WEBQUEST

IF YOU CARE ABOUT YOUR WORLD, IT WILL CARE ABOUT YOU

Student name: _______________________________ Roll number: _______

Date: ______________________________________ Group: ____________

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.

Remember your information is going to be the best in the world.

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 ESCUELA: _________________________________________________

Materia: Inglés IV Semestre: Cuarto Ciclo Escolar: 2010-2011

Nombre de la Unidad temática: “Cuida tu Mundo hoy para disfrutarlo mañana” Grado: 2º.

Group: ________ Student: ___________________________________ Roll number: ________

Competencia
- Identifica causas y efectos de diferentes acciones.
- Identifica cual es el objeto o situaciones sobresaliente de un
grupo.
- Produce diálogos de causas y efectos de diferentes acciones .
- Se expresa y se comunica.
Valor 25%
Resultados de aprendizaje
- Argumenta los resultados de una acción.
Plantea suposiciones.
- Asume una actitud constructiva, congruente con los conocimientos
y habilidades con los que cuenta dentro del equipo.
- Se comunica en una segunda lengua mediante un discurso lógico
oral o escrito, congruente con la situación comunicativa.

Concepts Excellent Very good Satisfactory

Introduction
Motivation The introduction draws the reader into
the lesson by relating to the learner's
interests or goals and/or engagingly
describing a compelling question or
problem.
Cognitive Effectiveness of The introduction builds on learner's
prior knowledge and effectively
prepares the learner by foreshadowing
what the lesson is about
Task
Connection of Task to The task is referenced to standards
Standards and is clearly connected to what
students must know and be able to do
to achieve proficiency of those
standards.
Clarity of Process Every step is clearly stated (100-
95%). Most students would know
exactly where they are at each step of
the process and know what to do next.
Oral Presentation Communicates clearly and accurately
some of the information in their
design. The audience listens very well
his/ her voice.
Researches and Collects a great deal of information-
gathers information all relates to the topic.
The introduction relates somewhat
to the learner's interests and/or
describes a compelling question or
problem.
The introduction makes some
reference to learner's prior
knowledge and previews to some
extent what the lesson is about.
The task is referenced to standards
but is not clearly connected to what
students must know and be able to
do to achieve proficiency of those
standards
Some directions are given, but there
is missing information (80-60%).
Students might be confused.
Communicates with little clarity or
accuracy some of the information in
their design. The audience listens
well his/ her voice.
Collects some information that
relates to the topic.
The introduction is purely factual,
with no appeal to relevance or
social importance. The scenario
posed is transparently bogus and
doesn't respect the media literacy of
today's learners.
The introduction doesn't prepare the
reader for what is to come, or build
on what the learner already knows.
The task is not related to standards.
Process is not clearly stated.
Students would not know exactly
what they were supposed to do just
from reading this.
Student is unprepared and/or speaks
unclearly during presentation. The
audience doesn´t listen very well
his/ her voice.
Collects little information and some
relates to the topic.

Process
Clarity of Process
Scaffolding of Process
Knowledge of position
(Supporting details)
Participation in the workgroup
Valor 25%
Auto- evaluation
Co- evaluation
Every step is clearly stated. Most students
would know exactly where they are at each
step of the process and know what to do
next
Show total and clear to use of
strategies and organizational tools to
access and gain the knowledge
needed to complete the task.
Excellent knowledge of position
citing mostly specific examples in
defense of your position.
Always cooperates with the workgroup.
Communicates ideas with enthusiasm and
takes a leadership role.
Some directions are given, but there
is missing information. Students
might be confused.
Show insufficient to use of
strategies and organizational tools to
access and gain the knowledge
needed to complete the task.
Definite knowledge of position with
sufficient supporting details and a mix of
general and specific examples
Occasionally cooperates with the
workgroup. Communicates ideas with
enthusiasm and takes a leadership role.
Process is not clearly stated. Students
would not know exactly what they were
supposed to do just from reading this.
Process is not clearly of strategies
and organizational tools to access
and gain the knowledge needed to
complete the task.
Definite knowledge of position but
few supporting details
Rarely cooperates with the workgroup.
Communicates ideas with enthusiasm
and takes a leadership role.