Tuesday, 9 December 2014
Tuesday, 2 December 2014
Writing a report
You are a reporter!, It is 3 September 2005 , and you are in New Orleans. THe Hurricane Katrina just arrived. Write about it, a report for your newspaper.
You write about Hurricane Katrina, which hit the Gull Coast on 29 Augost. Describe: What happened, where, when and why. The damage done (homeless people, human problems, figures of casualties, ....).
In your report, a witness can describe the effect of the hurricane.
You can use:
You write about Hurricane Katrina, which hit the Gull Coast on 29 Augost. Describe: What happened, where, when and why. The damage done (homeless people, human problems, figures of casualties, ....).
In your report, a witness can describe the effect of the hurricane.
You can use:
Friday, 28 November 2014
Wednesday, 26 November 2014
Friday, 21 November 2014
The sun and the temperature
The sun causes all our weather because it heats the earth unevenly. The contrast between the hot parts and the cold parts of the earth turns our atmosphere into a powerful engine. The engine keeps cold and warm air moving and makes changes in air pressure. Those air pressure changes cause wind. The heat of the sun also helps moisture to rise and form clouds, bringing rain, snow, or thunderstorms. So all the changes in our weather come, at least indirectly from the sun. For more on the summer sun, go here.
Blanket of Air
As the sun warms up the earth, the ground absorbs the heat, and reflects some of it back into the air. That's one reason why it's usually warmer near the ground and cooler on the higher hills and mountains. The atmosphere acts like a big blanket over the earth, holding in the warmth and reflecting it back to earth
TASK
Explain the text with your words. No use the translator, you can search for the meaning of what you do not know, but explain it, with your words.
Send me by mail
Blanket of Air
As the sun warms up the earth, the ground absorbs the heat, and reflects some of it back into the air. That's one reason why it's usually warmer near the ground and cooler on the higher hills and mountains. The atmosphere acts like a big blanket over the earth, holding in the warmth and reflecting it back to earth
TASK
Explain the text with your words. No use the translator, you can search for the meaning of what you do not know, but explain it, with your words.
- Why is so important the sun?
- how the sun created the climate zones?
Send me by mail
Friday, 7 November 2014
What is Drought?
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Tuesday, 28 October 2014
What is groundwater?
To Read with Annie
Groundwater is the water found underground in the cracks and spaces in soil, sand and rock. It is stored in and moves slowly through geologic formations of soil, sand and rocks called aquifers.
How much do we depend on groundwater?
Aquifers are typically made up of gravel, sand, sandstone, or
fractured rock, like limestone. Water can move through these materials
because they have large connected spaces that make them permeable. The
speed at which groundwater flows depends on the size of the spaces in
the soil or rock and how well the spaces are connected.
Groundwater can be found almost everywhere. The water table may be deep or shallow; and may rise or fall depending on many factors. Heavy rains or melting snow may cause the water table to rise, or heavy pumping of groundwater supplies may cause the water table to fall.
Groundwater supplies are recharged, by rain and snow melt that seeps down into the cracks and crevices beneath the land's surface. In some areas of the world, people face serious water shortages because groundwater is used faster than it is naturally replenished. In other areas groundwater is polluted by human activities.
Make the Summary
Groundwater is the water found underground in the cracks and spaces in soil, sand and rock. It is stored in and moves slowly through geologic formations of soil, sand and rocks called aquifers.
-
Groundwater supplies drinking water for 51% of the total U.S. population and 99% of the rural population.
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Groundwater helps grow our food. 64% of groundwater is used for irrigation to grow crops.
-
Groundwater is an important component in many industrial processes.
-
Groundwater is a source of recharge for lakes, rivers, and wetlands.
Aquifers are typically made up of gravel, sand, sandstone, or
fractured rock, like limestone. Water can move through these materials
because they have large connected spaces that make them permeable. The
speed at which groundwater flows depends on the size of the spaces in
the soil or rock and how well the spaces are connected.Groundwater can be found almost everywhere. The water table may be deep or shallow; and may rise or fall depending on many factors. Heavy rains or melting snow may cause the water table to rise, or heavy pumping of groundwater supplies may cause the water table to fall.
Groundwater supplies are recharged, by rain and snow melt that seeps down into the cracks and crevices beneath the land's surface. In some areas of the world, people face serious water shortages because groundwater is used faster than it is naturally replenished. In other areas groundwater is polluted by human activities.
