ESO 2º CNA CLIL Unidad 2 Ecosistemas by Hugo Fernández

ESO 2º CNA CLIL

Unidad 2: Ecosistemas

SCIENCE BOOK Nº 2 INDEX DICTIONARY OF CONCEPTS .............................................................................................................................................. 3 RESUME OF CONTENT ......................................................................................................................................................... 7 EXTENSION OF CONTENT ................................................................................................................................................... 9 PRESS ARTICLE ................................................................................................................................................................... 17 EXPERIMENT ....................................................................................................................................................................... 19 PROJECT INFORMATION .................................................................................................................................................. 21 1 INITIAL ............................................................................................................................................................................... 24 2 CLASSROOM ...................................................................................................................................................................... 30 3 PROBLEM ........................................................................................................................................................................... 35 5 PRACTICE .......................................................................................................................................................................... 41 6 PROJECT ............................................................................................................................................................................ 44 7 TASK .................................................................................................................................................................................... 49

ESO 2º CIENCIAS DE LA NATURALEZA UNIDAD DIDÁTICA 2

ECOSISTEMAS

EPÍGRAFE

CONCEPTS

Recogida, identificación y utilización de información procedente de diversas fuentes, incluidas las tecnologías de la información y la comunicación para obtener información sobre el medio natural.

APRENDIZAJE IMPRESCINDIBLE

CRITERIO

INSTR.

SESIÓN

EVAL.

Conceptos

2. Conocer, utilizar y seleccionar diferentes fuentes de información necesarias para abordar las tareas y problemas planteados, utilizando en la medida de lo posible medios audiovisuales e informáticos

1ª

10. Identificar los componentes bióticos y abióticos de un ecosistema cercano

1ª

Realización de pequeñas investigaciones sobre algún ecosistema del entorno.

Estudio de algún ecosistema del entorno inmediato, o de modelos (foto, lámina, vídeo, etc.) de ecosistemas sencillos.

Biosfera, ecosfera y ecosistema. Identificación de los componentes de un ecosistema.

Reconocen sus componentes de los ecosistemas.

Influencia de los factores abióticos y bióticos en los ecosistemas.

Identificando algunos factores abióticos (luz, humedad, temperatura, rocas, etc.) y bióticos (animales, vegetales, etc.),

Hugo Manuel Fernández Ruiz

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EVALUACIÓN

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CONTENIDO

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Valorando su diversidad y la importancia de su conservación.

La conservación de los espacios naturales en Canarias.

Describe algunas iniciativas para su conservación tales como la Ley de Espacios Naturales de Canarias y otras figuras que regulan la ordenación del territorio como son las Reservas de la Biosfera.

11. Señalar algunos medios para su conservación (Parques Nacionales, Espacios Naturales Protegidos, Reservas de la biosfera…).

Desarrolla las habilidades necesarias para seleccionar y comparar diferentes fuentes de información, incluso medios audiovisuales e informáticos, según las actividades que se le propongan

Los ecosistemas más representativos de las Islas Canarias.

Reconocen los ecosistemas más representativos de Canarias

10. Conocer su representación en los ecosistemas de Canarias.

Los ecosistemas más representativos de las Islas Canarias.

Conoce y valora el Patrimonio Natural de Canarias,

La conservación de los espacios naturales en Canarias.

Muestra actitudes de aprecio y respeto.

Valoración de la necesidad de conservar y mejorar los ecosistemas más frágiles, conservar la biodiversidad y lograr un desarrollo sostenible.

Muestra actitudes de rechazo por todas aquellas actividades que produzcan contaminación, alteración y destrucción del medio natural.

11. Describir las características más relevantes del Patrimonio Natural de Canarias

Lectura de artículo de prensa actual.

Desarrolla las habilidades necesarias para seleccionar y comparar diferentes fuentes de información, incluso medios audiovisuales e informáticos, según las actividades que se le propongan

2. Recogida, identificación y utilización de información procedente de diversas fuentes, incluidas las tecnologías de la información y la comunicación para obtener información sobre el medio natural.

10. Valorar su diversidad y representar gráficamente las relaciones tróficas establecidas entre los seres vivos de este

1ª

COMUNICATION

LEARNING ESSENTIAL

INSTR.

