Showing posts with label ECOESCUELAS. Show all posts

Monday, 16 December 2019

Tuesday, 10 December 2019

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/

Thursday, 7 November 2019

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

WEBTASK: BIOMES 3º ESO A

Task

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

Biomes:

tundra
desert
temperate deciduous forest
ocean

Process

Each team will be assigned a biome 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.

https://www.edistribucion.es/anayaeducacion/8440042/unit_08.html
http://www.mbgnet.net/index.html
https://www.teachersfirst.com/lessons/biomes/biomes.cfm

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

Human influences:
Background information
examples with pictures/illustrations
2 questions that can be
answered from your research
Glossary

Monday, 4 November 2019

Climate and the Carbon cycle I

https://serc.carleton.edu/eslabs/carbon/index.html

Carbon is everywhere, in the oceans, in rocks and soils, in all forms of life, and in our atmosphere. Without carbon, life would not exist as we know it. The well-being and functioning of our planet depends on carbon and how it cycles through the Earth's systems.

Carbon is constantly in the news. Have you heard of carbon dioxide and the greenhouse effect? The carbon cycle plays a key role in regulating Earth's global temperature and climate by controlling the amount of carbon dioxide in the atmosphere. The greenhouse effect itself is a naturally occurring phenomenon that makes Earth warm enough for life to exist. Without the greenhouse effect, Earth would be a much colder place. Carbon dioxide is an important greenhouse gas, because it helps Earth's atmosphere to retain heat generated from the Sun. But sometimes, too much of a good thing can have negative consequences. Too much carbon dioxide going into the atmosphere can lead to a planet that gets unnaturally hot.

Since the industrial revolution in the 19th century, carbon dioxide in the atmosphere has risen by 30%. Scientists have shown that this increase in carbon dioxide is a result of human activities that have occurred over the last 150 years, including the burning of fossil fuels and deforestation. Since carbon seems to be connected to everything that matters to us—our climate, our bodies, our ecosystems, the health of our planet—it makes sense for us, scientists and non-scientists alike, to learn as much about carbon and carbon cycle as we can. Only then can we make sensible "carbon decisions" that will impact our future.

What will I learn?

This unit will introduce you to the basics of the carbon cycle. You will learn how the carbon cycle, climate and the abiotic and biotic components of the environment influence each other in many ways. You will learn how carbon moves throughout the different components of the carbon cycle and where carbon is stored in the Earth's system. Using case studies, NASA visualizations, current research, and interactives, you will explore how living things on land, in soils, and in our oceans regulate the carbon cycle. Because carbon, climate and the environment are tightly coupled, you will analyze the effect of carbon dioxide on the Earth's thermostat and our climate. Finally, you will seek possible solutions to a warming climate.

Key Questions

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

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

https://serc.carleton.edu/eslabs/carbon/1d.html?epik=dj0yJnU9UGxWSExaS3UxRHJHZklnWVA2VFZPaTMtUWpjT28zdWUmbj1fa09NMW9lWXhpOExCclVvSUxMODd3Jm09MyZ0PUFBQUFBRjJfMkpr

On April 20, 2010, the Deepwater Horizon oil rig operating in the Gulf of Mexico exploded and sank. Oil and gas moved up the drilling well-bore onto the deck causing a massive fire. The explosion killed 11 platform workers and badly injured 17 others. Following the explosion and sinking of the rig, oil gushed up from the sea floor unabated for 87 days. An estimated 4.9 million barrels of crude oil spilled into the Gulf of Mexico waters inundating the coastlines of Louisiana, Mississippi and Alabama, and damaging coastal ecosystems and fishing industries.

The oil and gas extracted by the DeepWater Horizon rig had been formed and buried in deep sediments millions of years ago. While coal had been used as a fuel resource since 1000 B.C, it wasn't until the arrival of the Industrial Revolution that coal began to replace wood biomass as the primary source of energy. Today, humans are extracting the three primary fossil fuels - coal, oil, and natural gas - to provide energy for a world population that has exceeded 7 billion. Fossil fuels are made of . In this section of Lab 1, you will investigate how the combustion of fossil fuel hydrocarbons is changing the chemistry of the atmosphere.

Burning hydrocarbons releases energy, and CO2 as a by-product

The Deep Horizon rig was drilling for crude oil (petroleum) deep within bottom sediments in the Gulf of Mexico. Crude oil is a mixture of several different chemicals which can be refined into hydrocarbon products such as such as motor oil, gasoline, jet fuel, diesel fuel, and heating oil. If you drive a car, heat your home, turn on a light, or enjoy a good backyard barbecue, the energy you are using most likely comes from burning fossil fuel hydrocarbons, a process called .

