Secuencia Didáctica Trimester 1

1er Trimestre

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Secuencia didáctica

Geografía

Empezar

Consejos

Índice

Lesson 3.1

Lesson 3

Lesson 2.7

Lesson 2.6

Lesson 2.5

Lesson 2.4

Lesson 2.3

Lesson 2.2

Lesson 2

Consejos

Índice

Lesson 5

Lesson 4.4

Lesson 4.3

Lesson 4.2

Lesson 4

Lesson 3.5

Lesson 3.4

Lesson 3.3

Lesson 3.2

Lesson 5.2

Lesson 2.1: Categories of spatial analysis and representations of geographical space

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Inicio

Desarrollo

SQuiz for lesson 1

Cierre

St practice vocabulary from lesson 1 and 2.

Vocabulary

What's missing?

ETr elicts the characteristis of spatial analysis: diverse, changeable, traceable, and relational.

Test

Diagnóstico // test

¡vamos!

Diagnóstico // test

What is a geographical space?

A system in which events, natural, and human precesses are related to each other.

A diverse space.

A space that has nature and humans but they don't interect.

Diagnóstico // test

The geographic space is traceable because

it has routes.

you can follow routes and maps.

you can trace it through cartesian or geographic coordenates.

Diagnóstico // test

The geographic is diverse because

Respuesta incorrectait has many componentes.

Respuesta correctait's componentes combine each other in different ways.

Respuesta incorrectatheir components are different.

Diagnóstico // test

Geographic space is changing because

its dynamic is always changing.

because it transforms in different ways.

its dynamic is changing and it transforms itself.

Diagnóstico // test

The geographic space is relational because

is the product of complex relations between natural and human components.

different elements interact.

a place is product of complex relations

Diagnóstico // test

The elements of a relational space are

humans, nature and social

social, humans, events, places, cultural.

social, economic, political, and culture, nature

Good job!

Diagnóstico // resultados test

0/5 correctas

Let's study

1/5 correctas

Ask more questions

2/5 correctas

Ask for help

3/5 correctas

Study a little bit more

4/5 correctas

We are doing great

5/5 correctas

Keep going!

Consejos

Key Vocabulary

Surface

Coordinate system

Heading

Relief

Scale

North arrow

Compass rose

Allow

Sketch:

Date line

Evita los fuegos artificiales. Sé práctico. Todo lo que hagas tiene que ir orientado a asentar el aprendizaje. Hazlo motivador y espectacular pero siempre con un sentido.

Incita a tu alumnado a resolver, investigar, reflexionar y crear. Déjales improvisar. Genera espacios abiertos de debate en los que puedan expresar libremente sus opiniones.

Contextualiza y acércate a la realidad de tus alumnos. Que la secuencia responda a la pregunta "¿y esto para qué me sirve?".

Ten presente desde el inicio cómo vas a evaluar esta secuencia y qué criterios vas a aplicar. Y por supuesto recuerda establecer el entregable. Es decir, qué tareas tienen como resultado un entregable por parte de tu alumnado y en qué formato quieres que te lo entreguen. Las actividades que componen la secuencia deben ser un camino orientado a que el alumno la supere con éxito por eso es fundamental que desde el principio compartas lo que esperas.

Ve de lo sencillo a lo más complicado. El aprendizaje debe ser gradual, progresivo. Parte de lo que ya sabe nuestro alumnado para ir construyendo conocimiento nuevo. Encadena las actividades propuestas con un hilo conductor que las dote de sentido y de significado. Cada actividad debe ser un peldaño que les permita progresar en su aprendizaje.

Divide tu secuencia en fases o pasos. Te proponemos las más comunes pero puedes ampliarlas e incluso cambiar sus nombres.

Planifica, selecciona los contenidos y piensa en qué estrategias, procesos y destrezas quieres poner en práctica con tus alumnado para que alcance los objetivos que has fijado.

Objetivos de aprendizaje. ¿Qué capacidades van a adquirir nuestro alumnado cuando termine la secuencia?

Organiza la secuencia en torno a un tópico o concepto que quieres impartir en un período de tiempo determinado (normalmente corto). Tiene que tener sentido por sí misma y tiene que orientarse a que el alumnado adquiera el conocimiento.

