 6 (3): The Global Population



Lesson plan Unit 6. Stick it before starting the activities.



First listen and then answer the questions:

1. By 1850 the population has doubled to .................

    We are now well passed..........................billion

2. What is the Millenium problem this man is talking about?

3. What were the factors of the rapid growth of the population?

4. What do we really need for growing products or making items?

5. What the animals and human beings are fighting for nowadays?

6. Why are families smaller nowadays? Give as many reasons as you understand.



THE PHYSICAL MAP OF ASIA. Deadline: 4th february 2013

  

WORKSHEET 1. Live in a village of Sudan.

  

Activity

Useful information:

Follow the instructions

•Find a population pyramid typical of a poor country  copy and paste it into your document then add labels to explain what is shown.

•Repeat it for an  rich country.

•Write about what the graphs show and try to give reasons for the patterns. 

THE POWER POINT IS HERE. Have a look at it

POPULATION PYRAMIDS

And this is the webside you must use in order to find a proper population pyramid:

www.census.gov

When you have finished;

Find out some background information on each country and add this to your presentation.

Concentrate on facts and figures which you can use to compare the countries such as % of the children at school, type of jobs available, how rich or poor (GDP per capita.)………

Find a city from that country, add pictures and talk about it.

Useful information for the exam taking into account the length of this unit. But do not get used to it, please!

-Distribution of the global population: regions with high population densities and those with low population densities. 

-Identify the distribution factors: I mean physical factors and main human factors

-Natural population movements: Vocabulary like natural increase, migratory movements, birth rate, death rate, life expectancy, ageing population. Also you must learn the formulas and apply them for calculating percentages by the table given.

- In the same chapter also the factors related to birth and death rates, it is important to use them for giving me reasons at the time you comment the pyramids (population pyramid also in the definitions).

- Study the graphic about the demographic transition; label it with the dates and the same questions in activity 2.

Maybe this is the difficult part as it was last year. Here you have the perfect answers for the activities , because sometimes you can not stop talking!!!

The first stage showed very high birth and death rates; in the second stage (called demographic transition), the death rate fell considerably while the birth rate remained high, and the current third stage shows a deceleration of both the birth and death rates.

In the first stage, high birth and death rates coincided in time with catastrophes: famines, plagues, wars. The second stage was characterized by the agricultural revolution, which improved the population’s general level of nutrition and advances were made in hygiene and medicine.

In the third stage, the population has decreased and aged, and birth rates have  fallen to sub-replacement levels.

-I will paste the three pyramids you have at the end of the unit to identify them according to their development. And give me the reasons why.

 - For the migratory movements you must learn the meaning of emigration an immigration (always the translation into Spanish). Also the three causes and types of migration: internal (in the same country of origin) and external (from the country of origin to another country)

- Finally the consequences of the migration (7.3).

UNIT 7 (4): Modern Day Cities

WORKSHEET 1

– Look at the three photos and do these activities:

• Write which part of the urban structure each photograph corresponds to:

historic centre, area of expansion or periphery.

• Name at least one characteristic of each of these urban areas.

Part of the urban structure:

................................................................................................................................

Characteristics: ..................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

Part of the urban structure:

................................................................................................................................

Characteristics: ..................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

Part of the urban structure:

................................................................................................................................

Characteristics: ..................................................................................................................................................

............................................................................................................................................................................

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UNIT 6 (8): Primary Sector Activities

 

LESSON PLAN

Map:   THE POLITICAL MAP OF ASIA (Deadline: 3^rdApril)

Exercises:        Page 108 exercises: Before you start (1 and 2)

                        Page 110; exercises 1, 2, and 3

                        Page 112; exercises 1 and 2

                        Page 117; exercises 1, 2, and 3

                        Page 119, exercises 1 and 3

                        Page 120; exercises 1, 2 and 4

                        Page 123; exercises 1 and 3.

                        Page 124; exercises 1, 2 and 4.

                        Page 126; exercises 1 and 2.

                        Page 129: Organize what you know

Worksheets:  Which agricultural landscape the illustration is describing?              

                        Find landscapes and leading fishing countries.

Voluntary Work: Page 131;  exercise 4

WORKSHEET 1. Which agricultural landscape the illustration is describing?      



WORKSHEET 2.  Find landscapes and leading fishing countries.

UNIT 7 (9): THE WORLD OF INDUSTRY



LESSON PLAN UNIT 7 . Remember to stick it at the very beginning of the unit.





Here you have the skeleton physical map of Africa. Print it, write the geographical features we have underlined in class and colour the land relief. Careful with the deadline.





WORKSHEET 1. Complete the map and the legend, not only writing the names of the countries but also colouring it.



