Task 4 - Social Science Lesson Planning.

EDUCATION

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Lesson plan N°1

Evaluates the impact produced by technological advances on the social and economic development of Colombia in the 19th century

Lesson plan N°2

The role of women in social, political, economic and cultural changes in the world

Grade: 8th.

Ages: Between 13 and 14 years old.

Language level: Intermediate.

TEACHER: Robinson Hernández.

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Lesson

plan N°3

The political, economic and social changes in the 20th century and their causes

Grade: 10th.

Ages: Between 15 and 16 years old.

Language level: Intermediate.

TEACHER: Aldair Roldan.

Grade: 9th.

Ages: Between 13 and 14 years old.

Language level: Intermediate.

TEACHER: Wayra Giraldo.

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Lesson

plan N°4

Analyze how the well-being and survival of humanity depends on the protection of the environment by the different actors (political, economic and social).

Grade: 11th.

Ages: Between 16 and 17 years old.

Language level: Intermediate.

TEACHER: Luis Acevedo.

SOCIALSCIENCELESSONPLAN

GRADE: 5th DATE: May 06th TEACHER: Robinson de JesusHernandezAlcaldeTOPIC:Evaluatestheimpactproducedbytechnological advances on the social and economic development of Colombiainthe19thcentury..TIME:2hoursSKILL:Listening,Speaking,Reading,and Writing.

SOCIALSCIENCEDBA(BasicLearningRight):

Students must understand the fundamental principles underlying basic learning rights, such as equal access, inclusion, equity and educationalquality,theymustbeable to apply the concepts of basic learning rights to specific situations and cases, identifying challenges, opportunities and strategies to guarantee their compliance in different socioeconomicandculturalcontexts.

RESOURCES:

Presentationslidesorwhiteboard

Historicaltextsaboutthe19thcenturyinColombia

Multimediaresources(images,videos,etc.)

Paperandmarkersforgroupactivities

AIM:

Verify the student's understanding of the fundamental principles that guarantee access to quality education for all, as well as their ability to apply these concepts to practical and contextualizedsituations.

SKILLS:

Listening: listen to the audios and videos proposed by the teacher and understand the topic in relation to the stages that have occurred during the implementation of the technologiesinColombia.

Speaking: once they have the main ideas of the resources used for the explanation, the student will have the ability to interact withclassmates,contributingideasaboutthetopic workedon.

Reading: the student reads the text proposed by the teacher with the objective of obtaining main ideas that lead to establishing the process that has occurred in the implementation of technologies in Colombia and the impact that it has generated on the environment.

Writing: the student willputhisvocabularyintopracticeinordertopresentthepointsfor andagainsttechnologyinColombia.

ACHIEVEMENT INDICATORS

PROCEDURES/COMMUNICATIVEACTIVITIES TIME ASSESMENT

ClassroomRoutines: -Greetstudentsuponenteringtheclassroom

- Write the date, topic and objective in the developmentof theclassontheboard.

- Warm-upwiththetheme.

PRESENTATIONSTAGE

Students are expected to understand the different stages that have occurredintheadvances of technological means in the social and economic development of Colombia in the 19th century. Furthermore, it is expected that through didactic support they will be able to interact with other classmates about the knowledge theyhaveinrelationtotechnology today and in turn analyze the effects that this can bring to the environment.

To begin, once the topic to work on during class has been given, students are asked to contribute ideas about the evolution that has occurred to date in relation to the implementation of technologies inColombia.Todothis,the space is provided for them to put their English skills and knowledge of the subject into practice. It is expected that students who do not have an idea adjusted to the topic, through the contributionsoftheirclassmates,canreflectand understand what the advances have been in relation to the technological tools that are currently found and that have helped society to better develop both rural and urban activities.

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Students' knowledge is used by contributing ideas with the proposedtopic.