Energy is stored in the chemical bonds that hold the carbon and hydrogen atoms together. When the atoms are rearranged in the combustion reaction, bonds are broken and new bonds formed, releasing energy. The chemical energy stored in these bonds originated from solar energy used by plants to power photosynthesis. During photosynthesis, plants transform solar energy to biochemical energy which becomes stored in the bonds of glucose molecules and other carbon compounds made by plants.

https://serc.carleton.edu/eslabs/carbon/1d.html?epik=dj0yJnU9UGxWSExaS3UxRHJHZklnWVA2VFZPaTMtUWpjT28zdWUmbj1fa09NMW9lWXhpOExCclVvSUxMODd3Jm09MyZ0PUFBQUFBRjJfMkpr

https://www.theguardian.com/environment/ng-interactive/2015/apr/10/how-much-fossil-fuel-are-we-using-right-now?epik=dj0yJnU9MlM5eGt1M2R2TXRpYzRMQnd2TzZFVjJCN09sSEZ2ZGQmbj1LS0hyYUxFSHFic3A1Ukd1eXp1NFRBJm09MyZ0PUFBQUFBRjJfMU5z

Are humans changing the chemistry of the atmosphere?

The video you just watched makes the claim that when humans burn fossil fuels, we release CO2 to the atmosphere causing the atmosphere to become warmer. However, the video provides no data as evidence to support this claim. As a matter of fact, some people on the Internet have claimed that humans have no role in rising CO2and instead blame the rise on natural events such as volcanic outgassing. Providing evidence for a claim is a critical component of science. To that end, you will analyze data from a series of graphs, a NASA animation of CO2 emissions and a video presentation given by geoscientist Dr. Richard Alley. A

Graph 1: Emissions of carbon dioxide to the atmosphere from burning fossil fuels since 1880- the beginning of the Industrial Revolution. Emissions are measured in millions of metric tons of carbon. Figure by Greg Fiske, Woods Hole Research Center

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

Stop and Think:

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

Tuesday, 29 October 2019

History of UN Climate Talks

https://www.c2es.org/content/history-of-un-climate-talks/

The Paris Agreement is the culmination of a quarter-century of international climate diplomacy launched with the U.N. Framework Convention on Climate Change (UNFCCC) at the Earth Summit in Rio de Janeiro. Here’s a brief recap of the evolution of the global climate effort:

2020: Los países deben presentar sus nuevas contribuciones de acción climática a finales del 2020, como fecha tope. En la cita de la capital francesa se acordó detener el incremento de temperaturas por debajo de 2 ºC respecto a los niveles preindustriales (y hacer un esfuerzo, incluso, para contenerlo en 1,5 ºC).Pero las emisiones de gases invernadero sigue creciendo (un 1,5% el año pasado).Y si no se actúa con mayor exigencia, los termómetros subirán al menos 3 ºC, lo que anuncia nuevos estragos climáticos (olas de calor, deshielos, subidas del nivel del mar, mayor virulencia de los fenómenos extremos.).

Cumbre sobre la Acción Climática ONU 2019. Las emisiones a nivel mundial están alcanzando unos niveles sin precedentes que parece que aún no han llegado a su cota máxima. Los últimos cuatro años han sido los más calurosos de la historia y las temperaturas invernales del Ártico han aumentado 3 °C desde 1990. Los niveles del mar están subiendo, los arrecifes de coral se mueren y estamos empezando a ver el impacto fatal del cambio climático en la salud a través de la contaminación del aire, las olas de calor y los riesgos en la seguridad alimentaria.Los impactos del cambio climático se sienten en todas partes y están teniendo consecuencias muy reales en la vida de las personas. Las economías nacionales se están viendo afectadas por el cambio climático, lo cual a día de hoy nos está costando caro y resultará aún más costoso en el futuro. Pero se empieza a reconocer que ahora existen soluciones asequibles y escalables que nos permitirán dar el salto a economías más limpias y resilientes.Los últimos análisis indican que, si actuamos ya, podemos reducir las emisiones de carbono de aquí a 12 años y frenar el aumento de la temperatura media anual por debajo de los 2 °C, o incluso a 1,5 °C por encima de los niveles preindustriales, según los datos científicos más recientes.

2016: El Acuerdo de París, de diciembre 2015, entró en vigor casi un año después. Desde el día 4 de noviembre de 2016 este Acuerdo es ya un "tratado global legalmente vinculante", al haber alcanzado la ratificación por el número suficiente de países necesario. Este Acuerdo es histórico y lanza una señal a la sociedad, a los inversores y a las empresas: la transición energética ya está en marcha y es imparable. Y también crea un marco que posibilita la acción hacia la transformación a un modelo de desarrollo bajo en emisiones.El Acuerdo tiene como objetivo “mantener el aumento de la temperatura media mundial por debajo de 2ºC y proseguir los esfuerzos para que no supere 1,5ºC respecto a las temperaturas preindustriales”.

2015: Los representantes de cerca de 200 países, reunidos en la Cumbre del Clima, adoptaron el primer acuerdo global para atajar el calentamiento desencadenado por el hombre con sus emisiones de gases de efecto invernadero. El pacto abre un camino, pero no es la meta. Los esfuerzos que hay ahora sobre la mesa no son suficientes para impedir que el aumento de la temperatura a final del siglo se quede “muy por debajo de los dos grados”, el objetivo que persigue el pacto. Todos los países firmantes deberán limitar sus emisiones, aunque los desarrollados tendrán que hacer un mayor esfuerzo y movilizar 100.000 millones de dólares anuales.