SESIÓN

EVAL.

LANGUAGE OF LEARNING

Adjetivos calificativos y su colocación

AULA

1ª

LANGUAGE FOR LEARNING

Pasado simple (regulares e irregulares). Ago

PROBLEMA

CLIL

1ª

PROYECT O

UNIT 2

PROBLEMA

Valoración de la necesidad de conservar y mejorar los ecosistemas más frágiles, conservar la biodiversidad y lograr un desarrollo sostenible.

EXAMEN CONTENIDOS

Establecen algunas interacciones entre ellos (relaciones alimenticias y adaptativas).

PRÁCTICA

Seres vivos productores, consumidores y descomponedores.

10. Conocer las principales características de los grandes biomas de la Tierra

PROYECTO

Conocen las características más relevantes de los grandes biomas de la Tierra

TAREA

Ecosistemas terrestres: los biomas. Ecosistemas acuáticos de agua dulce y marinos.

CULTURE

Unidad 2: Ecosistemas

EXAMEN PRÁCTICAS

CONTENTS

ESO 2º CNA CLIL

1ª

LANGUAGE THROUGH LEARNING

Realizar trabajos sencillos de investigación adecuados al nivel e intereses del alumnado. Completar oraciones y textos siguiendo un ejemplo marcado.

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DICTIONARY OF CONCEPTS

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RESUME OF CONTENT

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EXTENSION OF CONTENT

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PRESS ARTICLE 13 September 2012 Last updated at 01:01

New monkey identified in Africa http://www.bbc.co.uk/nature/19556915 A new species of monkey has been identified in Africa, the second one in 28 years, say scientists. The primate was discovered in the Democratic Republic of Congo where it is known locally as a "lesula". The species is separated from its nearest cousins by two rivers: the Congo and the Lomami. Conservationists say the discovery highlights the need to protect the diverse wildlife of the Congo basin. The discovery was published in the online journal Public Library of Science. The first contact scientists had with the monkey was when they encountered a juvenile female, kept in a cage by a primary school director in the town of Opala. He referred to the animal as a "lesula", a common name among local hunters, and it was taken into care and monitored by scientists. During investigations in the local area the team found further captive monkeys and six months later they finally observed the long black limbs of the species in the wild. "When we started our inventories in the [Tshuapa-Lomami-Lualaba] landscape we knew it was essentially unexplored but we did not imagine how important the biological discoveries would be," said Dr John Hart of the Lukuru Foundation, who led the project. "We did not expect to find a new species, especially in a group as well known as the African guenons." In the paper, the formal description of the species detailed their distinctive facial features: "A mane of long grizzled blond hairs frames a protruding pale, naked face and muzzle, with a variably distinct creamcoloured vertical nose stripe." After genetic analysis identified the species as a member of the guenon group of Old World monkeys, scientists named it Cercopithecus lomamiensis after the nearby Lomami River. Researchers estimated the monkeys' range at around 6,500 sq miles in central DR Congo but voiced concerns that this relatively small distribution could make the animals vulnerable to human pressures, such as bushmeat hunting. "The challenge for conservation now in Congo is to intervene before losses become definitive," said Dr Hart.

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"Species with small ranges like the lesula can move from vulnerable to seriously endangered over the course of just a few years." Biologists suggested that the previously unexplored forest could be home to more unidentified species. "This discovery may be only the first from this remarkable but poorly known forest, located in the central DRC [DR Congo]," said anthropologist Andrew Burrell from New York University who was also involved in the study. "Recent surveys have shown that the forest also harbours okapi, bonobos and elephants, as well as 10 other primate species or subspecies." Dr Hart added that the region is now in the final stages of being declared a protected area: the Lomami National Park. "The discovery of the lesula has extended our knowledge of the evolution and ecology of African monkeys, and in particular has confirmed the importance of a previously little-known region for primate diversity," he told BBC Nature.

