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Topic: Renewable Energies :recycle: , Rosalia Caparrós, Adeline Horga,…
Topic: Renewable Energies :recycle:
End product: Class Debate
Formal recorded debate
Teacher as mediator
Students divided in groups, each group representing a renewable energy
Aim of the debate: Each group should be able to defend their renewable energy and convince the rest of the class that their election in the most sustainable one
Methodology
Project-based learning
Brainstorming types of renewable energies together
Divide class into smaller groups and they choose 1 from the list we've come up together
Task: find out info about your topic
Task: summarise / create a presentation to inform your peers about your topic
RECORDED DEBATE
Student-based learning
Students find information together and then share it
Students design relevant criteria to choose appropriate info (teacher as a guide)
Integrated objectives
Interact
Debate
Persuade
Understand
Mediate
Curriculum competencies addressed
Competència 1
- Obtenir informació i interpretar textos orals de la vida quotidiana, dels mitjans de comunicació i de l'àmbit acadèmic.
Competència 2
- Planificar i produir textos orals de tipologia diversa adequats a la situació comunicativa.
Competència 3
- Emprar estratègies d'interacció oral d'acord amb la situació comunicativa per iniciar, mantenir i acabar el discurs.
Competència 4
- Aplicar estratègies de comprensió per obtenir informació i interpretar el contingut de textos escrits d'estructura clara de la vida quotidiana, dels mitjans de comunicació i de l'àmbit acadèmic.
Competència 9
- Revisar el text per a millorar-lo segons el propòsit comunicatiu amb l'ajut de suports.
Unit content
Argumentative
Persuasive strategies
Language Awareness Tasks: connectors & expressions: I agree but, I see your point HOWEVER...
Introduce the types of renewable energies
Language Awareness Task: If I were you.. I would // If I had to choose one... I would
Why this topic?
Content rich learning
Opportunity for students to learn relevant content as well as opportunity for them to produce language, interact and mediate (Language Project)
Horizon 2030 Goals
Preparation
Valid info to introduce topic to students & criteria for students to browse and find correct info
Opportunity for CLIL and/or Co-teaching in conjunction with the Science Department
Allocated time
3 to 4 classes for research and group work with teacher(s) helping out and guiding
1 or 2 classes for allotted for debate (depending on number of students, if it's a large group, we can have finals and the two most convincing renewable energies can have a final debate while the others could switch role and become journalists who ask questions)
1 class to edit video and post it on school website or perhaps submit it to any available inter/national debate competitions
(If we could use this opportunity to co-teach with somebody from the Science Department, 1 class for her/him to introduce more scientific information and enrich content)
1 class to introduce topic and requirements
Material and resources
Camera to record debate
Computers/Laptops for autonomous research
Apps for communicating (Remind)
Craft materials and posters (to illustrate their renewable energy)
Book bigger room (auditorium or similar) for final debates
Formal aspects
4th of ESO (level A2/B1)
18-22 students
NESE: 1 student with TDA and 1 student with dyslexia
Expected time: 6-8 classes
Implamantation week: 12th - 16th of April
School digital tool: projector, interactive board and tablets for students.
Rosalia Caparrós, Adeline Horga, Miquel Cufí, MaMagdalena Veny, Nuria Gallardo