Biomes

1 ESO OPTIONAL CREDIT ENGLISH DEPARTMENT IES ICARIA

INTRODUCTION 1.This is a definition of biomes. Read it and fill the gaps with the following words: A biome is a complex of .................................. characterized by a distinctive type of .................................. and maintained under the .................................. conditions of a ................................... , for example a ................................... . MISSING WORDS: desert – communities - vegetation – region climatic 2. A desert is a biome. Scientists differ about the number of biomes on the planet, but in general they agree on 5 or 6 major biomes. Can you give more examples of biomes? •

.........desert.............

•

..................................

•

..................................

•

..................................

•

..................................

•

..................................

3. Now relate each biome with different climatic conditions. BIOME

TEMPERATURE

2

RAINFALL

other

4.For each biome give an example of some animals and plants that you think live there. BIOME

ANIMAL

PLANT

5. THINK & DEDUCE! Why can each animal live in each of the biomes? What conditions make it possible for them to live there instead of somewhere else?

3

DESERTS

DESERTS 4

We often think of deserts as.. well, as a desert place. But in fact, this difficult biome has an incredibly rich biodiversity of fauna and flora. Come in to discover it!

1. Load this URL: www.harcourtschool.com Click on the red box: “The learning site” Open the Link: Reading. Then click on: Preview Harcourt Trophies. Click on: Building Backgrounds.

2. Read about Deserts Ecosystems and answer the next questions: 1.-What are deserts? (Click on Ecosystems if you want to know the meaning)

2.-What is an ecosystem?

3.-How much rain do they get a year?

4.-Describe the two kinds of deserts

5.-What temperatures can they reach? 5

6.-What kind of temperature do cold deserts have?

7.-What sort of desert is The Sonoran Desert?

8.-Where is it located?

3.Read about plants. 9.-What kinds of plants are there in The Arizona upland?

4.Read about animals: ( click on the blue words to see a picture of each animal) 10.-What animals live in the Sonoran Desert?

11.-How many seasons are there in this region?

12.-How much rain is there during the rainy season?

5. Continue reading about The Sonoran Desert and write down four or five things you think are the most interesting. 1) ..................................................................................... .................................................. 6

2) ..................................................................................... .................................................. 3) ..................................................................................... .................................................. 4) ..................................................................................... .................................................. 5) ..................................................................................... ..................................................

6. SYNTHESIS: FILL IN THE GRID WITH A SUMMARY OF THE FEATURES OF THE SONORAN DESERT

SONORAN DESERT LOCATION

CLIMATE

FLORA

FAUNA mammals reptiles amphibia birds

7. IN GROUPS, CHOOSE A DESERT AND PREPARE A POSTER OR POWER

POINT

PRESENTATION.

INCLUDE

INFORMATION: -LOCATION (where the desert is) -FEATURES (characteristics) -FAUNA (animals that live in that desert) 7

THE

FOLLOWING

-FLORA (plants, flowers and trees of that desert)

PREPARE AND DELIVER AN ORAL PRESENTATION FOR YOUR CLASSMATES

TASK CONCLUSION: Send the power point presentation as an email attachment to your teacher.

DESERTS LISTENING ACTIVITY Listen to your classmates do the presentation of a desert and fill in the listening sheet: 1.Group members:……………………………………………………… Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ……………………………………………………… 2.Group members:……………………………………………………… Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ………………………………………………………

8

3.Group members:……………………………………………………… Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ……………………………………………………… 4.Group members:……………………………………………………… Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ……………………………………………………… Group members:……………………………………………………… Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ……………………………………………………… 5.Group members:……………………………………………………… Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ……………………………………………………… 6.Group members:……………………………………………………… Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ……………………………………………………… 7.Group members:………………………………………………………

9

Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ……………………………………………………… 8. Group members:……………………………………………………… Desert: ……………………………………………………… 2 animals: ……………………………………………………… 2 plants: ……………………………………………………… 2 features: ………………………………………………………

10

TROPICAL

RAINFORESTS

11

ArTICLE. Rainforests. Pre-task (a). Previous knowledge.

