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“Go Green or Go Home”

Ainoa Giner Sala Irene Miró Jiménez


Didactic Unit: “Go Green or Go Home” 1. Introduction “Go Green or Go Home” is a CLIL didactic unit devoted to the students of the 4th course of Secondary Education. It has been designed with the purpose of introducing the students to the current environmental problems we are involved. As a result, by the end of this unit they will be aware of how important are the natural resources and how to contribute to its maintenance. The unit has been divided into 6 sessions that will be done at the end of the 3rd term specifically during the weeks from 13th to 24th of May. The reason why we have set the unit in these weeks is because on the 17th of May we celebrate the Recycling day. In this way, the students will have already worked on the concepts and ideas involved in this day and they will be more aware of the importance of this topic as well as being able to cooperate and to contribute to the complementary activities organized by the centre with their work. During the six sessions we will work on the contents and topics needed for the achievement of the objectives set. The first 4th sessions will be devoted to introduce the different topics chosen and to work with the vocabulary and the content through different activities. The sessions 5 and 6 will be devoted to the final task as the students can have enough time to prepare and to do it. This unit has been designed cooperatively with the Biology and Geography Departments even though this is going to be taught in the English class. The students will need to use the language in order to face the different tasks included as well as dealing with the final task, however the contents involved are part of the Biology and Geography subjects.


2. Objectives

Didactic Unit objectives: -

Know what are the current environmental problems and define the main concepts involved.

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Reflect on the role of humans in these situations and discuss about possible solutions.

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Learn specific vocabulary about environment and nature.

Competences This CLIL didactic unit has been designed to develop the competences set in the Orden ECD/65/2015 of the Ministerio de Educaciรณn, cultura y deporte detailed below: -

Linguistic competence

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Digital competence

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Learning to learn

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Linguistic competence

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Social and civic competence

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Initiative and entrepreneurship

Methodology The methodology used for this didactic unit is a task-based methodology in which the students will perform different tasks during the lessons as a scaffolding for the final task. The approach will be mainly communicative and we will encourage cooperative work during many of the activities.


Sessions The session 1 will work as an introduction to all the sessions. For that, the topic we will discuss is Climate Change. This session is divided into four activities. The first one will be an introductory activity on the topic, students will watch a video to reflect and try to guess the topic of the didactic unit, which we will discuss within the class. The second activity is designed to be worked in groups: in groups of three or four, students will have to give an answer to one of the five questions, which we will discuss within the class later on. The third and the fourth activity go together: as so, the third activity is a text about Greta Thunberg, which we will read in the class. Moving on to the fourth activity, students will watch Thunberg’s speech in Google Forms and answer the questions about it. The session 2 deals with Water Awareness and it is divided into three activities. The first activity is designed to introduce the topic. The first activity is designed to introduce the topic. The students will be shown a picture of something they normally do with water everyday. They will be asked some questions about the contexts in which they use water daily. Then, we will discuss the answers within the class. The second activity, which will be done in groups, consists in doing a Kahoot to check if students are aware of the amount of water needed to produce or to do a certain habit or routine. After it, we will do a brief discussion before moving on to the next activity. The third and last activity is an ESL video to concern students about water as the most important resource for our planet. In order to check if they have understood the content, they will have to answer a questionnaire individually. The session 3 will be devoted to Recycling. As a warming up activity, the students will be divided into ​t​wo teams. Each team will have to decide which objects are recyclable or not. To do so, each team will have a set of cards of the objects. Time’s up when one of the teams finishes and the teacher proceeds to count both teams’ objects to check how many they got right. Subsequently, the class will discuss on which was the most surprising object and we will define the concept of recycling. The second activity consists of watching a video about recycling in which they will be asked to listen and to fill the gaps of a song about recycling. After watching the video, they will be asked to answer some questions in order to reflect on the topic and we will comment aloud. The third activity consists of completing a crossword about recycling aiming to consolidate the vocabulary worked in previous exercises. Finally, the students will be divided in groups and they will be asked to create a meme with a slogan about recycling. They will be provided a computer, internet access and


they

will

be

shown

how

to

work

with

the

program

to

use:

https://imgflip.com/memegenerator​. At the end, they will show the meme to the class and they will vote for the most creative and funny. This session is also a scaffolding activity for session 4, as the students know what recycling is and can be prepared for the webquest activity of Session 4. The session 4 will be devoted to the Zero Waste Concept. This session will be done in a computer room and it will consist of a webquest activity. The students will be explained a fiction situation, they will be divided into 4 groups and every group will be assigned an “working field”, for instance: reducing waste in the kitchen or reducing waste in the bathroom. They will be given some websites as a starting point to look for information about this movement and they will be asked to search and choose the most important contents aiming to create a poster including 10 tips to contribute to zero waste in our daily life. At the end, the poster will be hung on the high school walls as the rest of the students will be aware of the tips provided. The session 5 and 6 consists of the final task. As the students have worked on different problems concerning our planet and they have an idea of the main concepts, they will be asked to do a summarizing final task. This task will consists of creating a book with Tar Heel Reader in which they show what they have learnt about the different concepts worked. They will be divided in groups and every group will be assigned one topic: -

The climate change

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Water awareness

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Recycling

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Zero Waste After being divided, the students will be shown some examples created with this tool

as they can have an idea of what is expected from them. The activity won’t have an specific structure because we want them to develop creativity and to work on structure organization abilities however we will write on the blackboard some ideas or points that must be covered. We will devote session 5 to search, select the information and pictures to create the book. The last session, session 6, will be devoted to the presentations of the book. We will be flexible and we will dedicate some minutes of Session 6 to finish the task if needed.