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EXPERIMENT

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PROJECT INFORMATION

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NAME…

GROUP:

1 INITAL 2 CLASSROOM 3 PROBLEM 4 TEST OF CONTENT

A A A A

B B B B

C C C C

D D D D

E E E E

DATE…/…/…

MARK[5%]: MARK [10%]: MARK [10%]: MARK [25%]:

WORKBOOK OF CONTENT Nº 2 INDEX 1 INITIAL ............................................................................................................................................................................... 24 2 CLASSROOM ...................................................................................................................................................................... 30 3 PROBLEM ........................................................................................................................................................................... 35

CALENDARIO DE ACTIVIDADES Y EVALUACIÓN UNIDAD Nº 2 INSTRUMENTO EVALUACIÓN CUADERNO DE CONTENIDOS EXAMEN DE CONTENIDOS

Hugo Manuel Fernández Ruiz

ACTIVIDADES

FECHA

INICIAL

7 noviembre

AULA

9- 12 noviembre

PROBLEMA

14-23 noviembre 26 noviembre

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ESO 2º CNA CLIL 1 INITIAL NAME…

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Unidad 2: Ecosistemas A

MARK[5%]: GROUP:

DATE…/…/…

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ESO 2º CNA CLIL 2 CLASSROOM

Unidad 2: Ecosistemas A

NAME…

MARK[10%]: GROUP:

DATE…/…/…

Use the DICTIONARY OF CONCEPTS from the science book and answer the following activities: 1. Define the following concepts: (1) Ecology

Is the study of the interaction between different living organisms, and between them and their environment

(2) Abiotic factors

Are the non-living factors which influence the environment

(3) Biotic factors

Are factors arising from the activities of living organisms

(4) Ecosystem

Is biological community and the physical environment

(5) Population

Is a group of individuals of the same species within a community

(6) Community

Is the total collection of living organisms living within a defined area

(7) Habitat

Is a place in which a organism or a community of organisms live

(8) Producers

Are organisms that can make their own food by autotrophic nutrition

(9) Consumers

Are organisms that feeds on others below them in a food chain

(10)

Food chain

Is a feeding relationship between organisms in an ecosystem

(11)

Food web

Is a network of interrelated food chains

(12)

Trophic level

Is the position an organism occupies in a food chain

2. Choose the correct answer: (1) Abiotic factors: a. Is the study of the interaction between different living organisms, and between them and their environment b. Are the non-living factors which influence the environment c. Are factors arising from the activities of living organisms (2) Biotic factors: a. Is the study of the interaction between different living organisms, and between them and their environment b. Are the non-living factors which influence the environment c. Are factors arising from the activities of living organisms (3) Community: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area (4) Consumers: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition Hugo Manuel Fernández Ruiz

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c. Are organisms that feeds on others below them in a food chain (5) Ecology: a. Is the study of the interaction between different living organisms, and between them and their environment b. Are the non-living factors which influence the environment c. Are factors arising from the activities of living organisms (6) Ecosystem: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area (7) Food chain: a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain (8) Food web: a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain (9) Habitat: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition c. Are organisms that feeds on others below them in a food chain (10) Population: a. Is biological community and the physical environment b. Is a group of individuals of the same species within a community c. Is the total collection of living organisms living within a defined area (11) Producers: a. Is a place in which a organism or a community of organisms live b. Are organisms that can make their own food by autotrophic nutrition c. Are organisms that feeds on others below them in a food chain (12) Trophic level: a. Is a feeding relationship between organisms in an ecosystem b. Is a network of interrelated food chains c. Is the position an organism occupies in a food chain

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Unidad 2: Ecosistemas

Use the RESUME OF CONTENT from the science book and answer the following activities: A. (1) (2) (3)

Fill in the missing word: An ecosystem includes the biocenosis, the biotope and biotic and abiotic relationships between them Ecological niche is the function which a particular species has in a ecosystem A trophic level includes all the organisms which obtain the matter and energy they need in the same way (4) In ecosystems, energy has a unidirectional flow (5) Food chains or food webs are used to represent the relationships among organisms in an ecosystem (6) The trophic structure of an ecosystem can be represented by trophic pyramids (7) Intraspecific are interactions among individuals of the same species (8) Interspecific are relationships among individuals of different species (9) The factors which most influence the distribution of living beings are: temperature, light and humidity (10) Tundra is very cold climate and scant precipitation (11) Taiga has abundant precipitation in the form of snow (12) Deciduous forest has abundant rainfall throughout the year (13) Mediterranean forest has very irregular rainfall (14) Grassland has constant high temperatures (15) Desert is very dry climate (16) Rainforest has abundant rainfall and high temperatures (17) Lentic ecosystems are in standing or still water (18) Lotic ecosystems are in running water B. True or False: (1) A trophic niche includes all the organisms which obtain the matter and energy they need in the same way