Name:

Date:

Teacher:

HOWMUCHDOI KNOWABOUT RAINFORESTS? Rateyourself. Usethescalebelow. 1. I don’t knowmuch about this topic. 2. I understand this topic, but I can’t talk about it. 3. I can talk about this topic in my own language. 4. I can talk about this topic in English.

TOPIC 1.

Rainforests

1 2 3 4

2.

The Amazonia

1 2 3 4

3.

Biodiversity

1 2 3 4

4.

Endangered flora in the Amazonia

1 2 3 4

5.

Endangered fauna in the Amazonia

1 2 3 4

6.

Deforestation in the Amazonia

1 2 3 4

7.

The causes of climatic changes

1 2 3 4

8.

The way of life of indigenous peoples in the Amazonia 1 2 3 4

9.

The Yanomami

1 2 3 4

10.

Sustainable development in the Amazonia

1 2 3 4

ArtICLE

12

PREVIOUS KNOWLEDGE : WHAT DO YOU ALREADY KNOW ABOUT RAINFORESTS?

NAME:

DATE:

TEACHER: WRITE ABOUT RAINFORESTS 1. Write some interestingfacts about Rainforests ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... 2. Write about plants and animals in Rainforests ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... 3. Write about peoplein Rainforests ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ArtICLE

13

ArTICLE. Rainforest. Pre-task (b). Language awareness raising task.

RAINFOREST DETECTIVES 1.

Look at the words in the box below. They are all in different

colours according to a code. Canyoubreakthecode? Time: 3’. YELLOWmeans ………………….. GREEN means …………………… RED means ……………………….. 2. In the next lesson we are going to learn some interesting things about the Amazonia. Guess which 5 words fromthe previous activity we are going to find in the first reading. Time: 5’.

become extinct

biodiversity

climate

cut down

dense

die

Earth

environment

forest

fragile

gather

grow

harmony

overexploit species

hunt

Indigenous

oxygen

resources

threat

warm

ArtICLE

14

wet

ArtICLE Rainforests Pre test/Post test

PREVIOUS KNOWLEDGE SELF-ASSESSMENT MULTIPLE CHOICE

RAINFORESTS Flora and Fauna Rainforests are very dense, warm, .................................. 1 forests which are located around the world’s Equator. Thousands of ..................................

2

of

plants

and

animals

live

in

those

.................................. 3. Rainforests are home to more than 10,000 types of trees and, at .................................. 4 half a million types of animals. The variety of animals and plants .................................. 5 in rainforests is essential for life in our planet. Biodiversity creates a system that provides all living things with food, water and .................................. 6. The plants in rainforests .................................. 7 much of the Earth’s oxygen and .................................. 8 the climate in the whole planet. Rainforests are very rich in natural .................................. 9, but they are also very .................................. 10 . 1. 2. 3.

a)tall a)species a)relationship

b)wet b)groups b)years

c)water c)spicy c)environments

d)cold d)class d)plants

4. 5. 6. 7. 8. 9. 10.

s a)lost a)uniformity a)shelter a)generate a)attract a)branches a)arid

b)last b)vitality b)home b)grow b)shine b)expenses b)fragile

c)loose c)multiplicity c)rain c)blow c)influence c)bushes c)rich

d)least d)biodiversity d)ecosystem d)propagate d)provide d)resources d)prosperous

15

Rainforests and people In the Amazon, .................................. 11 peoples have lived in harmony

with

nature

for

hundreds

of

years.

They

.................................. 12 plants, hunt, and grow vegetables but don’t overexploit the forest. Western societies use the Amazon’s natural riches in a complete different .................................. 13. We eat several foods from the rainforest

and

many

medicines

are

made

from

plants

..................................14 only in this areas. We also use tropical ..................................15 to make expensive furniture. Every year, thousands of trees are .................................. 16 causing deforestation and the destruction of the habitat of many animals and plants. In the Amazon due to .................................. 17 of natural resources, every year

many

species

of

plants

and

animals

become

.................................. 18. Yanomami women say: “If the white man killes the forests, the ..................................19 planet will die with them”.