Make the Summary
Saturday, 25 October 2014
Friday, 10 October 2014
Weathering, erosion, and deposition
You need watch the next videos:
Task: Watch the vídeos,read the text on pages 18-19 and use this link
After that, you need do the next activities:
After that, you can enjoy this video
Task: Watch the vídeos,read the text on pages 18-19 and use this link
After that, you need do the next activities:
- What is erosion?
- What is Weathering?
- What types of erosion do you think exist?
- What are the main agents of erosion ?
After that, you can enjoy this video
Sunday, 5 October 2014
The stucture of the Earth
The earth — think it's solid as a rock?
Our planet might seem fixed and rigid, but a closer look reveals that it is constantly shifting under our feet. Delve into the earth's interior, learn about its tectonic plates and their movements, and discover how mountains, volcanoes, and earthquakes are formed.
Start your exploration with Earth's Structure.
Our planet might seem fixed and rigid, but a closer look reveals that it is constantly shifting under our feet. Delve into the earth's interior, learn about its tectonic plates and their movements, and discover how mountains, volcanoes, and earthquakes are formed.
Start your exploration with Earth's Structure.
Task : Make a Summary of the vídeo and the link. Send me a e-mail with it
Tuesday, 3 June 2014
What the ancient Greece did for us?
To say that we owe a lot to the ancient Greeks is nothing new.
Everywhere we look, we see echoes of that world in our own: democracy,
philosophy, art, architecture, science, sport, to name but a few. But to
properly understand the legacy and impact of the ancient Greeks, we
need to grasp four crucial ideas.
The first is that it is not only thanks to the Greeks that our culture is so infused with theirs. Just because they invented and built things does not mean, by right, that those inventions, ideas and creations will always continue to be admired. It’s in the way that the legacies of ancient Greece have been taken up, admired, re-formulated and manipulated by every culture between theirs and ours, that we must also look for our answer to the question of why we are so indebted to the Greeks in particular.
For example, the Roman emperor Hadrian loved all things Greek: he completed the temple of Olympian Zeus in Athens, despite the fact that no Greek had been able to complete this massive temple in about 650 years of trying. The emperor had created a legacy that, in truth, augmented the reality of what the Greek world actually achieved.
The second idea is that, in that continual process of reformulation and manipulation, we have on occasion completely misinterpreted the ancient Greek world. Take paint for instance. Our very sense of the ‘Classical’ from the Renaissance onwards, has been based on the ‘fact’ that ancient Greek temples and buildings were made out of marble and stood shining off-white in the sunlight.
But ever since the first modern travellers visited Greece in the 17th century, we have discovered evidence that this is, in fact, completely wrong. Greek temples were painted bright blue, red, green: our very definition of the opposite of Classical! And so strongly implanted in our cultural psyche is this – incorrect – understanding of the Classical world, that even today we find it difficult to accept what the reality actually was.
Thirdly,
we need to realise that the ancient Greek world has not always been
such a source of inspiration and, equally, that it has not always been a
source of inspiration for things we would choose to admire now.
By the seventh century AD, for example, the term 'democracy' had a ‘mob-rule’ feel about it, which made ancient Athens a very unpopular model for any society, right through until the until the late 18th century. In the English Civil War, for instance, Cromwell was encouraged to follow the example of the ancient Spartans, not the Athenians.
In the formulation of the constitution of the US in the 18th century, the Roman model of a Senate and Capitol was followed, rather than the Athenian boule (a council of citizens appointed to run the daily affairs of the city) and ekklesia (the principal assembly of the democracy of ancient Athens). More worryingly, the same Spartan model that was urged on Cromwell was the model taken by the Nazis as the way to create an Aryan race; Nazi youth camps were directly modelled on the training system for young Spartans.
Finally, although we may like to think that we have taken the inventions and ideas of the ancient Greeks and improved upon them, this is not always the case.
Take ancient Athenian democracy, again, as an example. In ancient Greece, this was based on slavery, and excluded women. Today, we rightly pride ourselves on the fact that neither of these is true. We have improved on the original Greek legacy to the degree that some argue we should not call their system a democracy at all. But equally, we must remember that the ancient Greeks probably would not call our system much of a real democracy either!
We have a representative democracy with a very apathetic voter turn-out at elections; they had a system where every citizen voted directly on every major issue, and in which approximately two-thirds of the citizen population sat, at some point in their adult lives, on the supreme governing council, the boule, of the city. None of this makes the Athenian system better than ours or vice versa. But it should make us think twice about we mean by the ‘legacy’ of democracy.