What is expected of students is that they can understand the different stagesthathaveoccurred in the implementation of technologies in Colombiaandthat they can be put into practice through listening, writing,

PRACTICESTAGE

To begin, a video will be shown where the evaluation of technology in social and economic development is related. What is required is that students put their skills into practice and can take the main ideas of the different elementsthathavebeengeneratedintheimplementationof technology.Forthis,thefollowingvideoisshown: https://www.youtube.com/watch?v=YFGNXpErBoY 35

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It is expected that, through the active participation of the students, the strengths and weaknesses that arise within the group in relation to the topic addressed can be identified, in order to establish strategies that must be implemented that leadto developing the skills. of all students according to their learning abilities. Forthisreason, technological tools are used where the stages ofevolutioncan be established to facilitate the learningofallstudents.

Oncethespaceisprovidedto watchthevideoandthereadingis cut,questionswillbeaskedtothe studentsinordertoanalyzethe knowledgeacquiredduringthe materialworked,withtheaimof providingfeedbacktostudents

speaking and reading skills.Todo this, through presentations and tutorials, they are expected to put their English skills into practice and carry out the activity that the teacher proposes inindividualand collaborativework.

In addition, from the video they are shown a section of a reading where emphasis is placed on Preparing for a New Wave of Technological Change in Colombia:Programsfor Entrepreneurship, Science, Technology, and Innovation, where they give important points to take into account for the development of activities: https://www.worldbank.org/en/results/2020/04/21/preparin g-for-a-new-wave-of-technological-change-in-colombia

Next, the teacher explains to them what changes have occurred during the evolution of technology in the social and economic development of Colombia in the 19th century, as well as the positive and negative aspects that occur both in the environment. environment as well as in thesectorofsociety.

PRODUCTIONSTAGE

In the production, it is expected that students are clear about the concepts of the evolution of technology in Colombia and can put into practice the development of a mental map where the stages that will be evident during the video and reading are mentioned. For this activity, it will be carried out in groups in order to deepen teamwork and the participation of

In this step, students will collaboratively create a mental map, where the most important ideas that were obtained during the video and reading are made known. For this activity, groups of 4 students are created, so that several ideas are generated and they can prepare a good job with the contribution of everyone. What is sought is for everyone to contribute ideas and interact in relation to the topic that isbeingaddressed.Inaddition,itisexpectedthat this mapcontainsmainideas,dates,technologicalelements used during the process of evolution of technological elements in the social and economic development of 35

whohavenotunderstoodthe theme.

Toestablishthatthestudentshave understoodthetopicandthe activitythatmustbedeveloped, theteacherwillgothrougheach groupandaskgeneralquestions, whichcanhelpthemestablishif thereareanydoubtsandproceed toresolvetheirconcernsinorder toimprovetheirknowledgeofthe topicaddressed.

each student through main ideas obtained from the development of theactivity.

Colombia in the19thcentury. Theobjectiveisforstudents to feel comfortable with the topic and show interest in learning more about the steps that have been presented in the evolution of technologies in Colombia and even more soiftheyfocusoneducation.

HOMEWORK: Asanactivityforthenextclass,studentsareasked,inthesameworkgroupsthattheycarriedoutduringclass,tomakea presentationthatreflectsthetechnologicaladvancesthathavebeenpresentedinordertogenerateknowledgebothoftheuseoftechnological meansaswellasthechangesthathaveoccurredinColombia.

SOCIAL SCIENCE LESSON PLAN

GRADE: 9th DATE: May 22nd TEACHER: Wayra Giraldo Cardona TOPIC: The role of women in social, political, economic and cultural changes in the world TIME: 2 hours SKILL: Listening, Speaking, Reading, and Writing.

SOCIAL SCIENCE DBA (Basic Learning Right): Understands the role of women in social, political, economic social, political, economic and cultural changes and cultural changes in the world and the equal rights they have acquired in recent years.

AIM:

1. Identifies the participation of women in the history of Colombia in the political, academic, cultural, industrial and financial spheres.