A Brazilian

professor says:”we need sustainable .................................. 20 for the Amazon”. 11 a)foreign

b)indigenous

c)African

d)essential

. 12 a)bring

b)represent

c)meet

d)gather

. 13 a)system

b)way

c)biome

d)position

. 14 a)about

b)found

c)round

d)pound

. 15 a)woody

b)wood

c)wooden

d)wooded

. 16 a)found

b)hunted

c)cut down

d)planted

. 17 a)overbooki

b)overabunda

c)overexploitati d)overcompensat

. ng 18 a)extinct

nce b)extinguish

on c)finish 16

ion d)destruct

. 19 a)survival

b)all

c)huge

d)whole

. 20 a)developm

b)envelope

c)devaluation

d)devastation

.

ent

FAQ: Frequently Asked Questions about rainforests: •

Why are .................................. 21 rainforests so important to our earth?

•

How does the extinction of vegetal and animal species in the Amazonia ..................................22 people?

•

What is the relationship between ..................................23 trees in the Amazonia and climatic changes?

•

How does..................................24 in the Amazonia affect us?

•

How does the extinction of ..................................25 groups of people affect us?

21 a)tropical

b)prosperous c)medium-

d)covered

. 22 a)disappear

b)burn

size c)protect

d)affect

. 23 a)burning

b)collecting

c)gathering

d)exploring

. 24 a)dehydrati

b)deforestati

c)deformati

d)degenerati

. on 25 a)only

on b)survival

on c)dense

on d)unique

.

ArtICLE

BIODIVERSITY Work in pairs. Student A must read text A, remember as much as possible and tell student B.

17

Then student B must read text B and tell as much as he/she remembers to his/her partner.

STUDENT A

BIODIVERSITY Rainforests are very dense, warm, wet forests.

Thousands of species of plants and animals live in those environments.

The variety of animals and plants (biodiversity) in rainforests is essential for life in our planet. For example, the plants in rainforests generate much of the Earth’s oxygen and influence the climate in the whole planet.

Rainforests are very rich in natural resources, but they are also very fragile. Glossary: Environment: entorn Fragile: fràgil Influence: influir en Rainforest: selva tropical

Resources: recursos Rich: ric Warm: càlid Wet: humit Whole: tot

18

STUDENT B

UNDER THREAT !!! In the Amazon, Indigenous peoples have lived in harmony with nature for hundreds of years. They gather and grow plants, and hunt but don’t overexploit those resources.

Unfortunately,

rainforests are now under

threat. Every year, thousands of trees are cut down to make expensive furniture for the rich world and many species of plants and animals become extinct.

If the white man kills the forests, the whole planet will die with them.

Yanomami women say:

Glossary: Become extinct: extingir-se Cut down: talar Gather: recollir Hunt: caçar

Overexploit: sobrexplotar Resources: recursos Under threat: amenaçat Whole: tot 19

ArtICLE

RAINFORESTS FACT FILE One of the most fascinating biomes is the tropical rainforest. Here you are going to explore it step by step.

WARMING-UP TASK:

1-

Load this URL : http://www.christiananswers.net/kids/sounds.html

And listen to the sounds of the rainforest! Which sound do you like best? Which sound do you like the least?

2-

Load this URL : www.enchantedlearning.com

Open the link “Rainforests” and answer these questions: a)What is a rainforest? b) Where are the rainforests? 20

c) Draw a diagram of the rainforest strata. Explain what each stratum is like and what animals live there.

d) Choose an animal that is unique to the rainforest and describe it. If possible, draw it with all its parts.

e) How do animals protect themselves from predators? f) What is the soil of the rainforest like? g) Why are rainforests important for the environment? h) Which foods are found in the rainforest?

21

RAINFOREST EXPLORERS Read this letter from the United Nations Secretary for the Sustainable Development of Tropical Rainforests:

22

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT MISSION:Save the Amazon Rainforest! Dear Students: Your class has been appointed by the UN to help research the problems that threaten the Amazon rainforest and to find solutions. You will work in groups of 4 students. Each group will research a different aspect of the issue: the flora, the fauna, deforestation and indigenous people of the Amazon rainforest. You will follow the steps to make your job easier. STEP 1: COLLECTING INFORMATION STEP 2: PROCESSING THE INFORMATION STEP 3: PRESENTING YOUR FINDINGS AND SUGGESTING SOLUTIONS Your help is essential to give the United Nations Commission for Sustainable Development new ideas to stop the destruction of this habitat. We look forward to your valuable contribution. Sincerely