2007: Reunión de alto nivel sobre el Cambio Climático convocada por el Secretario General de las Naciones Unidas (Nueva York, EE.UU.)

2006 (Nairobi, Kenya): Programa de Trabajo de Nairobi sobre Adaptación

2005 (Montreal, Canadá): Entrada en vigor del Protocolo de Kyoto

2004 (Buenos Aires, Argentina): Programa de Trabajo de Buenos Aires sobre Adaptación y Medidas de Respuesta

2002 (Nueva Delhi, India) Declaración de Delhi. Examen de los progresos realizados desde 1992 en la Cumbre Mundial sobre el Desarrollo Sostenible

2001 (Marrakech, Marruecos), Acuerdos de Marrakech. Se adopta un amplio conjunto de decisiones que incluían directrices más detalladas sobre el Protocolo de Kyoto y presentaba indicaciones para aplicar la Convención y sus normas.

2000: (La Haya, Países Bajos), Fracasan las conversaciones basadas en el Plan de Acción de Buenos Aires. Mientras tanto, un tercer informe del IPCC mejoró el clima de las negociaciones, ya que aportó las pruebas científicas del calentamiento mundial más convincentes de las presentadas hasta la fecha.

1998 : (Buenos Aires, Argentina), Plan de Acción de Buenos Aires. Aborda conversaciones sobre cuestiones relativas a la aplicación – como la financiación y la transferencia de tecnología –

1997: (Kyoto, Japón), Adopción del Protocolo de Kyoto. Se esbozan compromisos jurídicamente vinculantes de recorte de las emisiones. En él se recogían las normas básicas, pero no se especificaban con detalle cómo deberían aplicarse. Se preveía un proceso independiente y oficial de firma y ratificación por los gobiernos nacionales antes de que pudiera entrar en vigor.

1995 (Berlín, Alemania), Mandato de Berlin. Ronda de conversaciones para analizar el cambio climático.

1994 : La Convención sobre cambio climático entra en vigor: la adhesión es prácticamente mundial.

1992: La Convención sobre cambio climático se abre a la firma en la Cumbre de la Tierra celebrada en Río de Janeiro.

1990 El IPCC y la segunda CMC piden un tratado mundial sobre el cambio climático

1988 Establecimiento del IPCC (Panel Intergubernamental sobre el cambio climático)

1979 Primera Conferencia Mundial sobre el Clima (CMC)

https://es.greenpeace.org/es/wp-content/uploads/sites/3/2018/11/GP-cambio-climatico-LR.pdf

https://unfccc.int/resource/docs/publications/unitingonclimate_spa.pdf

https://library.fes.de/pdf-files/bueros/la-energiayclima/09155.pdf

Youth Unstoppable. Dir. Slater Jewell-Kemker

ANOTHER WAY FILM FESTIVAL

https://www.anotherwayff.com/event/fridays-for-another-future/

A veces a una generación le toca hacer historia. ¿Te gustaría ser parte de ella?

Del 24 al 27 de octubre, el festival sobre progreso sostenible de Madrid

Another Way Film Festival celebró su quinta edición en Cineteca Madrid, Filmoteca Española y Sala Equis.

A lo largo del viernes 25 de octubre ofrecemos el documental, Youth Unstoppable, una película dirigida por Slater Jewell-Kemker (Canadá, 2018), que captura la vibrante historia sobre cómo jóvenes de todo el mundo lideran notablemente la lucha contra la emergencia climática para salvar el planeta y su futuro. Este documental se emitirá en versión original subtitulada.

Esta proyección, abierta a todos los públicos, está especialmente dirigida a institutos, colegios y universidades, y se verá seguida de un coloquio entre el público y un miembro de Fridays For Future. Se proyecta en un total de 19 sedes en Madrid y 10 ciudades en España; Almería es una de ellas.

https://youtu.be/ABiS7Gj63l8

Fridays For Future: es un movimiento internacional de origen estudiantil que denuncia la inacción de la clase política frente a la crisis climática. Llegó a España a principios de 2019 y desde entonces se han manifestado cada viernes delante del Congreso de los Diputados.

#FridaysForFuture #FridaysForChange #EmergenciaClimatica #JusticiaClimatica #cineyeducacion

ANOTHER WAY FILM FESTIVAL

https://youtu.be/tEw0h5hYXC8

Monday, 10 June 2019

TALLERES DE RECICLAJE EN NUESTRO CENTRO.

Ecoescuela Al-Ándalus en la prensa

https://m.diariodealmeria.es/vivir/IES-Al-Andalus-vuelca-sensibilizacion-ambiente_0_136
2463926.html

El IES Al-Ándalus se vuelca con la sensibilización del medio ambiente

Alumnado y profesores completan una jornada reivindicativa y multidisciplinar

El IES Al-Ándalus celebró el Día Mundial del Medio Ambiente mediante un despliegue de iniciativas diversas encaminadas a su conmemoración, sensibilización y reivindicación. Para ello se dispuso de un complejo organigrama que reorganiza el centro educativo en una sede activa y colaborativa presidida por la idea de concienciación y cambio.