2. It characterizes forms of violence against women in the country and in the world (psychological, sexual, economic, domestic, labor, media and physical) and proposes alternatives to change them.

3. Explain the contributions of women in building a just society and creating a culture of peace.

4. It proposes actions so that the diverse forms of gender

RESOURCES:

https://www.brainyquote.com/authors/margaret-that cher-quotes

identity are respected in the context of the development of all human potentialities.

SKILLS:

● Listening: Comprehend the importance and impact of women's roles in various spheres.

https://interactive.unwomen.org/multimedia/timeline /womensfootprintinhistory/en/index.html#section03

● Speaking: Express opinions and discuss the significance of women's contributions.

● Reading: Understand different perspectives on the topic through various texts.

https://www.unwomen.org/en/what-we-do/economicempowerment/facts-and-figures

● Writing: Summarize and reflect on key points related to women's roles in society.

https://www.canva.com/design/DAGC815-FX0/guHGt 5AvJJQRHWkEsECJBQ/view?utm_content=DAGC815-F X0&utm_campaign=designshare&utm medium=link&

utm_source=editor

https://mini-ielts.com/166/reading/vote-for-women

https://mini-ielts.com/384/listening/study-on-genderin-physics

https://youtu.be/S3 DDLGIpaM

https://spinthewheel.io/es/wheels/KqhjyYOVoTnADgz

x7Wnrcz0xJmU9MA==

ACHIEVEMENT

INDICATORS

PROCEDURES / COMMUNICATIVE ACTIVITIES

- Greetings

- Commands

Classroom Routines:

1. Encouraging students to recognize the important contributions that women's roles have made to a variety of issues, including

- Participation

- Share opinions

PRESENTATION STAGE

1. Begin by asking students about influential women they admire or know about. Encourage them to share their thoughts on why these women are important. (5min)

2. Brainstorm: Have students brainstorm words or phrases related to women’s roles in society. Write these on the board. Then compare them and reflection on the ones

TIME ASSESSMENT

120 min Cumulative

60 min

I'll use brainstorming, open-ended questions, and active engagement to gauge understanding. There’re the questions:

1. Why do you think women's contributions throughout history

worldwide social, political, economic, and cultural transformations.

2. Citing particular instances of women's accomplishments in various historical eras and cultural settings.

3. Promoting the application of information on women's roles in

shown in this resource:

https://www.brainyquote.com/authors/mar garet-thatcher-quotes (10min)

3. Review: Recap any relevant concepts from previous lessons related to gender equality and historical context. Present the timeline found online: (20min)

https://interactive.unwomen.org/multimedi a/timeline/womensfootprintinhistory/en/in dex.html#section03

4. Introduction: Present the topic: “The Role of Women in Social, Political, Economic, and Cultural Changes in the World.” using the reading (10min) Facts and figures: Economic empowerment. have often been overlooked or marginalized?

2. Can you name some influential women from history and describe the impact they had on society?

3. How have women's contributions in various fields such as science, politics, literature, and art shaped the world we live in today?

4. What are some

modern contexts, including social, political, economic, and cultural shifts, as well as students' everyday lives.

5. Summarize the most relevant topics by using the acronym made by the teacher (5min) : https://www.canva.com/design/DAGC815FX0/guHGt5AvJJQRHWkEsECJBQ/view?utm content=DAGC815-FX0&utm_campaign= designshare&utm_medium=link&utm sour ce=editor

6. Discussion Questions: Engage students in a discussion about the importance of women’s contributions throughout history. (10min) examples of challenges or barriers that women have faced in making their contributions recognized and valued?

PRACTICE STAGE

5. In what ways can acknowledging and celebrating women's contributions improve our understanding of history and society?

1. To improve the listening 1. Reading Activity: Students read individually or in pairs.Reading 40 The practice will be evaluated taking into account the

comprehension abilities.