Evita los fuegos artificiales. Sé práctico. Todo lo que hagas tiene que ir orientado a asentar el aprendizaje. Hazlo motivador y espectacular pero siempre con un sentido.

Consejos

What's missing?

Surface

Coordinate system

Heading

Relief

Scale

North arrow

Compass rose

Allow

Sketch

Date line

Lesson 2.2: Types of maps

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Inicio

Desarrollo

Do a summary of maps

Cierre

St identify maps and their parts.

Guess distance

Tr elicts maps they have seen: google maps, printed maps, maps on parks, museums.

Types of maps

Sketch

Plane

Maps

handmade drawing

graphic representation

bigger representations

metrical properties

simple representation

imprecise

small surfaces

towns, neighborhoods, communities

display continents, countries...

relief, natural componentes, economic activities

We use maps to obtain and represent geographic information about places, regions or territories.

Plane elements

Title
Legend
Imaginare lines and circles
Compass rose or North Arrow
Coordinates systems of letter and numbers to make easier to lace places, streets, parks, etc.
Scale that helps to calculate distances and proportions.

Compass rose

Imaginary lines

System of letters and numbers, title and legend

Maps

Title
Legend
Imaginare lines and circles
Compass rose or North Arrow
Coordinates systems of letter and numbers to make easier to lace places, streets, parks, etc.
Scale that helps to calculate distances and proportions with metrical values.

Identify types of maps

sesión de aprendizaje 2 // test

¡vamos!

SesIÓN DE APRENDIZAJE 2 // test

Sketch

SesIÓN DE APRENDIZAJE 2 // test

Plane

SesIÓN DE APRENDIZAJE 2 // test

Classify the types of maps

Lesson 2.3: Imaginary lines, points, circles and semi circles

Continuar

Diagnóstico

Do you know any lines or circles that classify earth?

Desarrollo

St take notes

Cierre

Explain homework of cartographic projections

St do a drawing of the eath with lines

Identify lines

SITUACIÓN DE APRENDIZAJE // ConTEXTO

Imaginary lines

The Antartica Circle: from earth to the South Pole.
The Artic Circle: a line from Earth and North Pole.
The Equator: an imaginary line that divides the earth into northern and southern hemisphere.
Latitude: the distance of a point on the Earth from the equator mesaured in degrees.
Longitude: distance, east or west, from de Greenwich meridian, an imaginary line from the top of the Earth to the bottom.

Identify the lines

Mark the different lines in the map

Homework

1. Go to page 41 in your book2. Write the title: Cartographic Projections3. Do a drawing of the 3 types of cartographic projections: Cylindrical, conic and Azimuthal projection.

2.3 Spatial Analysis Categories

Empezar

Spatial Analysis Categories

1. Go to Page 52 and answer activity 5 in your own words.

06:00

Spatial Analysis Categories

Place:Enviroment:Landscape:Region:Territory:

Answer Activity 6 in your book, page 54.

2.3 Spatial Analysis Categories

Empezar

Spatial Analysis Categories

1. Read Memory of a trip on page 562.Answer activity 7 on page 583. Write your own Memory Trip

Memory of a Trip. You must include these answers:

Community or town's name
How is the environment? How is the weather? What types of animals?
How did it look? Bustled, modern, antique, damaged, decaying?
What region is it?
What's the name of the state?

2.4 Spatial Analysis Categories

Empezar

Spatial Analysis Categories

1. Watch the documentary and identify the spatial analysis categories

Place
Enviroment
Landscape
Region
Territory

3.1 Continental and oceanic waters

Empezar

Key Vocabulary

AccessProvideHemisphereUndulationsLiquidsGlaciersStreamsFlourished

Activity 1

1.Answer activity 1 on page 63

06:00

Oceans

We will learn its natural process, distribution, composition and a proper conservation.Oceans: is a mass of salted water that surrounds the continents and covers 71% of the earth's surface. Seas: it is the portion of salted water with an inferior size compared to the oceans.Salinity: the amount of salt in the ocean water, it affects living creatures that need salt for their systems.

Ejemplo

Activity 2

1.Answer activity 2 in pairs and share their answers with the class

10:00

3.2 Dynamic of continental and oceanic waters

Continuar

Reasons why Water moves in oceans

Waves: Tides: Oceanic Currents:

SITUACIÓN DE APRENDIZAJE // Reto

Challenge

This dynamic of movement shapes coastlines, formation of the beach and the bay.They affect the marine ecosystem, animals adapt to their movement.