Sessions Session 1 ❖ Climate Change 1) Let’s watch this ​video and pay attention to all the elements. Now, let’s discuss within the class: what’s the topic of this unit?

2) In groups of three or four, give an answer to the one of the following questions. Then, we will discuss them within the class. 1.What is climate change?

2.What is the ‘greenhouse effect?’

3.What is the evidence of global warming?

4.How will the weather change?

5.What is the international community doing?

3) Do you know who Greta Thunberg is? Let’s read the text.


Greta is a sixteen year old from Sweden who in August 2018 decided not to attend to class until Sweden’s general elections on September 9th after the heat wave and the forest fires. As so, she claimed the Swedish government to reduce the greenhouse emissions on the grounds of the Paris Agreement.

In

order

to

call

the

government's attention, she would sit everyday

outside

the

Riksdag

(Sweden’s Parliament) during school hours. She used to bring with her a banner that said ​Skolstrejk för klimatet which means “strike for the climate”. Greta called attention at the international level and inspired students around the world to take part in students’ strikes. More than 1,3 millions of students have gone on strikes and demonstrations since December 2018. 4) Now that you know who Greta Thunberg is, watch and listen carefully to the ​speech by Greta Thunberg. Then, answer the questions. 1) Do you agree with Greta Thunberg? Why? 2) Would you go on strike and skip school to save our planet? 3) Give reasons why climate change should be on top of the political affairs. 4) What measures you think you can take to help stop climate change?


Session 2 ❖ Water 1) Look at the picture provided. Think about at least 5 situations in which you use water in a day. Write down your ideas and then share it with the class.

2) What do you know about water? Now, it’s time to test you! Take your mobile phone and let’s play to ​Kahoot! Let’s see if you really know how much water you use. At the end of the Kahoot answer the questions:

1. Have you ever thought before about how much water do you daily?

2. What is the most interesting fact you find in the Kahoot?

3. Can you estimate how much water do you spend in your family?


3) Now, it’s time to look at the screen! You are going to watch a ​video about how the increasing waste of water in our society. Pay attention to the details, because you’ll have to fill a short questionnaire after the video.


Session 3 ❖ ​Recycling

1) The teacher divides the class into two teams: each team will have to decide which objects of the set of ​flashcards are recyclable or not. Time’s up when one of the teams finishes and the teacher will proceed to count both teams’ objects.

2) Listen to the ​song​. It talks about recycling. Pay attention to it and fill in the gaps with the corresponding answer. -

What are the advices given about saving energy and resources? Make a list of them.

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Can you explain what is the meaning of the three R?

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Do you recycle at home? What kind of products?

3) Complete the ​crossword with the correct word. Pay attention to the word’s definition and its grammatical category. Then, in pairs, answer the following questions:


4) It’s time to think and design! Use your computer to design a meme with a slogan in favour of recycling. You must be as much creative as you can! It’s important that you include some of the vocabulary worked during the lesson as well as the slogan must be motivating and funny. At the end, the best meme will win a prize! Below you’ll find an example of what is expected from you.


Session 4 ❖ Zero Waste Webquest

WE NEED YOU! ​ The planet is in danger and it needs your helps! You’ll find specific instructions about what you have to do to save it in this ​link​.

Session 5 and 6 ❖ Final Task Guidelines Get on with it! Once you know what are the main environmental problems we are suffering from, it’s time to act. You are divided in groups and you have to o create a book with the tool Tar Heel Reader. The book must deal with the topic assigned to your group as you can see below​: -

Group 1: The climate change

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Group 2: Water awareness

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Group 3: Recycling

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Group 4: Zero Waste The structure of the book it’s up to you. We want that you be as much creative

and original as you can! However, there are some points that must be necessarily included: -

What is the definition of __________ (your topic)?

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What are the main features of _________ (your topic)?

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Possible consequences

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Proposed solutions


Do not forget to include relevant pictures too! When finishing the book, it’s time to prepare your oral presentation. The next day, in groups, you will present your book to the rest of the class. Here you have some examples as you can get inspired, click on the pictures to see the whole book.

Example 1 Front Page

Example 2 Content

Example 3 Content

LET’S GET CREATIVE AND USE YOUR IMAGINATION!

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