2. To participate in discussions and presentations on the topic.

3. To critically analyze written materials related to the topic.

4. To write descriptive texts as a means of expressing their ideas, thoughts, and comments on the subject in order to

comprehension test, the teacher provides an article from “mini ielts test” named “vote for women” (10min)

https://mini-ielts.com/166/reading/vote-fo r-women

2. Take the listening test about gender in physics, taken from mini ielts test (10min):

https://mini-ielts.com/384/listening/studyon-gender-in-physics

3. Pair Work: Students discuss their views on the reading material and the things learned, they must prepare a written report in which they talk about the role of women in society and how to narrowing the dream gap (youtube short film) (20 results obtained by the students in each of the tests and according to the coherence and argumentation of the written text.

support their reflective writing practice. min): https://youtu.be/S3 DDLGIpaM

PRODUCTION STAGE

The teacher presents the group with a roulette of questions for reflection, each group must orally argue their answers until they obtain 10 points.

Oral presentation reflecting their understanding of the topic and their personal opinions.

https://spinthewheel.io/es/wheels/KqhjyYOVoTnA

Dgzx7Wnrcz0xJmU9MA==

Questions:

1. Should there be stronger government policies to promote gender equality in all areas of society?

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There will be a total of 10 questions, ideally for each group to answer at least 2 questions. So for each question they can earn 5 points for: originality of the argument (2pts), grammar and coherence (1pt), and pronunciation (2pts).

2. What is the impact of gender stereotypes on the perception of women's role in society?

3. Is there a need for a change in education to eliminate gender biases and promote equality from an early age?

4. What is the role of the media in the portrayal of women and its impact on the public perception of their role in society?

5. Should there be gender quotas in corporate and political leadership positions to ensure equitable representation of women?

6. How can current laws and policies be adapted to better address gender

discrimination issues in the workplace?

7. What role do cultural and religious norms play in perpetuating gender inequality in society?

8. Should household chores and childcare be more equitably shared between men and women?

9. How can women in marginalized communities be empowered to challenge social norms and achieve equality?

10.Is there a need for a shift in societal mindset to equally value the work done by men and women in all areas?

HOMEWORK: Encourage students to research and find examples of influential women from different time periods and regions of Colombia. They will have to design a triptych with illustrations.

SOCIAL SCIENCE LESSON PLAN

GRADE: 10º DATE: 21/04/2024 TEACHER: Aldair Roldan Fals

TOPIC: The political, economic and social changes in the 20th century and their causes TIME: 2 hours SKILL: Listening, Speaking, Reading, and Writing.

SOCIAL SCIENCE DBA (Basic Learning Right):

● It identifies the actors, causes, and consequences of the changes that occurred throughout the 20th century around the world and that had such an impact that they still influence today's society.

RESOURCES:

✔ Readings

✔ Videos

✔ Slides

✔ Images

✔ Worksheets.

✔ Word wall

✔

AIM:

● Learn about the changes in society, presented in the 20th century, and the causes that caused these changes that affect us directly or indirectly to this day.

SKILLS:

Listening: Listening will be put into practice by listening and carefully observing the videos presented and paying attention to what the teacher says and classmates contribute in order to participate and provide feedback.

Speaking: Speech will be reinforced and improved through the participation of students, either by making use of prior knowledge during the explanation, or later by explaining the concepts they understood and talking about what they did not understand.

Reading: Through texts and slide presentations and motivating them to read aloud to participate, students will practice and improve reading.

Writing: The active participation of the students, feeding back the contributions of their classmates, commenting on the topic,

and reading their writings, allows them to put writing into practice.

ACHIEVEMENT INDICATORS

PROCEDURES / COMMUNICATIVE ACTIVITIES

Classroom Routines: The greeting.

Organization of the classroom and requesting silence.

Roll call to know how many students are present in the class.

Write the date and objectives on the board.

PRESENTATION STAGE

TIME ASSESMENT

10 minutes

●What are those things you want your students to accomplish in each step of the presentation?

That students know the different social, political and economic changes of the 20th century and know when in said century they

✔ How are you going to introduce the topic?

