Basuraleza

PROYECTO CORRELIMOS

MATERIAL DE APOYO
http://www.juntadeandalucia.es/medioambiente/site/portalweb/menuitem.7e1cf46ddf59bb227a9ebe205510e1ca/?vgnextoid=9a1c8c3f43a4d310VgnVCM1000001325e50aRCRD&vgnextchannel=4090d756d6359310VgnVCM1000001325e50aRCRD&lr=lang_es



BÚSQUEDA VISUAL DE ESPECIES MARINAS
http://www.ictioterm.es/busqueda_visual.php

POSIDONIA
http://www.juntadeandalucia.es/medioambiente/site/portalweb/menuitem.7e1cf46ddf59bb227a9ebe205510e1ca/?vgnextoid=8087779efcd24510VgnVCM2000000624e50aRCRD&vgnextchannel=42d2389d8f6d4310VgnVCM2000000624e50aRCRD
http://www.juntadeandalucia.es/medioambiente/portal_web/web/servicios/centro_de_documentacion_y_biblioteca/fondo_editorial_digital/documentos_tecnicos/posidonia_oceanica/guia_didactica_posidonia_oceanica.pdf

FICHAS DIDÁCTICAS P PLEAMAR
http://www.juntadeandalucia.es/medioambiente/site/portalweb/menuitem.7e1cf46ddf59bb227a9ebe205510e1ca/?vgnextoid=32d0695d08e6a310VgnVCM2000000624e50aRCRD&vgnextchannel=4090d756d6359310VgnVCM1000001325e50aRCRD&lr=lang_es

PANELES DIDÁCTICOS
http://www.juntadeandalucia.es/medioambiente/site/portalweb/menuitem.7e1cf46ddf59bb227a9ebe205510e1ca/?vgnextoid=0b9d1460a7ba3610VgnVCM100000341de50aRCRD&vgnextchannel=4090d756d6359310VgnVCM1000001325e50aRCRD&lr=lang_es

PROYECTO LIFE CONHABIT ANDALUCÍA
http://www.lifeconhabitandalucia.es/

MANIFIESTO POR EL CLIMA

https://9d5a0bc5-fef1-4eb8-8fbd-438e41e781ce.filesusr.com/ugd/e07c94_43ded905e65043e49b1b360ca981ac76.pdf

AICLE. SECUENCIAS DIDÁCTICAS BIOLOGÍA Y GEOLOGÍA

http://www.juntadeandalucia.es/educacion/webportal/web/aicle/secuencias-aicle

In this link you will find the following bilingual units:

 THE EARTH IN THE UNIVERSE

 VITAL FUNCTIONS


HOW SCIENCE WORKS


 ECOSYSTEMS

 EARTH'S INTERNAL ENERGY

Measure what you treasure. Your ecological footprint.

https://www.footprintnetwork.org/

Humans use as much ecological resources as if we lived on 1.75 Earths. The Ecological Footprint is the only metric that compares the resource demand of individuals, governments, and businesses  against what Earth can renew.

http://www.rtve.es/m/alacarta/videos/que-animal/animal-invasores/5456843/

YOU ARE WHAT YOU WEAR

https://ecoescuela1819alandalus.blogspot.com/2019/11/you-are-what-you-wear.html

PLANTAS

ANIMACIÓN TEJIDOS VEGETALES:
https://marsupial.blinklearning.com/coursePlayer/clases2.php?editar=0&idcurso=392669&idclase=38716559&contentStyle=oxford_dual&modo=0


ATLAS DE ANATOMÍA ANIMAL Y VEGETAL:
https://mmegias.webs.uvigo.es/2-organos-v/guiada_o_v_inicio.php

PPT HISTOLOGIA VEGETAL
https://drive.google.com/file/d/0B1ETGSrTo4XJWEtOWTJUaDY0VHM/view

UNIT 4: THE GEOSPHERE.

VOCABULARY:  

Traduce  los siguientes términos y explica su significado:

    GEOSPHERE

·                 SEISMIC WAVES

 

·                 EARTHQUAKES

 

·                 LAYERS: CRUST, MANTLE, CORE

·    

·               CONTINENTAL CRUST, OCEANIC CRUST

 

·                UPPER MANTLE, LOWER MANTLE

     

·                OUTER CORE, INNER CORE

·      

·                 CONVECTION CURRENTS

 

          MAGNETIC FIELD 

      

          TECTONIC PLATES

 

MA 

·                     LITHOSPHERE

 

·               

 

·      

https://blogs.20minutos.es/ciencia-para-llevar-csic/2019/11/21/que-es-la-nanomedicina/amp/?fbclid=IwAR1z8XD6Jugvw1dBjW-LCRLAwi87Qa4oFwA_kDxaD8k5Nil0dei-aLFHenc#click=https://t.co/bKyiuXqIZR

Environment

https://twitter.com/publico_es/status/1187718199850045443?s=09

https://youtu.be/fIl_Lr5Rf5A

https://youtu.be/3X-Z0kMfh4M

1º ESO A, B : EXTENSION ACTIVITIES

How we use minerals

  
Did you know we use minerals every day? Without them there would be no cars, trains or planes. You wouldn't be able to clean your teeth or wash your clothes. Clocks, watches and jewellery, tin cans and aluminium foil - all minerals! And of course, you wouldn't be sitting down at a computer reading this now if it weren't for minerals.

