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Introduction
We´re living the hard consequences about the pollution of the World; you have to decide,
How are you going to live? Maybe with less illness or more problems…
Now You´re member of an important sociality in the your town “The planet needs you, we
help it”. Your team has been assigned the project of creating the best ways to take care our planet.
Fist part
Think about these questions: What kind of problems are you and your family living about
the pollution?, What kind of disaster have you seen?, Have you thought about your bad habits
consequence? What is the process that you think to stop the climate change? What is the difference
between climate change and global warming? Why is it important to do more about our planet? What
is or are the Greenpeace association goals? What is the situation in your town about his problem?
Task
Work with a workgroup (five classmates) the according to “the planet needs you, we help it”.
Activities:
Every one member has to investigate in English about each question.
* Student one:
- Different problems and how is your community affected by the pollution? (the most important at less 8)
Dirty streets because we are more people and they don´t have good habits.
* Student two:
- What areas are been affecting about the pollution in your town (the most important minimum 4).
- What is the community doing to stop it?
Agriculture, government gives credits to the farmworkers to produce their field.
*Student three:
- What and why animal species are in danger of extinction in our Country-Mexico.
The turtles, because last century the people ate them without plan to protect this specie.
Iguana, Jaguar, Quetzal, etc.
* Student four:
- What States in our country are doing something to stop the pollution?
- What are they doing?
* Student five:
- Collect visual material about real disasters in your town about the pollution (minimum of 15)
- Collect visual material about disasters in our Country (minimum of 10).
Second part
Task
Use different ways for looking information like, interviews, books, webs, etc. Remember to write the
bibliography, website, etc.
Organize a presentation in Power Point (each student 3, total 15 slides), with three sentences each, using
the zero and first conditionals.
Make 5 posters about causes and effects; share them with your team and make and exhibition in the class,
with proposes to our community.
Third part
In group:
* In one week you have to show the printed information to your professor.
* Organize and take an order the most important information (dates, photos, films, etc.).
- Pay special attention to the grammar structure in futures: Zero and First conditionals.
* - In two weeks your workgroup is going to explain all the information in English to your group during the
English class. You have eight minutes.
- Write ten sentences (affirmatives and negatives), and five questions to explain the slides. Practice the oral form
the presentation in Power Point.
Resources
Web site: http://www.greenpeace.org/international/en/campaigns/
Magazines:
Newspapers: The news, etc.
Dictionaries.
Interview.
Evaluation: A rubric
Conclusion
This strategy was designed to practice (understanding and speaking), to become aware, to use and think the consequences
by yourself and the collaborative work. The final goals are learning this second language and take care the world.
Congratulations! Your team wowed us with all that you now know about to pollution world and how we can all work to
save it. Move over, you’ve got competition now!
WEBQUEST RUBRIC
Nombre de la Unidad temática: “Cuida tu Mundo hoy para disfrutarlo mañana” Grado: 2º.
Valor 25%
Competencia Resultados de aprendizaje
- Identifica causas y efectos de diferentes acciones. - Argumenta los resultados de una acción.
- Identifica cual es el objeto o situaciones sobresaliente de un Plantea suposiciones.
grupo. - Asume una actitud constructiva, congruente con los conocimientos
- Produce diálogos de causas y efectos de diferentes acciones . y habilidades con los que cuenta dentro del equipo.
- Se expresa y se comunica. - Se comunica en una segunda lengua mediante un discurso lógico
oral o escrito, congruente con la situación comunicativa.
Process
Clarity of Process Every step is clearly stated. Most students Some directions are given, but there Process is not clearly stated. Students
would know exactly where they are at each is missing information. Students would not know exactly what they were
step of the process and know what to do might be confused. supposed to do just from reading this.
next
Scaffolding of Process Show total and clear to use of Show insufficient to use of Process is not clearly of strategies
strategies and organizational tools to strategies and organizational tools to and organizational tools to access
access and gain the knowledge access and gain the knowledge and gain the knowledge needed to
needed to complete the task. needed to complete the task. complete the task.
Knowledge of position Excellent knowledge of position Definite knowledge of position with Definite knowledge of position but
(Supporting details) citing mostly specific examples in sufficient supporting details and a mix of few supporting details
defense of your position. general and specific examples
Participation in the workgroup Always cooperates with the workgroup. Occasionally cooperates with the Rarely cooperates with the workgroup.
Communicates ideas with enthusiasm and workgroup. Communicates ideas with Communicates ideas with enthusiasm
takes a leadership role. enthusiasm and takes a leadership role. and takes a leadership role.
Valor 25%
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