Project: population of a country

As  I have told you in class, the assessment of the unit 3 will consist of a project. Each student must choose a country and apply to the project all what we have studied in class.
The project must have the four parts of the index of the unit and an introduction about the topic of the research.

 -  Introduction
1- Distributuon of population
2- Natural population movements.
3- Natural growth and demographic structure.
4- Migratory movements.

The project must be done in word office or in other similar program. The size of letter should be 12 and the space between lines (line spacing)  1,5.

In the frontpage you have to put this title: name of the country. A research of its population.
In the second page it should appear an index with the four points of the project and the introduction.

Pictures, maps, graphics, etc:  You should add them as many  as each part of the project needs. For instance, when you develop the migratoy movements you can show two maps: an internal migration map and an external one.

English: at least two parts of the project must be done in English.

IMPORTANT: Start doing the project. I recommend you doing  it at the same time at each point of the unit is explained in class. Ask me any doubt you have.

Islamic art

Here you have a power point about Islamic art. You must see the presentation and once you see it, you must analyze  the prayer hall of the Cordoba mosque by following these points:

I: Identification:

1.1. Title of the work of art.

1.2. Date when it was made.

1.3. Type of work of art (architecture, painting, sculpture...)

1.4. Artist who made it.
1.5. Technique:  (painting and sculpture)

II: Description:

2.1. Description of what I see.

2.2. Materials: wood, stones, bricks, marble (architecture); wood, marble, bronze (sculpture)

2.3. What are the colours like? In case of a building the colours of the materials.

2.4. And the perspective? (only for paintings)

2.5. And the light? Does the whole piece of  art have the same lighting or is the light focused on a part of it?
2.6. Function.
2.7. Topic of the painting or the scupture (mythological, story of the Bible...)

III: Commentary: 

In this part you have to explain the relation between the work of art and the historic age.

IV: Conclusion:

Finally, yoy have to finish your commentary by explainig the importance of this piece of art and your personal opinion,

http://es.slideshare.net/alnugar/islamic-art-15409415?related=5

Exam unit 1 and 2

These are the contents of the unit 1. All the contents of the unit 2 that we have developed at class could appear in the exam.

UNIT 1:
Parts in English
- A question of vocabulary.
- A text about  the Byzantine Empire with questions.
- True or false questions about Carolingian Empire.

Partes en español.
- Una pintura bizantina (icono, mosaico o pintura al fresco) para comentar siguiendo el modelo que utilizasteis para analizar la obra del arte bizantino en grupo.
-  La pirámide social carolingia.
- Una línea del tiempo del imperio bizantino y del carolingio.
- Una pregunta sobre la civilización romana (repasad todo lo que hemos estudiado en clase sobre Roma)

UNIT 2: All what we have developed at class before the day of the exam.

Unit 1: Word list

This is the vocabulary of the unit 1. You should make a list with each word, define in English  and translate them into Spanish.

- Mosaic
- Icon
- Nobility
- Middle Ages
- Byzantine Empire
- Carolingian Empire
- Barbarians
- Craftwork
- Serfs
- Emperor

Teamwork: Vikings, Visigoths and Anglos and Saxons

As you know already, we will do a multidisciplinary research about the Barbarian people;
-Vikings
- Visigoths
- Anglos and Saxons

In 1º ESO A the groups have been set up by the teacher Iván Martín at class. In 1º ESO C the groups are the following:

GROUP 1 -      Imane Benssar -      Fátima Touami -      Samuel Rivera -      Osiris Ruiz -      Raúl Parrado	GROUP 2 -      Nahuel Peña -      Darío Frías -      Víctor Reyes -      Paloma Rojas -      María Romero	GROUP 3 -      Isabel Ruiz -      David Tenorio -      Nuria Robles -      Antonio Sánchez -      Marcos Peña
GROUP 4 -      Manuel Bolaños -      Mario Oyonarte -      Sergio Villafruela -      Tania Van Njiv -      Anni Plamen	GROUP 5 -      Pablo Salmerón -      Mario Plaza -      Adrián Serrano -      Ana Spini -      Lucía Santos	GROUP 6 -      David Tarca -      Carlos Suvei -      Ana Robles -      Adrián Prieto -      Lorena Serrano.

On this link you can enter the internet and consult the webquest. Start reading the introduction and continue doing what the research asks you. Don`t forget to use the resources to do the webquest.

Webquest: The Barbarian invasions

With this text  we keep on discussing in small groups. In this debate, the folowing students will take part.

  

Juan Gálvez, Sergio Godoy, Noelia Gómez, Adrián Gómez, Lucía González (3º ESO B)

 Lucía Fernández, Juan Pablo López, Carlos Gilabert, David Jiménez, Rodrigo Gázquez.(3º ESO A)

Antonio Ramón Sonera, José Antonio Rivas, Alba Rodríguez, Nazaret Rodríguez, Ainhoa Rodríguez (3º ESO C)

Each student has to post at least one commentary of 7 lines as minimum. The commentaries can be both about the text and a classmate´s answer. 

Deadline: 30th November.

The United States currently relies heavily on coal, oil, and natural gas for its energy. Fossil fuels are non-renewable, that is, they draw on finite resources that will eventually dwindle, becoming too expensive or too environmentally damaging to retrieve. In contrast, the many types of renewable energy resources-such as wind and solar energy-are constantly replenished and will never run out.

Most renewable energy comes either directly or indirectly from the sun. Sunlight, or solar energy, can be used directly for heating and lighting homes and other buildings, for generating electricity, and for hot water heating, solar cooling, and a variety of commercial and industrial uses.

The sun's heat also drives the winds, whose energy, is captured with wind turbines. Then, the winds and the sun's heat cause water to evaporate. When this water vapor turns into rain or snow and flows downhill into rivers or streams, its energy can be captured using hydroelectric power.

Along with the rain and snow, sunlight causes plants to grow. The organic matter that makes up those plants is known as biomass. Biomass can be used to produce electricity, transportation fuels, or chemicals. The use of biomass for any of these purposes is called bioenergy.

Hydrogen also can be found in many organic compounds, as well as water. It's the most abundant element on the Earth. But it doesn't occur naturally as a gas. It's always combined with other elements, such as with oxygen to make water. Once separated from another element, hydrogen can be burned as a fuel or converted into electricity.

Not all renewable energy resources come from the sun. Geothermal energy taps the Earth's internal heat for a variety of uses, including electric power production, and the heating and cooling of buildings. And the energy of the ocean's tides come from the gravitational pull of the moon and the sun upon the Earth.

In fact, ocean energy comes from a number of sources. In addition to tidal energy, there's the energy of the ocean's waves, which are driven by both the tides and the winds. The sun also warms the surface of the ocean more than the ocean depths, creating a temperature difference that can be used as an energy source. All these forms of ocean energy can be used to produce electricity.

Biomes of the Earth

This is the link of the video we watched in class

https://www.youtube.com/watch?v=0fb8143ndo8