RIVERS AND LAKES. MATERIA: GEOGRAFIA AUTORI Stefania Poggio Angela Renzi CONSULENZA: Cristina Fontana I.C. COMO-LORA-LIPOMO

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1 MATERIA: GEOGRAFIA AUTORI Stefania Poggio Angela Renzi CONSULENZA: Cristina Fontana I.C. COMO-LORA-LIPOMO RIVERS AND LAKES Destinatari: Lower Secondary School CLASSE: PRIMA (1 st year)

2 Learning Unit Title RIVERS AND LAKES Class 1 st Subjects involved GEOGRAPHY Number of lessons 10 h Transferable skills: To use ICT to access information To take notes To read a map to locate places and understand characteristics of an area To use a dictionary to find words related to the topics TEACHING AIMS LEARNING OUTCOMES Including Culture What learners will be Language Communication cognition What learners will know by the end of the unit able to do by the end of the unit What learners will be aware of by the end of the unit Aims: Learners will know the concept Learners will be able to Learners will be aware of To improve of river, drainage basin, read a map, to identify the importance of water student tributary, flows and regime, and classify the in the mankind knowledge about source, watershed, mouth: different rivers and development. Italian and estuary and delta. They will lakes in Italy and They will be aware of the European know the concept of lake and Europe, to classify and need to keep rivers and territory pond, the different origins of a talk about rivers looking lakes clean and to respect To improve student ability at reading a map To learn new specific vocabulary To develop their critical attitude towards the mankind wrong management of lake. Students will know the characteristics of the course of a river, the different kinds of flow and regime, the different kinds of mouth, the features of a drainage basin, the most important rivers in Italy and Europe, the different origins of lakes, the most important lakes in Italy and Europe, the characteristics of the lake Como into a map, to talk about the main rivers in Italy and Europe to establish relations between causes and effect of a hydrogeological system, to understand the importance of drainage basins for the human life. nature. the water resources To develop in them an understanding of basic concepts relating to

3 geographical phenomena To enable students to acquire a knowledge of natural resources Content Communication Concept of rivers, course and mouth of a river, concept of drainage basin and watershed, concept of lake, origins and characteristics of lakes. The most important rivers and lakes in Italy and Europe Oral interaction, oral and written comprehension, written production. Language of learning Vocabulary related to the topic: Language for learning Describing the effects of river, drainage basin, tributary, ice, river erosion, river flows and regime, source, load, dams. Comparing watershed, mouth: estuary and different types of lakes delta and rivers, according to their origins and courses. Definition of river, source, delta, Describing the rivers and estuary, drainage basin, lakes in Italy and Europe watershed, lake, volcanic, and their importance as glacial, fluviatile and coastal water resource. lake. Connectors: that s why, Structures: this is why, therefore, so Comparatives and superlatives, that. simple present. Vocabulary related to causes and effects: create, cause, result from Cognition Understanding concepts ( rivers, drainage basin, lake..) and knowing how to recognize and classify them Comparing the different kinds of rivers and lakes. Culture The students are aware of the importance of fresh water in everyday life Materials and resources Computer with internet connection, interactive whiteboard.

4 LESSON 1 Title: What's a lake? Time: 1 hour The teacher begins the lesson by addressing the pupils the fundamental question, What is a lake? The teacher shows the pictures of a lake, a pond and a river, then she asks the students: what do you think the difference among them is? What comes to your mind if I say lake... (Don't just name lakes but words related to lake such as: island, harbor, beach, promenade, olive trees, viticulture...) The teacher elicits some wh-questions (who, what, where, when, why). What do you think is the main difference between lake and sea? NEW INPUT / FIND OUT TASKS: ACTIVITY 1 The teacher shows the students some pictures of a pond, a lake and a river. The students have to match the pictures with the right words and complete a multiple choice exercise. The teacher shows a short video of Lake Como. The students have to focus on the main characteristics of the lake and its landscape through True or false and multiple choice activities. The teacher shows the students a map. Significant lakes will be highlighted. Patterns: whole class, pairwork. INPUT PROCESSING / SORT OUT TASKS: ACTIVITY 1 slide n.1 (pairwork) The students have a paper with three pictures and they have to choose the correct word and to do a multiple choice exercise. Worksheet n. 2 (pairwork) The students using a map from their atlas, establish the location of the main lakes in the area where they live. Patterns: pair work (General discussion) the teacher shows a local map and highlights the lakes the students have found in the area where they live. ENDING EACH LESSON (time to think about new words, structures, map to be completed, etc.) The teacher will focus on the vocabulary and some structures used during the lesson.