 So have a look and find out more about the minerals around you and copy  five examples into your notebook:

http://www.oum.ox.ac.uk/thezone/minerals/usage/index.htm 

WEB TASKS: MINERALS AND ROCKS

http://alandalusalnatural.blogspot.com/2015/04/web-tasks-minerals-and-rocks.html 

Mitosis, meiosis and cell cycle

CELLS

Climate and the Carbon cycle. Questionnaire.

A. Climate and the Carbon cycle I

        https://alandalusalnatural.blogspot.com/2019/11/climate-and-carbon-cycle.html

1. How do the carbon cycle, climate and the environment influence each other?
2. How does the carbon cycle regulate the temperature of Earth's atmosphere? 
3. Will carbon dioxide continue to rise, and if so, what can we do about it?

B. Living in a Carbon World Part D: Fossil Fuels, Hydrocarbons and CO2

       https://alandalusalnatural.blogspot.com/2019/11/living-in-carbon-world-part-d-fossil.html

4. Click on the links below to view the graphs    and watch the video.

1. Graph 1: Illustrates the amount of CO2emissions moving into the atmosphere from the combustion of the three most important fossil fuels: oil, gas, and coal from 1880-2004.

• Graph 2 and Graph 3: Go to NASA's Global Climate Change - Vital Signs of the Planet to investigate changes in atmospheric CO2data. 
• Graph 4: Go to NASA's Vital Signs for Global Land-Ocean Temperature Index. This data represents temperatures that are above or below a 30 year average of temperature measurements taken from 1950-1980.
• Graph 5: 1000 years of Fossil Fuels allows you to compare trends in three datasets: fossil fuels, CO2 and temperature.
• Video 1: NASA, a year the life of Earth's CO2 . In this video animation, NASA scientists have compressed a year's worth of CO2 data into one year. Can you identify the three areas of the world producing the most CO2?

5. Describe how combustion can move carbon atoms from being stored deep in the ground to the atmosphere.
6.  Identify and explain at least one piece of evidence supporting or refuting the claim that humans are changing the carbon chemistry of the atmosphere.

C. CARBON ON THE MOVE!

https://alandalusalnatural.blogspot.com/2019/11/carbon-on-move.html

7. Examine the terrestrial food web image, taking time to follow the carbon. Remember that carbon atoms move as part of a carbon compound, not as single atoms.

8. Then, check your understanding of how carbon moves through food webs by answering the Checking In  questions.

9.  Examine the Terrestrial Carbon Cycle food web diagram again. Describe how the carbon atoms in carbon dioxide molecules originally found in the atmosphere can end up in a coyote. Use a diagram to help you explain your answer if you need to.

D.  Living in a Carbon World

https://alandalusalnatural.blogspot.com/2019/11/climate-and-carbon-cycle-ii.html

Part A: Trees - The Carbon Storage Experts

10. Write down ideas of where you think the mass of the Giant Sequoia tree comes from as it grows and then create a class list of all possible ideas.

11. Compare and discuss people's hypotheses from the video with your class's ideas about where the mass of a tree comes from.

• Which items on both lists are misconceptions about how a tree grows and adds mass.
• Where does a tree actually get most of its mass from?

12. Checking In

Where do you think the carbon atoms in the glucose molecule originally came from? Choose all that apply.
Soil
Water
Carbon dioxide molecules
Air
1. Where do you think the carbon atoms in the cellulose molecule originally came from? Choose all that apply.
   
   

   Soil

   Water

   Carbon dioxide molecules

   Air

5.     Where do you think the carbon atoms in the cellulose molecule originally came from? Choose all that apply.

1. Soil

   Water

   Carbon dioxide molecules

   Air

13.  Checking In

Check your understanding of where carbon goes once it enters a tree by answering the questions below. Check all that apply.

1. Carbon dioxide (CO2) in the air enters a tree via the process(es) of .......?
   
   

   respiration

   biosynthesis

   photosynthesis
2. Once CO2 enters the leaves of a tree, the carbon atoms can eventually move to........?
   
   

   the soil

   leaf litterfall

   the roots

   branches, stems, and leaves

   the air
3. Under which of the following conditions would a tree add biomass and grow?
   
   

   Over time, a tree releases more carbon back to the air via respiration than it takes in via photosynthesis.

   Over time, a tree takes in more carbon via photosynthesis than it releases back to the air via respiration.

   Over time, a tree takes in the same amount of carbon via photosynthesis as it releases back to the air via respiration.
4. Carbon atoms get stored in new organic carbon compounds created by what process?
   
   

   respiration

   biosynthesis

   photosynthesis
5. The source of a tree's biomass is mostly from...?
   