(2) An ecosystem includes the biocenosis, the biotope and biotic and abiotic relationships between them

(3) Deciduous forest has abundant rainfall throughout the year

(4) Desert is very dry climate

(5) Ecological level is the function which a particular species has in a ecosystem

(6) Food chains or food webs are used to represent the energy among organisms in an ecosystem

(7) Grassland has irregular high temperatures

(8) In ecosystems, relationships has a unidirectional flow

(9) Interspecific are interactions among individuals of the same species

(10)

Intraspecific are relationships among individuals of different species

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(11)

Lentic ecosystems are in running or still water

(12)

Lotic ecosystems are in standing water

(13)

Mediterranean forest has very constant rainfall

(14)

Rainforest has abundant rainfall and high temperatures

(15)

Taiga has scant precipitation in the form of snow

(16) The factors which most influence the distribution of living beings are: temperature, light and humidity

(17)

The trophic structure of an ecosystem can be represented by trophic pyramids

(18)

Tundra is very cold climate and abundant precipitation

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C. Watch the following power point and make a MIND MAP: http://www.youtube.com/watch?v=SZaq3iC2C7U&feature=youtu.be

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ESO 2º CNA CLIL 3 PROBLEM

Unidad 2: Ecosistemas A

NAME…

MARK[10%]: GROUP:

DATE…/…/…

Use the EXTENSION OF CONTENT from the science book and answer the following activities: A. Look at the pictures and diagrams and define the following concepts: Are made up of biocenosis and biotopes, between which occur (1) Ecological systems complex and reciprocal effects (2) Aquatic ecosystems

Are varied and delicately balanced

(3) Tolerance curves

Help illustrate the variable effects of individual environmental factors

(4) Sun

Is an important abiotic factor for this basking crocodile

(5) Heather

Is a perennial shrub that grows on well-drained and acid soils

(6) Fennec fox

Is a small fox species found in the Sahara of North Africa

(7) Energy

Moves from lower to higher trophic levels

(8) Biomass

is steadily reduced from one level up to the next in a trophic pyramid

(9) Mycorrhiza

Is an important type of cohabitation between the roots of higher plants and fungi

B. Choose the correct answer: (1) Aquatic ecosystems: a. Are made up of biocenosis and biotopes, between which occur complex and reciprocal effects b. Are varied and delicately balanced c. Help illustrate the variable effects of individual environmental factors (2) Biomass: a. Moves from lower to higher trophic levels b. Is steadily reduced from one level up to the next in a trophic pyramid c. Is an important type of cohabitation between the roots of higher plants and fungi (3) Ecological systems: a. Are made up of biocenosis and biotopes, between which occur complex and reciprocal effects b. Are varied and delicately balanced c. Help illustrate the variable effects of individual environmental factors (4) Energy: a. Moves from lower to higher trophic levels b. Is steadily reduced from one level up to the next in a trophic pyramid c. Is an important type of cohabitation between the roots of higher plants and fungi (5) Fennec fox: a. Is an important abiotic factor for this basking crocodile b. Is a perennial shrub that grows on well-drained and acid soils c. Is a small fox species found in the Sahara of North Africa (6) Heather: a. Is an important abiotic factor for this basking crocodile b. Is a perennial shrub that grows on well-drained and acid soils Hugo Manuel Fernández Ruiz

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c. Is a small fox species found in the Sahara of North Africa (7) Mycorrhiza: a. Moves from lower to higher trophic levels b. Is steadily reduced from one level up to the next in a trophic pyramid c. Is an important type of cohabitation between the roots of higher plants and fungi (8) Sun: a. Is an important abiotic factor for this basking crocodile b. Is a perennial shrub that grows on well-drained and acid soils c. Is a small fox species found in the Sahara of North Africa (9) Tolerance curves: a. Are made up of biocenoses and biotopes, between which occur complex and reciprocal effects b. Are varied and delicately balanced c. Help illustrate the variable effects of individual environmental factors C. (1) (2) (3) (4) (5) (6)

