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DIDACTIC UNIT

Title : Social Sciences-Tourism Unit for 1 ESO

Justification. Students will learn about one of Spain's largest industries as a


business as well as its cultural and economic impact. This
unit serves as an introduction to the intersectionality of
economics and tourism, through methods such as research,
while maintaining a global perspective.

Class context. Students can say:

I can understand straightforward texts on subjects related to


my fields of interest.
I can find and understand general information I need in
everyday material, such as
letters, brochures and short official documents.
I can search one long or several short texts to locate specific
information I need to
help me complete a task.
I can recognise significant points in straightforward
newspaper articles on familiar
subjects.
I can recognise the general line of argument in a text but not
necessarily in detail.
I can understand the description of events, feelings and wishes
in personal letters
well enough to correspond with a friend or acquaintance.
I can understand clearly written straightforward instructions
for a piece of equipment
I can write very brief reports, which pass on routine factual
information and state reasons for actions.
I can describe dreams, hopes and ambitions.
I can briefly give reasons and explanations for opinions, plans
and actions.
I can guess the meaning of occasional unknown words from
the context and understand sentence meaning if the topic
discussed is familiar.
I can generally follow the main points of extended discussion
around me, provided speech is clear and in standard language.
I can understand straightforward factual information about
common everyday or job-related topics, identifying both
general messages and specific details, provided speech is clear
and generally familiar accent is used.
I can understand the main points of clear standard speech on
familiar matters which occur regularly.
I can understand the information content of the majority of
recorded or broadcast audio material about familiar subjects
spoken relatively slowly and clearly.
I can follow many films in which visuals and action carry
much of the storyline, and in which the story is
straightforward and the language clear.
I can catch the main points in broadcasts on familiar topics
and topics of personal interest when the language is relatively
slow and clear.

Key competences.
Key competences that will be practiced.

Linguistic competence
Social and civic competencies
Cultural awareness and expression

Learning objectives. Block of Block 1. Human space


contents. Contents:
Spain, Europe and the World: the population; Territorial
organization; Demographic models; The city and the process
of urbanization.
Human activities: producing areas of the world.
Systems and economic sectors. Geographical areas according
to economic activity. The three sectors
Exploitation and future of natural resources. Sustainable
development.
Geographical areas according to economic activity.
The three sectors. Environmental impact and resource use
Learning standards to be assessed
1.1. It explains the population pyramid of Spain and the
different Autonomous Communities.
1.2. It analyzes migratory movements in different media in the
last three decades.
2.1. It distinguishes in a political map the territorial
distribution of Spain: autonomous communities, capitals,
provinces, islands.
3.1. It compares humanized Spanish landscapes according to
their economic activity.
4.1. It places the Spanish natural parks on a map, and explains
the current situation of some of them.
5.1. Classifies the main humanized Spanish landscapes
through images
6.1. Interprets texts that explain the characteristics of the cities
of Spain, with help of Internet or written media.
8.1. It differs from the various European economic sectors.
9.2. It summarizes elements that differentiate the urban and
the rural in Europe.
10.3. It explains the impact of migratory waves in countries of
origin and in host countries.
12.1. It defines "sustainable development" and describes key
concepts related to it.
Evaluation Criteria
1. Analyze the characteristics of the Spanish population, their
distribution, dynamics and evolution, as well as migratory
movements.
2. Know the territorial organization of Spain.
3. To know and analyze the problems and environmental
challenges facing Spain, its origin and the possible ways to
address these problems.
4. To know the main protected natural areas at peninsular and
insular level.
5. Identify the main humanized Spanish landscapes,
identifying them by autonomous communities.
6. To recognize the characteristics of the Spanish cities and
the forms of occupation of the urban space.
7. Analyze the European population, in terms of distribution,
evolution, dynamics, migrations and population policies.
8. Recognize the economic activities carried out in Europe, in
the three sectors, identifying different economic policies.
9. Understand the process of urbanization, its pros and cons in
Europe.
12. Understand the idea of "sustainable development" and its
implications.
15. Analyze the impact of the means of transport in their
environment.
16. Analyze the data of the weight of the tertiary sector of a
country compared to those of the primary and secondary
sector. Draw conclusions.
17. Point on a large world map of the urban areas and make a
comment.
18. Identify the role of large world cities as dynamics of the
economy of their regions.

Methodology. Project-based Learning: Students will create a video that will


show that they have understood the content and the skills.
Students will learn about the characteristics of tourism and the
research those characteristics of their country

Interdisciplinary learning: the projects produced by students


will crafted in four classes, Social Sciences, Video
Production, Music, and Art, each emphasizing a different
skill.

Teaching and learning activities.


Students will learn how important tourism is to a countrys
economy and what some countries do in order to attract
tourists. In this course, students will learn why they are
creating a video.

What is the tourist industry? - Introduction to what is a tourist


and how tourism has changed. Students will learn why
tourism has grown and how people choose their destinations

What are National Parks? - Students will learn what


constitutes a National Park and how a space becomes one.
They will learn the aims of National Park, what the authorities
do and why people visit them.

How can tourism be managed in National Parks? - Students


will learn the ecological and human benefits and dangers of
tourism to National Parks and how to manage them.

Economics of tourism - Students will learn about the


economic impact that tourism has on certain countries and
how it helps the nation grow.

How can tourism change the environment? - Students will


learn how fragile many environments are and how they are
impacted by tourists. They will learn about effort to protect
these environments.

Tourism in Sri Lanka and Tolo, Greece - Students will see


examples of two tourist destinations to aid them with their
research. They will be shown the pros and cons of tourism in
each place.

Research - In this class students will conduct the research they


need for project.

Materials and resources. Students will use the textbook and have internet access on
iPads to do their personal research for the project.

Sessions. Session 1: What is the tourist industry? (230-231), video.


Jigsaw (Coastal tourism, winter tourism, adventure tourism,
cultural tourism).

Session 2: What are National Parks? (232-233), analyze


printed ads of National Parks

Session 3: How can tourism be managed in National Parks?


(234-235)

Session 4: View and analyze information included in tourism


videos and start research. Students will need iPad, internet
access, pen, and paper.

Session 5: Economics of Tourism, reading

Session 6: How can tourism change the environment? (240-


241)

Session 7: Research. Students will need iPad, internet access,


pen, and paper.

Session 8: Research. Students will need iPad, internet access,


pen, and paper.

Session 9: Example of tourism in Sri Lanka and Tolo, Greece


(236239).

Session 10: Research and introduction drafts. Students will


need iPad, internet access, pen, and paper.

Session 11: Introduction editing and rehearsal. Students will


need iPad, internet access, pen, and paper.

Session 12: Exposition and Presentation

Specific needs of educational support Differentiated graphic organizers will be provided to all
students. students to aid in their research

Evaluation. Criteria and instruments. Students will be assessed by the relevance quality of the
research for their final assignment (video), an exam over the
information from the textbook, and their participation in the
group.

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