   

   soil

   water

   air

   carbon dioxide

5. Checking In

Check your understanding of where carbon goes once it enters a tree by answering the questions below. Check all that apply.

1. Carbon dioxide (CO2) in the air enters a tree via the process(es) of .......?
   
   

   respiration

   biosynthesis

   photosynthesis
2. Once CO2 enters the leaves of a tree, the carbon atoms can eventually move to........?
   
   

   the soil

   leaf litterfall

   the roots

   branches, stems, and leaves

   the air
3. Under which of the following conditions would a tree add biomass and grow?
   
   

   Over time, a tree releases more carbon back to the air via respiration than it takes in via photosynthesis.

   Over time, a tree takes in more carbon via photosynthesis than it releases back to the air via respiration.

   Over time, a tree takes in the same amount of carbon via photosynthesis as it releases back to the air via respiration.
4. Carbon atoms get stored in new organic carbon compounds created by what process?
   
   

   respiration

   biosynthesis

   photosynthesis
5. The source of a tree's biomass is mostly from...?
   
   

   soil

   water

   air

   carbon dioxide

Stop and Think

14. : Using the tree diagram above to help you, explain why trees (and all plants) represent a small but complete carbon cycle. Draw your own diagram to help you illustrate your answer.

Part B: Carbon Storage in Local Trees

15. Why should we care about how much carbon a tree stores?

16. Lab investigation: How Much Carbon is Stored in a Local Tree?

          a. Calculate the approximate mass of carbon atoms stored in your tree in kilograms(kg). . 

         b.  Scientists have determined that 1 kg of carbon is equivalent to approximately 3.67 kg of CO2. Thus, multiplying the carbon stored (kg) in your tree by 3.67 will give you an approximate measure of CO2 taken in via photosynthesis and stored in the tree. 

Checking In

How many kg of CO2 did your single local tree remove from the atmosphere and store in its biomass?

17. Explain how planting and growing more trees could mitigate this warming trend in global temperature.

The 2019 UN climate change conference (COP25) will be held from 2 to 13 December in Madrid (Spain)

https://ec.europa.eu/clima/events/cop25-climate-change-conference_en

2/12/2019 - 13/12/2019

The 2019 UN climate change conference (COP25) will be held from 2 to 13 December in Madrid (Spain), under the incoming Presidency of the Government of Chile. The EU and its Member States will take part as Parties to the UN Framework Convention on Climate Change (UNFCCC).

LA CÉLULA

http://www.joaquinrodriguezpiaya.es/2_Bachillerato_Biologia/Estructura_celular/index_estructura_celular.html

https://www.theguardian.com/global-development/2019/nov/06/italy-to-school-students-in-sustainability-and-climate-crisis

Italy to put sustainability and climate at heart of learning in schools

Country will become first to make study of global heating and human influence on natural resources compulsory in state schools

Ecological footprint

https://www.footprintcalculator.org/

WEBTASK 3º B

Task

Working as a group, develop a presentation to the class . Presentations must be in the form of a digital powerpoint.

Natural areas: Sierra Nevada, Tabernas, Cabo de Gata, Sorbas 

Process

Each team will be assigned a place by the teacher. It is the team's job to research the biome and gather facts and information about that biome. Each member of the team will become an expert in a particular aspect of the biome

Team Roles

• Biologist- this person will be an expert in the plant and animal life of the area. 
• Ecologist- the expert  in the environmental threads.
• Climatologist- the expert in the type of climate: average of precipitations, temperatures,...
• Geologist- this person will be an expert in the landforms, soils and external geological processes.

Discuss with your team which role each of you will assume. Remember that you are all responsible for learning about the biome you are presenting, but your role reflects an area of particular focus for you as your research
Each team member should choose a website from the resource list and find their biome, they should record facts and information about the biome that would be useful in the presentation. 
http://www.andalucia.com/environment/protect/sorbas.htmhttps://waste.ideal.es/espaciosnaturales-andalucia.htm
http://www.almerinatura.com/en/
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Geology_of_the_arid_zone_of_Almeria/Introduction.pdf
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Geology_of_the_arid_zone_of_Almeria/The_Tabernas_Basin.pdf
https://geographyfieldwork.com/AlmeriaClimateChange.htm


 Remember your role. You can write down anything useful you think the team will need, but your focus should be on the role you were assigned (Geologist, Biologist, Climatologist, Ecologist)

Team Responsibilities
Each individual group member is responsible for one of the following:

Climate:Background information
Climograph
World map
Glossary

Biologist: Animal life Background information 4 examples with pictures/illustrations Adaptations . 2 questions that can be answered  from your research Glossary Plant life: Background information 4 examples with pictures/illustrations Adaptations 2 questions that can be answered from your research Glossary Landscape, soils: Background information 8 examples with pictures/illustrations 2 questions that can be answered  from your research Glossary Human influences: Background information examples with pictures/illustrations 2 questions that can be  answered from your research Glossary