VIDEO PRACTISE (3ºD)

Listen carefully and answer the questions:

http://www.youtube.com/watch?v=z6cYE7PwMik

 

Questions:

1. When they say the nuclear reactor accident is stable, what does this actually mean?

2. Name two consequences resulting from the nuclear accident in Fukushima, Japan that have affected the people.   

3. As the years go by, what disease will we see increase in people? 

4. How has Chernobyl affected children born years after the disaster?

5. What does the physicist, Michio Kaku, advise that every nation in the world do to prevent this from happening again? 

 

VIDEO PRACTISE (3ºC)

Listen carefully and answer the questions:

 

 

The Chernobyl Nuclear Explosion

 

1.      Why did the Soviet Union rely on nuclear power?

2.      What was Chernobyl?

3.      What type of tests were the employees doing when the nuclear explosion occurred?

 

4.      How many firefighters died in the fire? What was the cause of their deaths?

5.      How did the Soviet government react to the explosion?

 

 

UNIT 8 (10): THE TRANSFORMATION OF THE TERTIARY SECTOR

 

You must also include the political map of Africa:

Deadline: wednesday 29th of may 2013

 

Fill in with the name of the states in capital letters and also include each of the capitals by using lower-case letters. Once it has been done stick in your notebook. Remember to bring in to class on wednesday 29th may.
Use the students book for getting the information about it.

 

 

UNIT 2 (11): SPAIN

 

 

Printable notes

THE PHYSICAL MAP OF SPAIN

The geographical uniqueness of the Iberian Peninsula has been recognized since ancient times.

The landmass of the Iberian Peninsula is located in the temperate zone of the Northern Hemisphere, creating a crossroads between Europe and  Africa and between the Atlantic Ocean and the Mediterranean Sea. This position has a decisive influence on the climatic conditions and gives rise to the presence of four distinct natural environments: Oceanic, Mediterranean, Subtropical (Canary Islands) and Mountainous. The way the land relief is shaped is original, due to its massif form, its high average altitude and the location of the main mountain systems on the periphery. This relief produces, for example, conditions which are not very favourable for agriculture, and influences population distribution, the transport infrastructure or the use of rivers as navigable waterways.

1. LAND RELIEF FORMS ON THE PENINSULA

Spain is the second European country with the highest average altitude, 660 metres, after Switzerland.  It is because much of its territory is occupied by a high central plateau (the Meseta), around which lie other forms of land relief.

 

•  The Meseta Central has an altitude of 600 to 700 metres. Two ancient, low mountain ranges run across it:  the Central Sierra, which divides the Meseta into two, the northern sub-plateau and the southern sub-plateau; and the Toledo Mountains, dividing the southern sub-plateau into two.

•  The mountains that surround the Meseta are the Galician Massif, the Cantabrian Mountains, the Iberian Mountains and the Sierra Morena.

•  The land relief away from the Meseta includes various young mountain ranges: the Basque Mountains, the Pyrenees, the Catalan coastal range and the Baetic Mountains; and two depressions: the Ebro and the Guadalquivir.

 2. THE COASTAL LAND RELIEF OF THE PENINSULA

The Peninsula has straight coastlines which are determined by the land relief of the interior.

•  The Cantabrian coasts are relatively straight and consist mainly of cliffs, with some beaches and estuaries. Galicia has the most jagged coastline in Spain.

The Atlantic coast of Andalusia is low and sandy. It is charactherised  by its marshes and other sand formations such as bars and dunes, or mounds of sand created by the wind.

•  The Mediterranean coasts are lined with cliffs where the mountain ranges reach the coast, such as the Baetic Mountains and the Catalan coastal range. The rest are low, sandy coasts, with beaches, river deltas such as the one in the Ebro, and lagoons, such as that of Valencia.

3. THE LAND RELIEF OF THE ARCHIPELAGOS

The Balearic Islands are a platform along the horizontal axis of the Mediterranean and part of the vertical axis that goes from the South of France to North Africa. They are located SW (Ibiza) to NE (Menorca), resting on a submarine platform which is an extension of the Baetic mountains of Cape Nao, and are separated from the Levantine coast by a channel which is more than a thousand metres deep.

• Most of the coasts are cliffs, because the mountains in the islands reach the sea. We can find, however, many wide beaches and coves in Majorca and the rest of the islands.

4. THE RIVERS AND THEIR WATERSHEDS

The rivers of the Peninsula are grouped into three watersheds, depending on the sea, or ocean they  flow into.

•  The rivers of the Cantabrian watershed are short with a regular  flow, they  flow across steeps terrain, descending rapidly* down the mountains near the Cantabrian Sea.  The main ones include the Nalón, the Nervión and the Bidasoa.

•  The rivers of the Atlantic watershed are long and course over wide plains before  flowing into the Atlantic Ocean. In general, they carry a lot of water but are irregular (depending on the season and precipitation).  The most important include the Miño, the Duero, the Tagus, the Guadiana and the Guadalquivir.

