Units 6 and 7: Assessment criteria

1. Given a picture of a land relief, label the different kinds of relief found in it.
2. Given a picture of a submerged relief, label the different kinds of relief found in it.
3. Distinguish the different layers of the geosphere and describe the main characteristics of each.
4. Explain what lithosphere and lithospheric plates are.
5. Explain how convection currents are created.
6. Explain how wind is created.
7. Explain the water cycle.
8. Classify the different types of rocks and explain how they are formed.
9. Explain the types of plate boundaries and the types of relief and effects we can find in each.
10. Define epicentre and hypocentre.
11. Differentiate between magnitude and intensity of and earthquake and know the scale we use to measure each.
12. Differentiate the materials released in a volcanic eruption: pyroclast (bombs, lapilli, ash), lava, gases.
13. Given a picture of a volcano, label its parts.

Concurso de fotografía ornitológica

Oceans. Food web.

1. Classification (kingdom, type of animal) and scientific name.
2. Classification: plankton, nekton, benthos
   
3. Feeding
4. Habitat/location  link1
   
• According to the ocean and latitude:

COLD NORTH	ARTIC OCEAN
TEMPERATE NORTH	PACIFIC OCEAN
	ATLANTIC OCEAN
	MEDITERRANEAN SEA
WARM	PACIFIC OCEAN
	ATLANTIC OCEAN
	CARIBBEAN SEA
	ARABIAN SEA
	INDIAN OCEAN
	SOUTH CHINA SEA
	PHILIPPINE SEA
	CORAL SEA
TEMPERATE SOUTH	PACIFIC OCEAN
	ATLANTIC OCEAN
	INDIAN OCEAN
COLD SOUTH	SOUTHERN OCEAN

• According to the distance from the coast
• Neritic zone.
  
• Shore and beach
• Reefs
• Oceanic zone: open ocean
• According to the depth
• Peagic zone
• Bathyal zone
  
• Abssal zone: deep sea and trench
  

   

4. Trophic level
5. Special characteristics/features
6. Picture
7. Sources of information

Marine species database

Fish database. Good for location. Better if you know the scientific name.http://www.fishbase.org/

The Ocean by National Geographic

some new dicovered species

https://www.worldwildlife.org/habitats/ocean-habitat

Phytoplankton: Primary Producers	Diatoms.They dominate the temperate and polar oceans. Typical size is about 30 micrometers. They contribute about 60 per cent of the primary productivity in the oceans.	Diatoms1 diatoms2	Nur	Katia
	Coccolithophores.They dominate in regions of moderate turbulence and nutrients such as mid-latitudes in late spring in subpolar regions and in equatorial regions. Contributing about 15 per cent of the average oceanic phytoplankton biomass to the oceans	Coccolithophores1 coccolithophores	Amanda	Macarena
	Cyanobacteria.Typical size is about 1 micrometer in diameter. The most common are prochlorococcus and synechoccis.	Cyanobacteria1 cyanobacteria2	Walid	Alex
	Dinoflagellates.They tend to dominate in regions of low turbulence and nutrients, such as oceanic areas in late summer. Sizes range from 30 micrometers for some marine species up to 2,000 micrometers (2 mm) for Noctiluca.	Dinoflagellates	Pedro	Begoña
Zooplankton: primary consumers The phytoplankton are eaten by the smallest floating animals, the zooplankton. They range in size from single-celled organisms to larger multi-celled organisms. Small zooplankton are eaten by larger zooplankton. The Plankton Chronicles series http://www.planktonchronicles.org/en	Cilliates	ciliates	Lucía F.	Silvia
	Amoebas		Jaime	Susan
	Copepods	Copepods	Fran	Mahmud
	Shrimp	Shrimp	Iván	Javier
	Larval forms of barnacles		Eli	Ginés
	Larval forms of  molluscs		María L.	Diego
	Larval forms of fish		Alberto	Jorge
	Larval forms of jellyfish	jellyfish	Andrea	Yalal
Small Predators: secondary consumers Zooplankton are eaten by small predators	Krill	krill	Alicia
	Shrimp		Laura M.
	Immature stages of larger animals such as jellyfish.		Aris
	Immature stages of larger animals such as fish.		Bea
	Small fish such as sardines.	sardines	Luis
	Small fish such as menhaden	menhaden	Sirma
	Small fish such as herring	herring	Islam
Top Predators: tertiary consumers At the top of the marine food web are the large predators	Jellyfish		Miguel
	Squid	squid	Vicky
	Octopus		Rocío
	Large fish such as sharks		Sara B.
	Large fish such as tuna		María C.
	Large fish such as mackerel.		Julián
	Marine mammals: seals	seals	Lucía C.
	Marine mammals :walruses		Marta
	Marine mammals: dolphins	dolphins	Carmen
	Marine mammals: some species of whales (some eat fish, others eat zooplankton directly).		Irene C.
	Birds such as pelikans	pelikans	Brayhan
	Birds such as albatross	albatross	Nico
	Birds such  penguins		Irene F.
	Birds such as skua	skua	Pablo
Scavengers: consumers	sea cucumber		Sara G.
	polychaete worms		Adrián
	fiddler crabs		Laura L.