Fill in the missing word: Ecosystems are dynamic systems of inanimate and animate components The totally of living beings of an ecosystem is referred to as biocenosis The spatially delineable environment with is its typical, ambient conditions is called the biotope Ecology is a branch of biology that deals with the interrelationship of organisms Food chains describe the feeding relationships between species within a certain ecosystem The totally of individuals of a species that form a reproductive community within a delineated space is called a population (7) In symbiosis, species that are different but adapted to each other live together (8) Parasites are organisms that withdraw nutrients from other species D. True or False: (1) Ecology is a branch of geology that deals with the interrelationship of organisms

(2) Ecosystems are dynamic systems of inanimate and animate components

(3) Food chains describe the energy relationships between species within a certain ecosystem

(4) In symbiosis, species that are different but adapted to each other live together

(5) Parasites are organisms that withdraw nutrients from other species

(6) The spatially delineable environment with is its typical, ambient conditions is called the biocenosis

(7) The totally of individuals of a species that form a reproductive community within a delineated space is called a population

(8) The totally of living beings of an ecosystem is referred to as biotope

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E. Using IN FOCUS resolve the following PROBLEMS:  Why insect-eating bats go into hibernation?

 Which is the body temperature during the hibernation?

 How many increases the weight of consumers?

 How many links have the food chains?

 What eats the gray goose?

 What eats the teal?

 What eats the Goosander?

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ESO 2º CNA CLIL

Unidad 2: Ecosistemas  Which is the difference between endrotropic mycorrhiza and ectotrophic mycorrhiza?

 How many higher plants live in a symbiotic relation?

 What animal practice nest parasitim?

 What does the young cuckoo after hatching?

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Use the PRESS ARTICLE from the science book and answer the following activities: A. Fill in the missing word: (1) A new species of monkey has been identified in Africa, the second one in 28 years, say scientists (2) The species is separated from its nearest cousins by two rivers: the Congo and the Lomami (3) After genetic analysis identified the species as a member of the guenon group of Old World monkeys (4) Biologists suggested that the previously unexplored forest could be home to more unidentified species (5) Recent surveys have shown that the forest also harbours okapi, bonobos and elephants, as well as 10 other primate species or subspecies (6) The discovery of the lesula has extended our knowledge of the evolution and ecology of African monkeys B. True or False: (1) A new species of monkey has been identified in Africa, the second one in 28 months, say scientists

(2) After genetic analysis identified the species as a member of the guenon group of Old World elephants

(3) Biologists suggested that the previously unexplored forest could be home to more unidentified species

(4) Recent surveys have shown that the forest also harbours okapi, bonobos and elephants, as well as 100 other primate species or subspecies

(5) The discovery of the lesula has extended our knowledge of the evolution and ecology of African monkeys

(6) The species is separated from its nearest cousins by two rivers: the Congo and the Lomami

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NAME…

GROUP:

5 PRACTICE 6 PROJECT 7 TASK 8 TEST OF PRACTICE

A A A A

B B B B

C C C C

D D D D

E E E E

DATE…/…/…

MARK[10%]: MARK [10%]: MARK [5%]: MARK [25%]:

WORKBOOK OF PRACTICE Nº 2 INDEX 5 PRACTICE .......................................................................................................................................................................... 41 6 PROJECT ............................................................................................................................................................................ 44 7 TASK .................................................................................................................................................................................... 49

CALENDARIO DE ACTIVIDADES Y EVALUACIÓN UNIDAD Nº 2 INSTRUMENTO EVALUACIÓN

CUADERNO DE PRÁCTICAS

EXAMEN DE PRÁCTICAS

Hugo Manuel Fernández Ruiz

ACTIVIDADES

FECHA

PRÁCTICA

28 noviembre

PROYECTO

30 noviembre 5 diciembre

TAREA

10 diciembre 10 diciembre

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ESO 2º CNA CLIL 5 PRACTICE

Unidad 2: Ecosistemas A

NAME…

MARK[10%]: GROUP:

DATE…/…/…

Use the EXPERIMENT from the science book and answer the following activities: 3. Define the following concepts: Is a graphic representation of a particular characteristic at each trophic level Represents the number of individuals at each trophic level per unit of area or volume of an ecosystem Represents the biomass, or amount of organic matter which forms an individual, a trophic level or an ecosystem

(13)

Trophic pyramid

(14)

Number pyramid

(15)

Biomass pyramid

(16)

Energy pyramid

Represents the energy stored an each trophic level at a certain time

(17)

One-way flow of energy

Through the trophic levels, starting with photosynthesis

(18)

Closed cycle of matter

In which matter is recycled, but not lost

4. Choose the correct answer: (13) Number pyramid: a. Represents the number of individuals at each trophic level per unit of area or volume of an ecosystem b. Represents the biomass, or amount of organic matter which forms an individual, a trophic level or an ecosystem c. Represents the energy stored an each trophic level at a certain time (14) Biomass pyramid: a. Represents the number of individuals at each trophic level per unit of area or volume of an ecosystem b. Represents the biomass, or amount of organic matter which forms an individual, a trophic level or an ecosystem c. Represents the energy stored an each trophic level at a certain time (15) Energy pyramid: a. Represents the number of individuals at each trophic level per unit of area or volume of an ecosystem b. Represents the biomass, or amount of organic matter which forms an individual, a trophic level or an ecosystem c. Represents the energy stored an each trophic level at a certain time (16) Trophic pyramid: a. Is a graphic representation of a particular characteristic at each trophic level b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost (17) One-way flow of energy: a. Is a graphic representation of a particular characteristic at each trophic level b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost (18) Closed cycle of matter: a. Is a graphic representation of a particular characteristic at each trophic level Hugo Manuel Fernández Ruiz

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Unidad 2: Ecosistemas

b. Through the trophic levels, starting with photosynthesis c. In which matter is recycled, but not lost 5. (1) (2) (3) (4) (5)

Fill in the missing word: The trophic levels are represented by superimposed layers of equal height placed o top of each other Biomass is measured in grams or kilograms of dry organic matter per unit area or volume In ecosystems, matter and energy are transmitted through the food relationships between organisms During one-way flow of energy, most of energy is lost as heat The producers take in inorganic matter and convert it into organic matter.

6. True or False: (1) Biomass is measured in grams or kilograms of dry organic matter per unit area or volume

(2) During one-way flow of energy, most of matter is lost as heat

(3) In ecosystems, matter and energy are transmitted through the food relationships between organisms

(4) The producers take in organic matter and convert it into inorganic matter.

(5) The trophic levels are represented by superimposed layers of equal height placed o top of each other

7. Answer the following questions:

Hugo Manuel Fernรกndez Ruiz

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ESO 2ยบ CNA CLIL

Hugo Manuel Fernรกndez Ruiz

Unidad 2: Ecosistemas

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ESO 2º CNA CLIL 6 PROJECT NAME…

Unidad 2: Ecosistemas A

MARK[10%]: GROUP:

DATE…/…/…

Use the PROJECT INFORMATION from the science book and answer the following activities: A. Define the following concepts: Arácnidos /Artrópodos /Crustáceos /Insectos /Miriápodos (1) Artrópodos Constituyen el filo más numeroso y diverso del reino animal (Animalia). El término se aplica a animales invertebrados dotados de un esqueleto externo y apéndices articulados (2) Insectos Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par de antenas, tres pares de patas y dos pares de alas (3) Arácnidos Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye formas tan conocidas como las arañas, los escorpiones y los ácaros. (4) Crustáceos Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes. (5) Miriápodos Subfilo de artrópodos mandibulados, similares a los insectos en algunos aspectos, pero con muchos caracteres que los diferencian de éstos. Comprenden cuatro grupos bien clasificados, los ciempiés, milpiés, paurópodos, y sínfilos, B. Choose the correct answer: (1) Arácnidos: a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par de antenas, tres pares de patas y dos pares de alas b. Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye formas tan conocidas como las arañas, los escorpiones y los ácaros. c. Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes. (2) Crustáceos: a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par de antenas, tres pares de patas y dos pares de alas b. Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye formas tan conocidas como las arañas, los escorpiones y los ácaros. c. Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes. (3) Insectos: a. Clase de animales invertebrados, del filo de los artrópodos, caracterizados por presentar un par de antenas, tres pares de patas y dos pares de alas b. Clase de artrópodos quelicerados de la que han sido descritas más de 102.000 especies.1 Incluye formas tan conocidas como las arañas, los escorpiones y los ácaros. c. Extenso subfilo de artrópodos, con más de 67.000 especies y sin duda faltan por descubrir hasta cinco o diez veces este número.1 Incluyen varios grupos de animales como las langostas, los camarones, los cangrejos, los langostinos y los percebes. Hugo Manuel Fernández Ruiz