Laura Simon Coordinator for the Sustainable Development Project

PROCESS • •

You’ll work in pairs or groups of 3 students Each group will choose one aspect of Rainforest exploration: flora, fauna, deforestation & climatic changes or indigenous people. 23

•

You’ll have to follow step 1, 2 and 3 to complete the task

TOPIC 1 :ENDANGERED FLORA STEP 1: Finding the answers

24

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT GROUP 1: ENDANGERED FLORA RESEARCHERS The Amazon rainforest is an ecosystem where thousands of species of plants grow. Some of them are unique to this area. Animals and humans, including us, depend on it for clean air, food, medicine and shelter. Find out: 1. Why is the flora of the Amazon important for us? 2. Which plants of this area are used for food, drink or medicine? Can you name 4 products from the rainforest that you have in your home or can buy in a shop near you? 3. What is happening to the trees and plants of the Amazon? Why? 4. Do you think there is sustainable development in Amazon now? Give three examples that affect the flora.

the

5. List three EFFECTS that the extinction of vegetal species in the Amazon has on YOU and YOUR WORLD

WEBSITES (Some sites have been pre-selected for this project. There are many more sites but you could spend hours looking and not find much of value. While you are doing this project in class, you must stay on these web pages. On your own time you can look for other sites) Rainforest flora & sustainable development http://iesica ria.xtec.net/ rainforest

Rainforest glossary http://iesica ria.xtec.net/

25

STEP 2: PROCESSING THE INFORMATION UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT MISSION: SAVE THE AMAZON RAINFOREST!

STEP 2: PROCESSING PRESENTATION

THE

INFORMATION AND

DRAFTING

THE

Now you have a lot of information about the Amazon rainforest. Please follow the instructions to process it.

GROUP 1: ENDANGERED FLORA RESEARCHERS a) Write a list of 4 problems that the rainforest flora is facing. Discuss the causes of these problems and the consequences (why these problems are happening and what these problems cause). b) Write 5 recommendations to help preserve the flora of the Amazon Rainforest. c) In a poster, draw pictures, graphs, maps or glue pictures that show the problems and the 5 recommendations.

STEP 3 : ORAL PRESENTATION OF YOUR FINDINGS

26

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT

MISSION:Save the Amazon Rainforest! AMAZON FLORA RESEARCHERS STEP 3: PRESENTING YOUR RESEARCH Now you know a lot about the Amazon Rainforest FLORA. Follow these steps to present your findings and your 5 recommendations to convince your audience of the need to preserve the Amazon Rainforest.

STEP 1  In a poster or power point, write the title.  Draw pictures or paste images from the Internet, that show: o the characteristics of the Amazon Rainforest o a plant or tree that is unique and is used for medicine o what is happening to the rainforest and the causes o 5 recommendations to help preserve the Rainforest and promote sustainable development. (local and global actions )

STEP 2 o o

o

o

Rehearse what you are going to say in your presentation to make it convincing Prepare introductory sentences: your names, what you are going to talk about… Prepare your 5 recommendations, explaining the causes and /or consequences (eg: Don’t cut the trees because …/ We shouldn’t pollute because….. / Logging companies are destroying the trees because…. Prepare a sentence to conclude and thank your audience (eg:Thank you for your attention)

STEP 3 Present your research, using the pictures on your poster or power point to make your audience understand your point.

HELP CORNER. These websites will help you prepare your presentation: www.xtec.net/~mbatlle/presentation http://iesicaria.xtec.net/rainforest/presentation.htm

27

TOPIC 2: ENDANGERED FAUNA STEP 1: FINDING THE ANSWERS

28

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT GROUP 2: ENDANGERED FAUNA RESEARCHERS The biodiversity of the Amazon rainforest is unique. This warm, dense forest houses insects, birds, amphibians, reptiles and mammals. Many of them are not found anywhere else in the world. Find out: 1. Which animals are unique to the Amazon rainforest? 2. Choose an animal of the Amazon and describe its characteristics, diet, habitat and conservation status. 3. Which human activities are putting so many species of the Amazon in danger of extinction?

animal

4. Do you think there is sustainable development in the Amazon now? Give three examples that affect the fauna. 5. List three effects that the extinction of animal species in the Amazon has on YOU and YOUR WORLD.