SITUACIÓN DE APRENDIZAJE // Reto

They provide energy for plants

They can attract tourists

Clues

Answer:

SITUACIÓN DE APRENDIZAJE // Reto

Challenge

They transport heat, nutrients, and organisms over long distances. They play a key role in climate regulation.

SITUACIÓN DE APRENDIZAJE // Reto

There are warm and cold currents depending if they flow from the equator or the poles.

They can attract tourists

Clues

Answer:

Activity 2

1.Answer activity 3 on page 70 in pairs and share your answers with the class

10:00

3.3 Fresh Waters

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Activity 1

Copy the two diagrams on freshwater. Watch the documentary.Do a writing on the importance of water sources (8 lines minimium)

Homework

Answer activity 4 on page 74. Send a screenshot on LBS+

3.4 Weather conditions

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Elements of weather

TemperaturePrecipitationAtmospheric pressurewindhumidityCloudiness

Factors of weather

LatitudeAltitudeland reliefOcean currentsdistribution of lands and watersvegetation

Activity

write a forecast and describe elements and factors.Place: Mexico cityWeather: there is a lot of rain and humidity, it's cloudy and with a lot of window. Latitude:Altitude:Distribution of lands and waters:Vegetation:

3.5 Weathers and regions

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Activity

Let's do teams of 3-4 classmates. You will get a region assigned and you will research Climate, flora and fauna, and location. You will do a presentation that includes all that information with pictures and maps. For this session you will have to show the information to the teacher and prepare it for an exposition day. To get your grade you will have to take notes on all the categories.

4 Tectonic plates

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Key Vocabulary

BiodiversityReliefSeismicCrustMantleLayersDivergentConvergent

Key Vocabulary

TransformBasinContinental SlopeContinental ShelfAshSubductingMeltingTime condition

Layers of the earth

Crust: Made of solid material like basalt or granite. We are able to see and touch above the surface.Upper Mantle:Partially hardened Magama with plastic like qualities.Mantle: Most of solid material, ultramafic silicates.Outer core: completely liquid material consisting of mostrily iron, nickel, and sulfur.Inner core: Ridig material that consists mostly of iron, nickel, and sulfur.

Activity 1

Complete activity 2 on page 96

4.2 Tectonic plates movement

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SesIÓN DE APRENDIZAJE 2 // contenidos

Reflexiona

Movement of tectonic plates

Interaction creates motions that makes the relief moves. This energy has to be released and it is in the lithosphere or crust that is released through what we know as the tectonic plates.

Types of reliefs

These 3 tectonic plates movements create all the types of relief we have on earth's crust.Activity 1: Complete activity 3 and 5 on page 101.Homework: Copy the ilustration of the types relief in your notebook, include the name in english and spanish.

4.2 Seismicity

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SesIÓN DE APRENDIZAJE 3 // Contenidos

Seismicity

A sudden movement of the earth's crust that is expanded through waves hitting the crust.
Energy accumulates when the plates collide and get stuck at some point and they unstuck sudden movement occurs liberating waves of energy.

3 types of seismic zones Aseismic: no records of seismic activity. Peniseismic: Seismic exist but the are not frequent. Seismic: frequency seismic activity

Let's do Activity 6 on page 105!

4.3 Volcanism

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SesIÓN DE APRENDIZAJE 3 // Contenidos

Volcanism

Volcano activity is generetaded in the area of collision plates, generally in the convergent area.
A volcano is a section of the crust that has been damaged or fractured due to extreme pressure, making the way for lava, rock, gases and ashes.

As the lava and rock flow it creates a volcano structure.

Copy the two diagrams of Volcano's structure on page 107 on your notebook.

5 Natural disasters

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Types of risks

1. St will choose a type of risk.2. St will present a definition, subtypes and examples of these natural risk.3. First Session will be for gathering information and to be approved by the teacher. 4. Second session will be for expositions.

5.1 Natural disasters

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Types of risks

1.Let's answer activity 3 on page 129.2. Let's watch a video and identifyHazard reduction: Prevent disaster if they are avoidable and minimize damage.Preparedness: What needs to be done?Response: Putting a plan into actionRecovery: Getting thinks back to order,