 http://oceanworld.tamu.edu/resources/oceanography-book/marinefoodwebs.htm

COLD NORTH	ARTIC OCEAN	Nur	Luis	Pablo
TEMPERATE NORTH	PACIFIC OCEAN	Amanda	Sirma	Sara G.
	ATLANTIC OCEAN	Walid	Islam	Adrián
	MEDITERRANEAN SEA	Pedro	Miguel	Laura L.
WARM	PACIFIC OCEAN	Lucía F.	Vicky	Katia
	ATLANTIC OCEAN	Jaime	Rocío	Macarena
	CARIBBEAN SEA	Fran	Sara B.	Alex
	ARABIAN SEA	Iván	María C.	Begoña
	INDIAN OCEAN	Eliecer	Julián	Silvia
	SOUTH CHINA SEA	María L.	Lucía C.	Susan
	PHILIPPINE SEA	Alberto	Marta	Mahmud
	CORAL SEA	Andrea	Carmen	Javier
TEMPERATE SOUTH	PACIFIC OCEAN	Alicia	Irene C.	Ginés
	ATLANTIC OCEAN	Laura M.	Brayhan	Diego
	INDIAN OCEAN	Aris	Nico	Jorge
COLD SOUTH	SOUTHERN OCEAN	Beatriz	Irene F.	Yalal

Conservation and biodiversity

1. Vocabulary: look up all the words you come across that you don't understand.

2. Go to this webpage and look at the information on some recent plant and animal extinctions. Complete the table below to show the reasons why the different species became extinct.

3. Sort the cards into 3 piles/columns:
 causes of extinction
 reasons why we should conserve biodiversity
 ways to help conserve biodiversity

 www.teachitscience.co.uk

Bill Bryson Prize 2015

Have you ever tried to explain something you learned in class to a friend or your parents? If you have, then you’re a communicator – and if that something happened to be about science, you’re a science communicator!
The Bill Bryson Prize is a creative science communication competition. It is open to students around the world from ages 5–18. There are three categories: ages 5–11, 12–14 and 15–18. Your entry can take absolutely any form you want, and you can choose to enter individually or in a team (the age of the oldest team member will decide which category your team falls into).

The theme for 2015 is Chance.  From the Big Bang to evolution, from probability to penicillin, all kinds of scientific concepts relate to ‘Chance’. We want you to tell us about your favourite. Find out more

Homework for the 8th of January

Use the website padlet to build a poster on the animal you want. You have to explain its adaptations related to the interaction vital function and its main sense organs.

Remember you have to add a post with the sources of information/references (links, etc).

These are two useful websites: 
Amazing Animal Senses

Animal and plant adaptations and behaviours

These are the directions to use padlet:

• Build a wall
• Modify wall
  • Wall paper.
  • Privacy.
    • “Hidden Link: Can Write”.
  • Address: “pick a wallwisher.com address”. Give a name to your animal and write it in the white box (lower case letter and no spaces or tildes).
  • You: “Log in or sign up and claim this wall”. You need an email and a password.
• Double click to add a postit.
  • Left click and move it.
  • Resize it.
  • Click the pencil to edit it.
  • Write a text. Mark the text to change some characteristics of the text (bold, italic,...).
  • Add the URL of an image or a video.
  • Upload an image.
    
    
    WHEN YOU HAVE YOUR POSTER, SEND ME ITS ADDRESS:
    ana.gil@educa.madrid.org

This is the rubric to assess your project:

Extra. Unit 3. The science of lying

Answer the questions and write a summary.