Ask the students what century we are in. Mention that we are in the 21st century if necessary. Tell them that in today's class we will talk about the 20th century more specifically about the changes that occurred in that century.

Ask the students if they already knew anything about the topic and if so, provide feedback and provide interesting data that was not shown.

Present a reading and a video on the topic using TV.

40 Minutes

☺ Greet, organize the room, carry out the greeting and present the objectives using English as the main language.

☺ How are you going to verify the student’s learning understanding and appropriation?

At this point in the class I will evaluate if the students acquired the knowledge by observing, they are actively listening to the videos, reading the readings shown on the television, in general it will be evaluated that the student is attentive to what is shown on the television.

happened, in addition to knowing their causes.

Present a power point document with the most important events of the 20th century and talk about the social, political and economic changes they produced.

PRACTICE STAGE

●What are those things you want your students to accomplish in each step of the practice?

Identify with just one image the political, social and economic changes that took place in the 20th century

✔ How and What will the students practice?

After presenting the video and the reading, the first activity is carried out.

In the notebook and in no more than 5 lines, write about the event or change that seemed most interesting to you from those seen so far.

By raising their hands, the students will participate by sharing with the other classmates about the event that seemed most important to them, and if necessary, make corrections after feedback from the teacher or a classmate.

At the end of the first activity, the students will do a second activity.

The second activity is that through a word wall or an activity in baamboozle, one by one the students will select a card and say the event or change that it shows in the image.

PRODUCTION STAGE

☺ How are you going to verify the student’s learning appropriation?

I will verify that the students have satisfactorily acquired the knowledge by listening carefully to the students' contributions and observing whether they make the necessary corrections, in addition to using resources such as the word wall I will be able to observe the students' strengths and weaknesses on the topic.

●What are those things you want your students to accomplish in each step of the production?

Have knowledge of the chronological order of the events mentioned, and even be able to identify errors if this topic is discussed, to be able to have a conversation about the topic outside of class.

✔ What will the students produce?

In the third and last activity, students will work in groups.

In this activity the teacher will give each group a sheet on which they will write the date, grade and the members of the group and on said sheet they will make a timeline with the most important social, political and economic changes of the 20th century then each The group will go out to the board and among all the members of the group they will explain why the events are written in that order.

They will draw in a square the change that occurred in the 20th century and that for the members of the group is the most important.

After each group presented its timeline, the teacher and the groups will provide feedback on the other groups' timeline to make changes and corrections and have a clearer understanding of the topic.

HOMEWORK: Set a homework

☺ How are you going to verify the student’s learning appropriation?

It will be identified if the students acquired the knowledge if they present the timeline correctly, if they gave feedback to the other groups and if they made the corrections.

In the same workgroups that the students put together to make the timeline, the students will make a video speaking in English about the social, economic, and political change that happened in the 20th century and that each member of the team considers is the most important. Each students must give their reasons. The students must use images for the video, and the face of the students must appear on the screen.

Refrences

https://www.colombiaaprende.edu.co/sites/default/files/files public/2022-06/DBA C.Sociales-V2.pdf

https://www.calameo.com/books/005710943c960ca747d0b

https://www.studocu.com/co/document/universidad-nacional-abierta-y-a-distancia/pedagogia-y-didactica-para-la-inclusion/di dactics-of-social-sciences-group-551034-3/68631047

https://issuu.com/larias.unad/docs/online magazine task 4

SOCIAL SCIENCE LESSON PLAN

GRADE: 11 DATE: 09/05/2024 TEACHER: _ Luis Fernando Acevedo Villada TOPIC: The well-being and survival of humanity depend on the protection of the environment by the different actors. TIME: 2 hours SKILL: Listening, Speaking, Reading, and Writing.

SOCIAL SCIENCE DBA (Basic Learning Right):

• Analyze how the well-being and survival of humanity depends on the protection of the environment by the different actors (political, economic and social).