•  The rivers of the Mediterranean watershed, except the Ebro, are short.  They descend steep terrain in the mountains near the Mediterranean Sea. In general, they do not carry much water and they are very irregular.  The main ones include the Llobregat, the Ebro, the Mijares, the Turia, the Júcar and the Segura.

We  find short streams and torrents, in the Balearic and Canary Islands, which only carry water after heavy rainfall.

 

5. SPANISH LANDSCAPES

The landscape and vegetation types vary in different parts of Spain due to the following factors:

-Climate

-Altitude

-Distance from the sea

The are four main regions:

•       Mediterranean Coast

•       Central Plateau

•       Atlantic

•       Canary Islands

A. MEDITERRANEAN COAST

This area has a Mediterranean Coast region covers the south and east coast of peninsular Spain and the Balearic Island.

This area has a Mediterranean climate. It is hot in summer and mild in winter. The sea moderates the temperatures. There is not very much rain. Th natural vegetation types are:

v  Evergereen forest (holm oak, cork oak, pine)

v  Aromatic shrubs (rosemary and lavender)

Human influence:

•       Replacing natural vegetation with farmland : traditionally with vines and olives and recently with fruit trees and vegetables grown in greenhouses.

•       The impact of the tourism on the coast

 

B. CENTRAL PLATEAU

•       The Central Plateau is in the centre of peninsular Spain. In many areas the landscape is very flat, but several mountain ranges, including the Central Sierra, cross the Central Plateau.

•       This area has a Mediterranean climate. This climate is more extreme than on the Mediterranean coast because it is further from the sea. It is hotter in summer and colder in winter. There is hardly any rain. The natural vegetation is everygreen forest.

 

HUMAN FACTORS:

•       Cutting down forests: for crops

•       The growth of big cities: Madrid

•       Road and railways

 

C. ATLANTIC/OCEANIC

The Atlantic region goes along the north coast of Spain from Galicia to the Pyrenees, including the Cantabrian sea area. Elsewhere the landscape is hilly.

This area  has a maritime climate. This means it is mild with quite high rainfall all year round, but also due to the influence of the sea. There is a lot of vegetation because of the rain, and the landscape is very green. The natural vegetation types are:

v  Deciuous forests: oak, beech, chesnut

v  Heathland: heather, fern

 HUMAN FACTORS:

 v  Replacing natural vegetation with farmland.

 v  Reforestation with eucalyptus and pine trees

v  Industry has a large impact on the environment

 

D. HIGH MOUNTAINS

 

The high mountains have the same type of vegetation in all of the regions. As you go higher the vegetation changes from evergreen forests to heathland to alpine meadows to bare rock (no vegetation)

It is found in the Peninsula above an altitude of 1000 metres. Precipitation is high, normally around 1000 mm a year and temperatures are cold, with low winters around 0ºC.

 

E. CANARY ISLANDS

The Canary Islands were formed by volcanic eruptions. The western islands are mountainous and the eastern islands are flat.

The islands have a subtropical climate because they are near the Tropic of Cancer. There is not much change in temperature by seasons and there is not much rain.

The natural vegetation types are:

•       Humid subtropical laurel forests

•       Plam trees, dragon trees and Canary Island palms

Human influence:

•   Agricultural: terraces on slopes

•   Building hotels and apartments for tourism

 

6. THE ORGANISATION OF SPAIN

The Spanish state is governed by a set of laws and regulations which are contained  in the Constitution of 1978.

 

A. THE POLITICAL ORGANISATION

The Spanish satate is social, democratic and the rule of law applies, because the power of the state and the government is limited by the constitution and laws.

Sovereignity lies with the Spanish people, and all powers emanate from them. The people delegate this power to representatves elected in general elections

The political system is a parliamentary monarchy. The king is the head of the state but he has limited functions.

The powers of the state are divided between different institutions:

vThe Cortes Generales (Parliament) have the legislative power. Composed of two chambers elected every four years:

•      Congreso de los Diputados: represents the Spanish people

•      Senado: territorial representation

vThe Governmet holds the executive power. Composed od the president and ministers.

vThe courts of justice exercise the judicial power.

 

B. THE AUTONOMOUS COMMUNITIES

After being recognised by the 1978 Constitution, 17 autonomous communities and two autonomous cities, Ceuta and Melilla, were created

Each community is governed by a statute of autonomy or fundamental law. They also have their own institutions: the Regional Parliament, the Government and the High Court.

c. PROVINCES AND MUNICIPALITIES

The municipalities are the smallest territorial units of the Sate. Their body of government is the Town or City Council. Their functions are to provide services to the inhabitants of the municipal district: waste collection, street paving, etc