BASIC COMPETENCIES
7
AGRICULTURE, LIVESTOCK AND FISHING
DEVELOPMENT OF BASIC COMPETENCIES IN UNIT 7
Knowledge of and interac-
Guaranteed by the study of the contents of this unit.
tion with the physical world
Social competence and
citizenship
– Participate actively in debates, listening to and respecting classmates’ opinions. (P.
104 & 105; P. 111, Act. 10; P. 115, Act. 8; P. 123, Act. 5)
– Look for pictures and information on the Internet. (P. 110, @; P. 121; P. 122, Act. 4)
Information handling and
digital competence
– Locate agriculture, livestock and fishing activities on a map. (P. 107, Acts. 6 to 9; P.
111, Acts. 2 to 4; P. 113, Acts. 1 to 3; P.115, Acts. 2 to 4)
– Select and make use of relevant information from diagrams, graphs and photos. (P.
104 & 105; P. 106, Acts. 1 to 3; P. 107, Acts. 4 & 5; P. 109, Acts. 5 & 6; P. 110, Act. 1;
P. 114, Act. 1; P. 119, Acts. 6 & 7; P. 121; P. 122 Acts. 1 & 3; P. 123, Act. 6)
– Watch a video on YouTube, take notes and explain its contents. (Page 122, Act. 4)
Competence in linguistic
communication
Mathematical competence
– Improve reading comprehension with the help of different types of texts. (P. 106, Soil…;
P. 112, Mediterranean…; P. 115, Raising…; P. 116, Fishing; P. 119 Aquaculture)
– Define concepts, take notes and provide arguments using key vocabulary. (P. 104; P.
107, Act. 9; P. 108, Act. 1; P. 109, Act. 6; P. 111, Act. 10; P. 113, Acts. 4 and 7; P.
115, Act. 7; P. 116; P. 119, Act. 9; P. 120; P. 122, Act. 2; P. 123, Act. 7)
– Do mathematical calculations and analyse quantitative data. (P. 113, Act. 6; 118, Acts.
1 to 3; P. 122, Act. 3)
– Draw mind maps to illustrate different phenomena. (P. 111, Act. 8; Page 113, Act. 6)
learn
– Activate prior knowledge, summarise data and review contents to assess learning. (P.
104 & 105; P. 107, Acts. 10 to 14; P. 108, Acts. 1 to 4; P. 111, Acts. 5 to 9; P. 115,
Acts. 5 to 7; P. 118, Acts. 4 & 5, P. 120, Acts. 1 to 6)
Autonomy and personal
– Create a Word document to compile and describe pictures. (P. 121, Act. 4)
initiative
– Organise tasks, plan and implement research procedures. (P. 121; P. 122, Act. 4)
Competence in learning to
UNIT 7
COMPETENCIES
KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD
Student’s book
Activity book
Didactic guide Unit 7
Know distribution of the active
population of the primary sector
Pages: 106 and 107
Unit 7
Pages: 8 and 9
Recognise the main features of
agricultural landscapes
Pages: 108 and 109
Unit 7
Pages: 10 and 11
Know the different types of subsistence agriculture
Pages: 110 and 111
Unit 7
Pages: 12 and 13
Explain the characteristics of
commercial agriculture
Pages: 112 and 113
Unit 7
Pages: 14 and 15
Recognise the types of livestock
farming worldwide
Pages: 114 and 115
Unit 7
Pages: 16 and 17
Know different fishing techniques and main fishing grounds
Pages: 116 and 117
Unit 7
Pages: 18 and 19
Reflect on the sustainable development of resources
Pages: 118 and 119
Unit 7
Pages: 20 and 21
7-2
CURRICULAR PROJECT
DIDACTIC
OBJECTIVES
AGRICULTURE, LIVESTOCK AND FISHING
– Recognise the activities that form part of the primary sector and the features that
characterise agricultural landscapes.
– Understand what subsistence agriculture is, the farming techniques involved and its
location in the world.
– Know the characteristics and geographical distribution of commercial agriculture.
– Compare the characteristics of intensive and extensive livestock farming, and
recognise the different types of livestock farming worldwide.
– Distinguish between traditional fishing and industrial fishing, and explain the fishing
techniques used in each.
– Identify the main fishing locations worldwide and reflect upon the most serious problems
suffered by this sector.
– The primary sector. Agriculture and agricultural landscapes.
CONTENTS
– Subsistence agriculture and commercial agriculture.
– Livestock farming. Traditional and commercial livestock farming.
– Fishing. Traditional fishing and industrial fishing.
– The main fishing areas. Problems with fishing.
– Analyse graphs and maps on the active population in the primary sector.
– Describe the characteristics of the different farming systems.
– Classify different agricultural landscapes shown in photographs.
– Identify and locate the main types of subsistence agriculture.
– Identify the geographical areas where commercial agriculture is found.
– Compare and contrast the different types of commercial agriculture.
– Compare the characteristics of intensive and extensive livestock farming.
– Search for information on deep-sea fishing and coastal fishing.
– Participate in debates on topics such as surplus production and the use of genetically
modified products.
– Identify the main fishing areas worldwide.
– Analyse and interpret an FAO Food Price Index graph.
– Search for photos which represent the different types of agriculture.
– Check students can identify the geographical factors that affect agriculture.
EVALUATION
CRITERIA
– See if they can recognise the farming systems worldwide.
– Make sure they recognise the geographical distribution of subsistence and commercial
agriculture.
– Check students know the different types of subsistence agriculture.
– Make sure they know what the objectives of commercial agriculture are and how these
are achieved.
– Check they know and can identify on a map the different types of livestock farming
worldwide.
– See if they can distinguish between traditional and industrial fishing, and that they
know where the world’s main fishing grounds are located.
– See whether they can explain what sustainable use of marine resources is.
CURRICULAR PROJECT
7-3
CLASSROOM PROGRAMMING
7