Submitted by Holly York
Objectives:
Content:
Students will Expand their knowledge of environmental concerns by asking and answering questions in the card game "Enviro-quiz.
Cultural:
Students will Compare / contrast the concerns voiced in the questions of this game from Québec with those observed in the French booklet.
Language: Content Obligatory
Students will use relevant vocabulary to describe environmental concerns. Students will use interrogative pronouns to ask questions.
Language: Content Compatible
Students will.. use the disjunctive pronouns to designate the order of play within their groups: C'est à moi / toi/ elle / lui Use the expressions avoir raison / avoir tort in the present tense.
Learning Strategies / Social and Skills Development:
Students will...
Time Frame:
One 50-minutes period
Materials Needed:
Enviro-quiz cards available for purchase at____________ If lesson is to be done out-of-doors as designed, students are asked to bring a towel to sit on. worksheet for observations (handout)
Description of Assessment (Performance Project):
Preparation: A discussion of the natural environment makes much more sense if it is done out of doors. Scout the campus ahead of time for an appropriate place to hold class. This activity could also be done inside if necessary due to the unpredictable character of outdoor conditions. However, in that case an attractive feature of the lesson would be lost. Going outside provides a break in the normal routine, which can help motivate and also is an excellent opportunity for hands-on learning of environmental vocabulary. Tell the students they will be going outside to observe and describe natural conditions around campus.
Brainstorm vocabulary they will need to talk about their observations: trees, clouds, hills, streams, plantings, the presence or absence of natural areas and green spaces. They will also be listening and sniffing the air so they will need vocabulary for likely sounds and smells. They may also note blots on the landscape, such as construction sites, electrical wires or erosion. Before proceeding outside to the pre-selected site, caution students that all communication en route is to be in French (on pain of returning inside immediately!) even if they pass a friend who is not in the class (Salut!).
During: Have students spread their towels in groups of four. Each group will appoint a secretary to take notes for presentation to the class. The groups will then discuss what characteristics of place they observed on the campus: in addition to buildings and people, what elements of the natural and human-made world did they see? (birds, trees, sky, pavement?) What is the proportion of green spaces to buildings? What sounds are present? Can any odor be detected in the air? Is there visible evidence of environmental concern (recycling bins, botannical labels for trees, etc,) or lack thereof (trash, excessive paper postings, etc.)?
Post-activity Each group will report to the class its observations and findings. To avoid repetition, each group should select the most vivid visual image, sound or smell they observed.
Follow-up: Final question for the group to discuss: Does the natural world occupy an important place in the life of our campus? If so, how? If not, should it? Can the present quality of life be sustained if our institution continues on its present path of growth? What practices, on a day-to-day individual level, could contribute to its sustainability?
Assessment:
References and Resources:
List only References and Resources specific to this lesson.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)List only Attachments specific to this lesson.