8/6/2019 UNIT III. 2 WEBQUEST Cuida tu Mundo hoy para disfrutarlo maana

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WEBQUEST

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

Student name: _______________________________ Roll number: _______

Date: ______________________________________ Group: ____________

Introduction

Were 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 Youre 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 dont 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).

8/6/2019 UNIT III. 2 WEBQUEST Cuida tu Mundo hoy para disfrutarlo maana

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Second part

Task

Use different ways for looking information like, interviews, books, webs, etc. Remember to write thebibliography, website, etc.

Organize a presentation in Power Point (each student 3, total 15 slides), with three sentences each, usingthe 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, youve got competition now!

8/6/2019 UNIT III. 2 WEBQUEST Cuida tu Mundo hoy para disfrutarlo maana

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WEBQUEST RUBRIC

NOMBRE DE LA ESCUELA: _________________________________________________Materia: Ingls IV Semestre: Cuarto Ciclo Escolar: 2010-2011

Nombre de la Unidad temtica: Cuida tu Mundo hoy para disfrutarlo maana Grado: 2.

Group: ________ Student: ___________________________________ Roll number: ________

Valor 25%Competencia Resultados de aprendizaje

- Identifica causas y efectos de diferentes acciones.

- Identifica cual es el objeto o situaciones sobresaliente de un

grupo.

- Produce dilogos de causas y efectos de diferentes acciones .

- Se expresa y se comunica.

- Argumenta los resultados de una accin.

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 lgico

oral o escrito, congruente con la situacin 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 orproblem.

The introduction relates somewhat

to the learner's interests and/or

describes a compelling question or

problem.

The introduction is purely factual,

with no appeal to relevance or

social importance. The scenario

posed is transparently bogus anddoesn't respect the media literacy of

today's learners.

Cognitive Effectiveness of The introduction builds on learner'sprior knowledge and effectively

prepares the learner by foreshadowing

what the lesson is about

The introduction makes somereference to learner's prior

knowledge and previews to some

extent what the lesson is about.

The introduction doesn't prepare thereader for what is to come, or build

on what the learner already knows.

Task

Connection of Task to

Standards

The task is referenced to standards

and is clearly connected to what

students must know and be able to doto achieve proficiency of those

standards.

The task is referenced to standards

but is not clearly connected to what

students must know and be able todo to achieve proficiency of those

standards

The task is not related to standards.

Clarity of Process Every step is clearly stated (100-95%). Most students would know

exactly where they are at each step ofthe process and know what to do next.

Some directions are given, but thereis missing information (80-60%).

Students might be confused.

Process is not clearly stated.Students would not know exactly

what they were supposed to do justfrom reading this.

Oral Presentation Communicates clearly and accuratelysome of the information in their

design. The audience listens very well

his/ her voice.

Communicates with little clarity oraccuracy some of the information in

their design. The audience listens

well his/ her voice.

Student is unprepared and/or speaksunclearly during presentation. The

audience doesnt listen very well

his/ her voice.

Researches and

gathers information

Collects a great deal of information-

all relates to the topic.

Collects some information that

relates to the topic.

Collects little information and some

relates to the topic.

Process

Clarity of Process Every step is clearly stated. Most studentswould know exactly where they are at each

step of the process and know what to do

next

Some directions are given, but there

is missing information. Studentsmight be confused.

Process is not clearly stated. Students

would not know exactly what they were

supposed to do just from reading this.

Scaffolding of Process Show total and clear to use of

strategies and organizational tools to

access and gain the knowledge

needed to complete the task.

Show insufficient to use of

strategies and organizational tools to

access and gain the knowledge

needed to complete the task.

Process is not clearly of strategies

and organizational tools to access

and gain the knowledge needed to

complete the task.

Knowledge of position

(Supporting details)

Excellent knowledge of position

citing mostly specific examples in

defense of your position.

Definite knowledge of position with

sufficient supporting details and a mix of

general and specific examples

Definite knowledge of position but

few supporting details

Participation in the workgroup Always cooperates with the workgroup.

Communicates ideas with enthusiasm and

takes a leadership role.

Occasionally cooperates with the

workgroup. Communicates ideas with

enthusiasm and takes a leadership role.

Rarely cooperates with the workgroup.

Communicates ideas with enthusiasm

and takes a leadership role.

Valor 25%

Auto- evaluation

Co- evaluation