AIM:

• The overarching aim of this lesson plan is to foster a profound understanding among students of the intricate relationship between human well-being, survival, and the preservation of the environment, with a particular emphasis on the pivotal roles played by various actors across the political, economic, and social spheres. Through a multidisciplinary approach, students will delve into the intricacies of environmental challenges, critically analyze the actions and inactions of stakeholders, and develop a nuanced perspective on the collective responsibility for safeguarding our planet's delicate ecosystems. This lesson plan seeks to empower students with the knowledge and skills necessary to navigate the complex landscape of environmental protection, enabling them to become informed advocates and agents of change. By examining real-world case studies, engaging with diverse perspectives, and employing critical thinking skills, students will gain insight into the multifaceted nature of environmental issues and the ripple effects they have on human societies.

RESOURCES:

Ted talk

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8491874/

https://www.oas.org/dsd/publications/Unit/oea37e/ch05.htm

https://www.nature.com/articles/s41599-021-00899-3

https://theglobalobservatory.org/2023/05/human-survivaldepends-on-biodiversity-interview-with-brad-cardinale/

https://www.undp.org/blog/historic-un-resolution-recognizeshealthy-environment-human-right

https://www.futurelearn.com/info/courses/sustainablebusiness/0/steps/78337

https://www.enel.com/company/stories/articles/2023/06/threepillars-sustainability

https://www.epa.gov/eco-research/natures-benefits-card-game

SKILLS:

Listening:

• Students will listen to recorded speeches, news reports, or documentaries on environmental issues and the roles played by different actors in addressing these challenges.

• They will practice active listening skills to identify key points, arguments, and perspectives presented in the audio materials.

Speaking:

• Students will engage in group discussions and debates, presenting their views on the importance of environmental protection and the responsibilities of different actors.

• They will practice using persuasive language, providing evidence to support their arguments, and responding to counterarguments.

• Oral presentations or role-plays can be incorporated, where students assume the roles of different stakeholders (e.g., politicians, business leaders, activists) and advocate for specific environmental protection measures.

Reading:

• Students will read a variety of texts, including news articles, reports, and academic papers, on environmental issues and the actions taken by political, economic, and social actors.

• They will practice comprehension skills, such as identifying main ideas, analyzing arguments, and recognizing rhetorical devices used in the texts.

• Critical analysis of the texts will be encouraged, with students evaluating the credibility of sources and the efficacy of the proposed solutions.

Writing:

• Students will write persuasive essays or position papers, advocating for specific environmental protection measures and outlining the roles and responsibilities of different actors.

• They will practice using appropriate vocabulary, organizing their ideas coherently, and employing rhetorical devices to strengthen their arguments.

• Research papers or analytical reports can be assigned, where students investigate and analyze the environmental policies and actions of specific political, economic, or social entities.

ACHIEVEMENT INDICATORS

Classroom Routines:

PROCEDURES / COMMUNICATIVE ACTIVITIES

• Warm-up activitie

• Listening activities

• Debate and discussion activities.

• Collaborative research projects

• Persuasive writing tasks

• Role-play simulations.

TIME ASSESMENT

120 minutes ☺ Summative and formative assessment

• To attract students' interest and curiosity about the topic of environmental protection and its relationship with human wellbeing.

• To assess students' prior knowledge and perceptions about the roles of different actors in addressing environmental issues.

• Improve their ability to comprehend and analyze complex information related to

• Peer review and feedback

PRESENTATION STAGE

✓ Start with a thought-provoking video or visual representation that highlights the impact of environmental degradation on human societies (e.g., effects of climate change, pollution, deforestation).

✓ Facilitate a class discussion or brainstorming session, encouraging students to share their thoughts and experiences related to the topic.

✓ Provide an overview of the lesson plan objectives and the importance of understanding the interplay between human well-being, environmental protection, and the roles of various actors.

PRACTICE STAGE

✓ Students will listen to a variety of audio materials (TED Talks, news reports) on environmental challenges and the actions taken by political, economic, and social actors.

