CLIL DIDACTIC UNIT
UNIT
BIOLOGÍA GEOLOGÍA
3ºESO
8
SURFACE PROCESSES
1.LEARNING OUTCOMES ( Real Decreto 1631/2006, de 29 de diciembre )
OBJETIVOS
CRITERIOS DE EVALUACIÓN
1. To define the modelling of the land and the
exogenous geological processes that change the land
relief.
2. To define weathering and explain the types of
weathering and the formation of soils.
1. Knows what exogenous geological processes are.
2. Defines weathering, and differentiates between physical
weathering and chemical weathering. Explains the main processes
of physical and chemical weathering.
3. To understand the geological action of water
courses and torrents.
3. Explains the modelling action of water courses and recognises
the parts of a torrent in a diagram, describing the predominant
geological action in each one of them.
4. To differentiate between the sections of a river and
describe fluvial modelling.
4. Identifies the sections of a river and explains the predominant
geological action in each one of them.
5. To know the origin of groundwaters and understand
karst topography.
5. Explains the origin of groundwaters and knows the forms of
karst topography.
6. To relate the main movements of marine waters to
the origin of coastal features.
7. To understand the geological action of the glaciers
and the wind.
6. Describes the main processes of coastal features.
7. Explains the geological action of the glaciers and describes
the geological processes related to the wind.
MINIMUM REQUIREMENTS
1.
Understands the geological process and the concept of
weathering.
2.
Names the parts of a torrent and its geological action.
3.
Names the sections of a river and understands the idea of
fluvial modelling.
4.
Understands the idea of coastal modelling and the geological
processes related to the glaciers and the wind.
2. CONTENTS
2.1 SUBJECT CONTENTS
2.2. LANGUAGE CONTENTS/ COMMUNICATION (The subject
teacher will also pay attention to this language aspect.)
1. How the Earth´s Surface
changes
1.1. Exogenous geological
process.
1.2. Weathering
2. Streams and rivers
2.1. Non-permanent streams 
2.2. Permanent streams and
Vocabulary
Structures
Language skills / Discourse type
CLIL DIDACTIC UNIT
rivers
3. Groundwaters
3.1. Groundwaters
3.2. Aquifers
3.3. Karst topography
4. The sea
4.1. The sea´s movement
4.2. Coastal features
5. Glaciers and the wind
5.1. Glaciers
5.2. The wind
BIOLOGÍA GEOLOGÍA



3ºESO
Communicative language skills: : Doing the pre-reading activity in
each section
Definition concepts related to what they have learnt
Oral presentation about the photographic report.
5. SCIENCE PROYECT
 Report about our nearby environment
6. COMPETENCES
Knowledge
of
and 
interaction with the physical
world.



Mathematics

Linguistic ability


Information processing and 
digital competence

Knows the way modelling agents carry out the exogenous
geological processes and the factors that influence their
action.
Expresses and organises knowledge about the way the
different types of geological action tak
climate, water currents (non-permanent, torrents and
rivers), groundwater, marine waters, glaciers and the
wind.
Relates geological actions to their effects: weathering,
formation of eluvial deposits and soils, badlands, fluvial
modelling, karst topography, coastal modelling, glacier
modelling and wind modelling.
Knows the concept of geological risk and the most
representative forms of modelling geological modelling,
or shaping of their community.
Reads and understands the texts in the unit, showing
interest in learning the vocabulary related to modelling of
the land.
Uses language to explain geological actions, to describe
forms of modelling, to relate geological actions and their
effects, etc.
Organises, relates and summarises (by means of
drawings, outlines and tables) the information about the
processes of modelling of the land and the forms they give
rise to.
Selects and extracts information from the illustrated
outlines, videos and presentations of the unit, as well as in
encyclopaedias or on the Internet, to deduce the
CLIL DIDACTIC UNIT
BIOLOGÍA GEOLOGÍA

Social skills and citizenship
Autonomous learning skills
Autonomy,
initiative and
skill.
Cultural
expression
and



personal 
emotional
artistic 

7. PLAN AND METHODOLOGY
Time Task/ Activity
Digestive system
st
1
Explain the project
day
formation of a land relief or to interpret images related to
modelling.
Does a power Point presentation.
Is aware of the problems from geological risks.
Becomes aware of environmental conservation
Projects the concepts learnt on the photographic report
about the relief of nearby environment.
Shows initiative and interest in suggesting solutions to
resolve or reduce geological risks, to express hypotheses
about the origin of land reliefs, to consult information in
the interactive materials and to do additional work on
questions related to the modelling of the land.
Recognises the cultural and social values of geological
landscapes.
Does a photographic report about our relief.
Interaction
Place
Teacher
Language
assistant
Classroom
Class

3ºESO
Step 1. Do a report about
the relief.
Work groups
2nd
day
Classroom
Graphic/Resources/Material
Digital board
Internet
Blog
http://biologyandgeologyfjb.blog
spot.com.es/
WebQuest
https://sites.google.com/site/web
questsurfaceprocesses/portada
Digital board
Internet
3 Biology and Geology Anaya
Blog
http://biologyandgeologyfjb.blog
spot.com.es/
WebQuest
https://sites.google.com/site/web
questsurfaceprocesses/portada
Do groundwater model
Workgroup
3rd
day
4th
day
Prepare photographic report
presentation
Workgroup
Laboratory
Clear plastic cup
Sand, gravel or aquarium rock
Water
Worksheet
Classroom
Digital board
Internet
3 Biology and Geology Anaya
Blog
CLIL DIDACTIC UNIT
BIOLOGÍA GEOLOGÍA
3ºESO
http://biologyandgeologyfjb.blog
spot.com.es/
WebQuest
https://sites.google.com/site/web
questsurfaceprocesses/portada
5th
day

Oral presentation
Workgroup
Class
Teacher
Language
assistant
Classroom
Digital board
Power point presentations
8. EVALUATION INSTRUMENTS AND MARKING CRITERIA
Oral presentation
Photographic report,
... ATTITUDE
%(work in class, at
60%
groundwater model
home, behavious, punctuality…)
30%
10%