Overall, the crucial thing we must always remember is that the legacy of the ancient Greeks is a constantly moveable feast, caught between icon and enigma, and one that we – alongside every generation between us and them – have been, are still, and will always be, absolutely implicit in creating as much as the ancient Greeks themselves.
The first episode of Michael Scott's Who Were the Greeks? will air on BBC Two on Thursday 27 June, at 9pm.
Michael will be live tweeting, answering questions and providing further information on the programme between 9pm and 10pm on Thursday 27 June and during the second episode on Thursday 4 July. Follow #WWTG and tweet your questions and comments to @drmichaelcscott
The first is that it is not only thanks to the Greeks that our culture is so infused with theirs. Just because they invented and built things does not mean, by right, that those inventions, ideas and creations will always continue to be admired. It’s in the way that the legacies of ancient Greece have been taken up, admired, re-formulated and manipulated by every culture between theirs and ours, that we must also look for our answer to the question of why we are so indebted to the Greeks in particular.
For example, the Roman emperor Hadrian loved all things Greek: he completed the temple of Olympian Zeus in Athens, despite the fact that no Greek had been able to complete this massive temple in about 650 years of trying. The emperor had created a legacy that, in truth, augmented the reality of what the Greek world actually achieved.
The second idea is that, in that continual process of reformulation and manipulation, we have on occasion completely misinterpreted the ancient Greek world. Take paint for instance. Our very sense of the ‘Classical’ from the Renaissance onwards, has been based on the ‘fact’ that ancient Greek temples and buildings were made out of marble and stood shining off-white in the sunlight.
But ever since the first modern travellers visited Greece in the 17th century, we have discovered evidence that this is, in fact, completely wrong. Greek temples were painted bright blue, red, green: our very definition of the opposite of Classical! And so strongly implanted in our cultural psyche is this – incorrect – understanding of the Classical world, that even today we find it difficult to accept what the reality actually was.
Thirdly,
we need to realise that the ancient Greek world has not always been
such a source of inspiration and, equally, that it has not always been a
source of inspiration for things we would choose to admire now.By the seventh century AD, for example, the term 'democracy' had a ‘mob-rule’ feel about it, which made ancient Athens a very unpopular model for any society, right through until the until the late 18th century. In the English Civil War, for instance, Cromwell was encouraged to follow the example of the ancient Spartans, not the Athenians.
In the formulation of the constitution of the US in the 18th century, the Roman model of a Senate and Capitol was followed, rather than the Athenian boule (a council of citizens appointed to run the daily affairs of the city) and ekklesia (the principal assembly of the democracy of ancient Athens). More worryingly, the same Spartan model that was urged on Cromwell was the model taken by the Nazis as the way to create an Aryan race; Nazi youth camps were directly modelled on the training system for young Spartans.
Finally, although we may like to think that we have taken the inventions and ideas of the ancient Greeks and improved upon them, this is not always the case.
Take ancient Athenian democracy, again, as an example. In ancient Greece, this was based on slavery, and excluded women. Today, we rightly pride ourselves on the fact that neither of these is true. We have improved on the original Greek legacy to the degree that some argue we should not call their system a democracy at all. But equally, we must remember that the ancient Greeks probably would not call our system much of a real democracy either!
We have a representative democracy with a very apathetic voter turn-out at elections; they had a system where every citizen voted directly on every major issue, and in which approximately two-thirds of the citizen population sat, at some point in their adult lives, on the supreme governing council, the boule, of the city. None of this makes the Athenian system better than ours or vice versa. But it should make us think twice about we mean by the ‘legacy’ of democracy.
Overall, the crucial thing we must always remember is that the legacy of the ancient Greeks is a constantly moveable feast, caught between icon and enigma, and one that we – alongside every generation between us and them – have been, are still, and will always be, absolutely implicit in creating as much as the ancient Greeks themselves.
The first episode of Michael Scott's Who Were the Greeks? will air on BBC Two on Thursday 27 June, at 9pm.
Michael will be live tweeting, answering questions and providing further information on the programme between 9pm and 10pm on Thursday 27 June and during the second episode on Thursday 4 July. Follow #WWTG and tweet your questions and comments to @drmichaelcscott
Saturday, 17 May 2014
Tombs and beliefs in Egypt
Tuesday, 6 May 2014
Mesopotamian art
Look for the reason why the headed winged bulls in sumerian art and the Gates of Ishtar in Neo-babylonian times were so important?
Monday, 31 March 2014
Work in Castelo Branco
In our trip, we will make one Travel Diary of Benavente- Castelo Branco
The Travel Diary can be made by one or two person
Our Travel Diary will have:
The Travel Diary can be made by one or two person
Our Travel Diary will have:
- Images of the different people and places you will know.