20 min ☺ Observe and provide feedback during communicative activities, such as discussions, debates, and role-plays, to gauge students' comprehension and ability to present arguments effectively.

☺ Conduct comprehension checks through questioning and short quizzes after listening or reading activities to ensure students grasp the main ideas and key points.

60 min ☺ Ongoing formative assessments through observations, questioning, and feedback during communicative activities.

environmental issues and the roles of different actors.

• Enhance their ability to express their ideas clearly, coherently, and persuasively in English.

• Develop skills in argumentation, critical thinking, and responding to counterarguments during discussions and debates.

• Improve their comprehension skills, including identifying main ideas, analyzing arguments, and recognizing rhetorical devices used in texts.

✓ They will complete comprehension exercises, such as answering questions, summarizing key points, and identifying rhetorical devices used in the audio materials.

✓ Students will engage in discussions, sharing their interpretations and analyses of the audio content.

✓ Students will participate in group discussions and debates, taking on different stakeholder roles (e.g., politicians, business leaders, activists) and presenting arguments for or against specific environmental protection measures.

✓ They will engage in role-play simulations, where they negotiate and propose solutions to environmental challenges as various stakeholders.

✓ Students will engage in discussions, sharing their interpretations and critiques of the texts.

✓ Students will participate in peer review activities, providing constructive feedback on each other's written work.

☺ Summative assessments, such as evaluating oral presentations, and collaborative projects using rubrics that assess content knowledge, language proficiency, critical thinking, and communication skills.

☺ Evaluate written assignments based on rubrics that assess content knowledge, critical analysis, organization, language use, and persuasive techniques.

☺ Assess oral presentations or debates using criteria such as content mastery, argumentation skills, language proficiency, and persuasive delivery.

• Demonstrate their ability to conduct in-depth research on environmental issues and the roles of different actors (political, economic, and social) in addressing these challenges.

• Enhance their teamwork and collaboration skills by working effectively in groups and dividing responsibilities.

• Demonstrate their command of language, including appropriate vocabulary,

PRODUCTION STAGE

✓ Students will work in groups to produce a comprehensive research report or multimedia presentation on a specific environmental issue and the actions (or inactions) taken by selected actors (e.g., governments, corporations, NGOs) to address it. The final product should include a detailed analysis, recommendations, and a proposed action plan.

✓ Students will individually produce a persuasive essay or position paper, advocating for specific environmental protection measures and outlining the roles and responsibilities of different actors (e.g., governments, businesses, individuals) in ensuring the well-being and survival of humanity.

40 min ☺ Develop comprehensive rubrics that assess various aspects of the students' final products, such as content knowledge, critical analysis, argumentation, language use, organization, and presentation skills

☺ Facilitate peer review sessions, where students provide constructive feedback on each other's work, focusing on areas for improvement and highlighting strengths.

coherent organization, and effective use of rhetorical devices.

HOMEWORK: Choose one actor (e.g., a specific government, corporation, or non-governmental organization) that has implemented environmental protection measures or policies. Conduct research on this actor's actions and their impact, using credible sources. Prepare a brief report (minimum 2 pages) that includes the following:

▪ An overview of the actor and their role in environmental protection.

▪ A summary of the specific environmental protection measures or policies implemented by this actor.

▪ An analysis of the effectiveness and potential limitations of these measures or policies, supported by evidence from your research.

▪ Recommendations for how this actor could improve or enhance their efforts in protecting the environment and promoting human well-being.

OUTCOMES

To implement didactic approaches in language teaching that are effective in the inclusion of social science in the language teaching process.

STUDENTS

Wayra Giraldo Cardona / Code: 1.000.306.759 1. Luis Fernando Acevedo / Code: 1.001.143.526 2. Robinson Hernández Alcalde / Code: 1.152.186.751 3.

Aldair Fernando Roldán / Code: 1.001.158.211 4.

Group: 551034 6

EDUCATION