5 LESSON 2 Title: Lakes and its origins Time: 2 hours The teacher shows some pictures of different types of lakes and she addresses the students the following questions: 1. Do you think that these lakes are all similar? Or can you see any differences? 2. What do you think the differences among all these lakes are? NEW INPUT / FIND OUT TASKS: ACTIVITY 1 The teacher divides the class into groups of four people and gives each group some pictures and a paper about the corresponding type of lake. Pupils annotate the charachteristics of the main types of lakes. Each group will have to focus on the main characteristics of that kind of lake, highlighting the key-words to build a spider-gram. After that, each member of the group will go to another group to focus on the differences between the two types of lakes. Patterns: group work. INPUT PROCESSING / SORT OUT TASKS: ACTIVITY 1 Worksheet n.1-2 (pairwork) Take a look at the map and find out the lakes. Focus on their shapes. Matching exercises, crosswords and true or false choice. Worksheet n. 3 (pairwork) The students have a map and establish the location of the main lakes in the area where they live. Patterns: pairwork The students will resume the main characteristics and differences among the lakes, writing down them on the blackboard. ENDING EACH LESSON (time to think about new words, structures, map to be completed, etc.) The teacher will focus on the vocabulary and some structures used during the lesson.

6 LESSON 3 Title: Lakes in Europe and Italy Time: 2 hours The teacher shows a map of Italy and Europe and she addresses the students the following questions: 3. Do you think that these lakes are all similar? Can you see any differences in their shapes? NEW INPUT / FIND OUT TASKS: 1. The teacher shows a map of Europe and Italy and she divides Europe into four areas: Northern, Southern, Eastern, Western Europe. The class will be divided into five groups and each group will have to find the main lakes in each area and focus on their features with the aim of preparing a presentation. Patterns: whole class, group work. INPUT PROCESSING / SORT OUT TASKS: ACTIVITY 1 Worksheet n.1 (pairwork) Take a look at the map and find out the lakes. Focus on their shapes. Matching exercise. Worksheet n. 2 (pairwork) The students have a map and establish the location of the main lakes of the area. Patterns: pair work The students will resume the main lakes on the map according to the different areas. ENDING EACH LESSON (time to think about new words, structures, map to be completed, etc.) The teacher will focus on the vocabulary and some structures used during the lesson.

7 LESSON 4 Title: What's a river? Time: 2 hours The teacher begins the lesson by addressing the pupils the fundamental question: What is a river? The students establish the location of the main rivers in the area where they live. Significant rivers will be highlighted. The teacher shows the picture of a river, focusing on the main characteristic of a rivers and its parts. What do you think the main difference between a lake and a river is? NEW INPUT / FIND OUT TASKS: ACTIVITY 1 The teacher shows the students a map. Significant rivers will be highlighted. The teacher shows the students some pictures of rivers. The students will have to match the definitions with the right words. The students will have to focus on the main characteristics of a river such as delta and estuary. Patterns: whole class, pairwork. INPUT PROCESSING / SORT OUT TASKS: worksheet n.1 e 2 (pairwork) The students have a paper with some pictures and they have to fill in the gaps and the mind maps. Worksheet n. 2 (pairwork) The students using a map from their atlas, establish the location of the main rivers in the area where they live. Patterns: pair work (General discussion) the teacher shows a local map and highlights the rivers the students have found in the area where they live. ENDING EACH LESSON (time to think about new words, structures, map to be completed, etc.) The teacher will focus on the vocabulary and some structures used during the lesson.

8 LESSON 5 Title: Rivers in Europe and Italy Time: 2 hours The teacher shows some pictures of different rivers and she addresses the students the following questions: 2. Do you think that these rivers are all similar? Or can you see any differences in their length? NEW INPUT / FIND OUT TASKS: ACTIVITY 1 3. The teacher will divide the class into groups of four people and each group will have to focus on the main rivers of the area chosen. Patterns: whole class, group work. INPUT PROCESSING / SORT OUT TASKS: ACTIVITY 1 Worksheet n.1 (pairwork) Take a look at the map and find out the rivers. Worksheet n. 2 (pairwork) The students have a map and establish the location of the main rivers of the area chosen. Patterns: pair work At the end of the activity the students will resume the lesson showing on a map (on the Interactive whiteboard) the most important rivers of each area. ENDING EACH LESSON (time to think about new words, structures, map to be completed, etc.) The teacher will focus on the vocabulary and some structures used during the lesson.

9 ASSESSMENT Final test Fill in the gaps, true false, multiple choice. Criteria Content knowledge should be assessed using the simplest form of language: Graph and text, multiple choice (Qs and As), gap fill, full sentence answers, sequence texts, match textual and visual, texts sentences and terms. Language should be assessed in a real contest: accuracy and communicative competence. Fonti: Rivers: Illustrazioni Drainage basins & processes (GCSE Revision) Storiografia.wordpress.com Fiume ed anse (Climate Change nd Freshwater) What is a watershed? (Springfieldohio.gov by Admin) Letto del fiume (skat.ihmc.us) Drainage basin: Lakes: Illustrazioni Stagno - disegno: canstockphoto.it Fiume disegno : Volcanic lakes (mount Mazama eruption): slide player.com Fotografie: Lago di Como -