- Itinerary: Dates, hours, features of the places
- Foods and accommodation
Saturday, 22 March 2014
Thursday, 13 March 2014
Saturday, 22 February 2014
Discovering Europe
Link to know about Europe
Play the European countries´ game
Knows and plays with the European rivers
Monday, 17 February 2014
European rivers
Major Rivers of EUROPE
Hundreds of rivers and their tributaries cross the European continent. Here we highlight those over 600 miles in length, and a few others of note.
DANUBE
Beginning in the Black Forest region of Germany, it flows across central Europe and the countries of Austria, Hungary, Croatia and Yugoslavia. It then forms the border between Romania and Bulgaria, turning north across Romania to eventually end in the Black Sea. It's (1,771 miles) (2,850 km) in length, and one of the most significant commercial waterways on the continent.
DNIEPER
Rising in the southwestern part of the Russian Federation, it flows generally south through Belarus, then southeast through Ukraine, ending in the Black Sea. Overall it's (1,420 miles) (2,285 km) in length.
DON
Beginning it the southwestern Russian Federation, to the south of Moscow, it flows southeasterly towards the Volga, then turns abruptly west, ending in the Sea of Azov. Overall it's (1,224 miles) (1,969 km) in length.
ELBE
Forming in the Czech Republic, the Elbe River then flows north through Germany, ending in the North Sea near Cuxhaven. It's (724 miles) (1,165 km) in length.
LOIRE
Recognized as the longest river in France, the navigable Loire begins in the foothills of the Massif Central, then flows north and west across the heartland of France, finally ending in the Bay of Biscay. It's (634 miles) (1,020 km) in length.
ODER
Rising in the rugged mountains of the eastern Czech Republic, it flows west and north through south-central Poland, eventually emptying into the Baltic Sea. It's (567 miles) (912 km) in length.
PO
Italy's longest river begins in the upper reaches of the Alps, flowing west to east across northern Italy, ending in the Adriatic Sea. It's (405 miles) (652 km) in length.
RHINE
Forming in the mountains of southeastern Switzerland, this legendary river flows west, forming Switzerland's northeastern border with Germany, then runs directly north through western Germany forming part of that country's border with France, then finally dissecting the Netherlands and ending in the North Sea. Numerous tributaries and branches run in all directions, and in overall length is (820 miles) (1,319 km).
RHONE
Begin high in the Swiss Alps, this fast moving river flows into the eastern end of Lake Geneva, then south through south-eastern France, emptying into the Mediterranean Sea. Small branches run in all directions, and in overall length, it's (300 miles) (485 km).
SHANNON
Rising in northwestern Ireland, it flows south through a series of lakes, then turns west to eventually empty into the Atlantic Ocean. It's 230 miles (370 km) in length.
TAGUS
The Tagus River rises in the central highlands of Spain, flowing southwest across Portugal, then south to Lisbon and the Atlantic Ocean. It's 626 miles (1,007 km) in length.
THAMES
This historic river rises in western England in the Cotswold Hills, then flows east across southern England, (right through London) to empty into the North Sea. It's 210 miles (338 km) in length.
VISTULA
Rising on the slopes of the Carpathian Mountains in southwestern Poland, this river flows through the central part of that country, and on into the Baltic Sea. It's 675 miles (1,086 km) in length.
VOLGA
The Volga River, the largest and longest river system is Europe rises in the hills just northwest of Moscow, and then flows 2,300 miles (3,700 km) to the east and southeast before emptying into the Caspian Sea. More than 200 tributaries merge with the main river, including the Kama, Samara and Oka. And in fact, the Volga and its tributaries occupy a watershed covering about 560,000 sq. mi. (1,450,000 sq. km), which is almost 41% of the European landmass. When a series of canals were finished in the early 19th century - canals that eventually linked the Volga and the Baltic Sea - economic development along the river increased dramatically.
Task: Which are the top 10 main european rivers? Where are located?
Monday, 13 January 2014
Our environment: Benavente and Area
We will investigate two different subjects:
A: landforms
B: Type of landscape around us.
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| Foto de La Opinión de Zamora |
A: landforms
- Dominant forms in the landscape: plateaus, plains, valleys. meandering rivers, hills, mountains,... Explain each other
- Pictures of our environment, these types of landscapes
- Examples of erosion
B: Type of landscape around us.
- Benavente´s climate
- Type of vegetation in the area, images and photographs
- Ways to use the land by human beings
- Main crops
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