INTRODUCTION SUBJECT: SOCIAL SCIENCES GRADE:1º ESO (ages 12-13) LEARNING CONTEXT: CLIL. BILINGUAL PROJECT: AGREEMENT MEC-BRITISH COUNCIL Students: most of them came from the same Bilingual Primary School or Bilingual Section School.

SOCIAL SCIENCES 1st ESO Final / general aim of the subject: “To become global citizens by exploring their own place in the world, developing their own identities through an understanding of history at personal, local, national and international levels.- Ask and answer questions of the present by engaging with the past-, and also their values and responsibilities to other people, to the environment and to the sustainability of the planet”

KEY PROCESSES Geographical enquiry encourages questioning, investigation and critical thinking. Fieldwork pupils learn to think spatially and use maps, visual images and new technologies(ITC). Graphicacy and visual literacy use atlases, globes, maps at a range of scales, photographs, satellite images. Historical enquiry identify and investigate historical questions or issues. Using evidence identify, select and use a range of historical sources. Communicating about Geography & History communicate their knowledge and understanding using geographical and historical vocabulary

SOCIAL SCIENCES 1st ESO CONTENTS:  Geography  What is Geography?  The Earth in the space  Elements of Natural Environment  Natural Environments and Resources  Natural Disasters  History  Origin of history  First civilizations: Mesopotamia, Egypt.  Ancient civilizations: Rome, Greece.  Roman Hispania and Roman Britain

SYLLABUS: 2ND TERM Unit 1: NATURAL ENVIRONMENT AND RESOURCES Unit 1: NATURAL ENVIRONMENT AND RESOURCES Unit 2: NATURAL DISASTERS Unit 2: NATURAL DISASTERS Unit 3: WHAT’S HISTORY? (short unit) Unit 3: WHAT’S HISTORY? (short unit) Unit 4: FIRST CIVILIZATIONS: EGYPT Unit 4: FIRST CIVILIZATIONS: EGYPT

Unit selection criteria Fit both, JCYL & British curriculum: contents and objectives. Fit both, JCYL & British curriculum: contents and objectives. Develop the different basic competences. Develop the different basic competences. Chose a topic relevant to students’ lives and respond to social needs. Chose a topic relevant to students’ lives and respond to social needs. Use different sources and information (including ITC) Use different sources and information (including ITC) Encourage to think deeply and to provide them with a meaningful context for learning. Encourage to think deeply and to provide them with a meaningful context for learning. Learn through inquiry Learn through inquiry Engage students in open-ended tasks. Engage students in open-ended tasks. Provide different ways of knowledge of the world, or approaching to reality. Provide different ways of knowledge of the world, or approaching to reality. Foster students to make decisions and apply their knowledge. Foster students to make decisions and apply their knowledge. Possibility of work in collaborative groups Possibility of work in collaborative groups Deal with the different learning styles and classroom diversity abilities Deal with the different learning styles and classroom diversity abilities

UNIT: Natural Environments and Resources Lessons:16 Main idea of the unit:This unit is in two parts: ecosystems, population and resources; and global futures/resource issues. Pupils investigate the global distribution of one or more selected biome, populations and the resources of food production. They find out about the relationships between these three themes and about resulting environmental issues/consequences. Links: literacy, science and citizenship. Final task: ‘One minute defense of their chosen method’ After research on the internet complete a ‘Most Likely To…’ exercise with the students separating out the characteristics of the two main systems (large scale commercial fishing or fish farming) and justify the best option. (Work in pairs)

KEY LEARNING Geographical enquiry and skills ask geographical questions ask geographical questions suggest investigation sequences suggest investigation sequences collect, record and present evidence collect, record and present evidence analyze evidence and draw conclusions analyze evidence and draw conclusions appreciate values and attitudes appreciate values and attitudes use atlases/globes/maps use atlases/globes/maps use secondary evidence use secondary evidence draw maps, plans and graphs draw maps, plans and graphs Knowledge and understanding of places locate places and environments locate places and environments explore interdependence and explore interdependence and global citizenship Knowledge and understanding of patterns and processes ecosystems ecosystems resource issues resource issues Knowledge and understanding of environmental change and sustainable development sustainable development sustainable development

UNIT:Natural Disasters Lessons:18 Main idea: Estudy the effects of flooding and how people deal with them. Compare the impact of flooding in a Spanish location with the impact of a similar flood in Bangladesh. They then broaden their study to look at how people respond to other natural disasters, such as earthquakes(patterns and processes associated with earthquake and volcanic activity), forest fires and hurricanes. Links: literacy, mathematics,ICT, citenzenship. Final task: Desing a table or A3 poster showing how the different players (roles) may either be making flooding worse for other players or are perhaps improving matters. Issues relating to water quality and wildlife can also be included.

KEY LEARNING Geographical enquiry and skills ask geographical questions ask geographical questions collect/record/present evidence collect/record/present evidence analyze evidence and draw analyze evidence and drawconclusions communicate appropriately communicate appropriately use extended geographical use extended geographicalvocabulary use fieldwork techniques use fieldwork techniques use atlases/globes/maps use atlases/globes/maps use secondary evidence use secondary evidence Knowledge and understanding of places locate places and environments locate places and environments describe scale contexts describe scale contexts investigate change in places investigate change in places Knowledge and understanding of patterns and processes geomorphological processes geomorphological processes weather and climate weather and climate development development

UNIT:What’s History? Lessons:6 Main idea of the unit: The unit is designed to help pupils make the transition between Geography and History sections through the opportunity to undertake a short, focused local study. Links: literacy, ICT. Final task: ‘Going into the field’: Make a report after research work through diferent activities: Street name search, life through the lents(comparing pictures),visit the local museum, the statues trail, visit local religious buildings and the local detective(photographing and making notes about interesting things)

KEY LEARNING recall knowledge from previous history lessons recall knowledge from previous history lessons place events and people in chronological order place events and people in chronological order listen to and work with others listen to and work with others make judgments about what makes an individual important and to provide reasons make judgments about what makes an individual important and to provide reasons

UNIT: Egypt Lessons: 8 Main idea of the unit: In this unit children find out about the way of life of people living in ancient Egypt from archaeological discoveries. Children will develop their understanding of characteristic features of a society; identify the different ways the past is represented; and use sources of information to make simple observations, inferences and deductions. Links: literacy,arts,sciences. Final task: PPT presentation about a desing room in a museum (Egyptian room,), and decide how diferent artefacts and objects are going to be place and displayed (death rituals, living customs,transports, gods... ) and create the diferent labels of each picture (virtual visit with a museum guide).

KEY LEARNING locate ancient Egypt in time and place locate ancient Egypt in time and place learn that information can be classified in different ways learn that information can be classified in different ways observe an object in detail and to make inferences and deductions observe an object in detail and to make inferences and deductions record information about an object accurately record information about an object accurately make deductions about life in the past from pictures of the landscape make deductions about life in the past from pictures of the landscape how much of the life of Egypt depended on the Nile how much of the life of Egypt depended on the Nile classify information in various ways about the range of objects which have survived from ancient Egypt classify information in various ways about the range of objects which have survived from ancient Egypt make inferences from objects about the way of life in ancient Egypt make inferences from objects about the way of life in ancient Egypt learn that what we know about the past is dependent on what has survived learn that what we know about the past is dependent on what has survived

ASSESSMENT Assessment tool (rubric) draws a clear relationship between learning objectives and the learning activities that address those objectives. Instruments for assessment describe specific qualitative and quantitative performance criteria. When shared with students, these criteria help guide students' efforts. Assessment of process (strength and weakness) Teacher self assessment