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ESO 2º CNA CLIL C. (1) (2) (3) (4) (5)

Unidad 2: Ecosistemas

Fill in the missing word: Observación de diferentes clases de artrópodos terrestres Observar vivos y distinguir los artrópodos más comunes Ten en cuenta que cada especie tiene su hábitat Anota en la tabla las características de cada uno de los animales capturados Clasifica cada ejemplar teniendo en cuenta las características observadas

D. True or False: (1) Anota en la tabla las características de cada uno de los animales capturados

(2) Clasifica cada ejemplar teniendo en cuenta las características observadas

(3) Observación de diferentes clases de insectos terrestres

(4) Observar muertos y distinguir los artrópodos más comunes

(5) Ten en cuenta que cada especie tiene su hábitat

E. Answer the following questions:

Hugo Manuel Fernández Ruiz

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ESO 2º CNA CLIL

Unidad 2: Ecosistemas

Utiliza la INFORMACIÓN DEL PROYECTO del libro de ciencias y elabora el siguiente informe del proyecto. Consulta el siguiente power point para realizar la presentación en clase: http://www.youtube.com/watch?v=mnz2lR6Wbz8&feature=youtu.be (1) Introducción: La introducción de un informe de prácticas indica el propósito de tu experimento. Tu hipótesis se debe incluir en la introducción, así como un breve resumen acerca de cómo se va a probar la hipótesis.

(2) Metodología y Materiales: Esta sección del informe de laboratorio consiste en hacer una descripción de los materiales y los métodos utilizados para realizar el experimento. No solo debe haber una lista de los materiales, sino que hay que indicar cuando y como fueron utilizados durante el desarrollo de todo el experimento.

Hugo Manuel Fernández Ruiz

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ESO 2º CNA CLIL

Unidad 2: Ecosistemas

(3) Resultados: La sección de resultados debe incluir todos los datos tabulados de las observaciones durante tu experimento. Esto incluye gráficos, tablas, y cualquier otro tipo de ilustraciones de datos que se haya recopilado. También debes incluir un resumen escrito de la información en los gráficos, tablas y/o ilustraciones.

Hugo Manuel Fernández Ruiz

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ESO 2º CNA CLIL

Unidad 2: Ecosistemas

(4) Discusión y Conclusión: En esta sección es donde se resume lo que ha ocurrido durante tu experimento. Aquí discutirás e interpretarás a fondo la información. ¿Qué has aprendido? ¿Cuáles fueron tus resultados? Fue correcta tu hipótesis correcta, ¿porque si o no? ¿Hubo algún error?

(5) Citas: Todas las referencias usadas deben ser incluidas al final de tu informe de prácticas. Eso incluye cualquier libro, artículo, manual de laboratorio, etc., que hayas usado cuando redactabas tu informe.

Hugo Manuel Fernández Ruiz

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ESO 2º CNA CLIL 7 TASK NAME…

Hugo Manuel Fernández Ruiz

Unidad 2: Ecosistemas A

MARK[5%]: GROUP:

DATE…/…/…

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ESO 2ยบ CNA CLIL

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Unidad 2: Ecosistemas

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ESO 2ยบ CNA CLIL

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Unidad 2: Ecosistemas

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ESO 2ยบ CNA CLIL

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Unidad 2: Ecosistemas

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ESO 2ยบ CNA CLIL

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Unidad 2: Ecosistemas

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ESO 2ยบ CNA CLIL

Hugo Manuel Fernรกndez Ruiz

Unidad 2: Ecosistemas

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ESO 2ยบ CNA CLIL

Hugo Manuel Fernรกndez Ruiz

Unidad 2: Ecosistemas

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