WEBSITES (Some sites have been pre-selected are many more sites but you could not find much of value. While you in class, you must stay on these time you can look for other sites) Rainforest fauna http://iesic aria.xtec.ne t/rainforest

Rainforest FAQ http://rainb ird.com/rain forest/faq.h tm 29

for this project. There spend hours looking and are doing this project web pages. On your own

STEP 2: PROCESSING THE INFORMATION UNITED NATIONS DIVISION FOR DEVELOPMENT MISSION: SAVE THE AMAZON RAINFOREST!

SUSTAINABLE

STEP 2: PROCESSING PRESENTATION

DRAFTING

THE

INFORMATION

AND

THE

Now you have a lot of information about the Amazon rainforest. Please follow the instructions to process it.

GROUP 2: ENDANGERED ANIMALS RESEARCHERS a) Write a list of 4 problems that the rainforest fauna is facing. Discuss the causes of these problems and the consequences (why the fauna has problems and what these problems cause). b) Write 5 recommendations to help preserve the fauna of the Amazon Rainforest. c) In a poster, draw pictures, graphs, maps or glue pictures that show the problems of the Amazon fauna and the 5 recommendations.

STEP 3: ORAL PRESENTATION OF YOUR FINDINGS

30

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT

MISSION:Save the Amazon Rainforest!

AMAZON FAUNA RESEARCHERS STEP 3: PRESENTING YOUR RESEARCH Now you know a lot about the Amazon Rainforest FAUNA. Follow these steps to present your findings and your 5 recommendations to convince your audience of the need to preserve the fauna of the Amazon Rainforest.

STEP 1  In a poster or power point, write the title.  Draw o o o o

pictures or paste images from the Internet, that show: an animal that is unique the Amazon Rainforest its habitat, diet and conservation status what is happening to the rainforest fauna 5 recommendations to help preserve the fauna of the Amazon rainforest and promote sustainable development. (local and global actions)

STEP 2 o o

o o

Rehearse what you are going to say in your presentation to make it convincing Prepare introductory sentences: your names, what you are going to talk about… Prepare your 5 recommendations, explaining the causes and /or consequences (eg: We shouldn’t pollute because….. / Animals are disappearing because …. ) Prepare a sentence to conclude and thank your audience (eg: Thank you for your attention)

STEP 3

Present your research, using the pictures on your poster to make your audience understand your point.

HELP CORNER. These websites will help you prepare your presentation: www.xtec.net/~mbatlle/presentation http://iesicaria.xtec.net/rainforest/presentation.htm

31

TOPIC 3: DEFORESTATION & CLIMATIC CHANGES STEP 1: FINDING THE ANSWERS

32

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT GROUP 3: DEFORESTATION AND CLIMATIC CHANGES RESEARCHERS The world's climate is changing dangerously. The temperature of the planet is rising and this is related to deforestation. Every year huge areas of rainforest are burned or cut down. This is causing a lot of problems not only to this rich ecosystem and its biodiversity but to all the inhabitants of planet Earth. Find out: 1. Why are tropical rainforests important to our planet? 2. Which human rainforest?

activities

are

causing

the

destruction

of

the

Amazon

3. What is the relationship between the destruction of the rainforest and climatic changes? 4. Do you think there is sustainable development in the Amazon forests now? Give three examples of development that affect the rainforest 5. List three effects that the disappearance of the Amazon rainforest has on YOU and YOUR WORLD. WEBSITES (Some sites have been pre-selected for this project. There are many more sites but you could spend hours looking and not find much of value. While you are doing this project in class, you must stay on these web pages. On your own time you can look for other sites) Deforestation & climatic change http://iesica ria.xtec.net/ rainforest

Deforestation http://www.bo tany.uwc.ac.z a/Envfacts/fa cts/deforesta tion.htm 33

STEP 2: PROCESSING THE INFORMATION UNITED NATIONS DIVISION FOR DEVELOPMENT MISSION: SAVE THE AMAZON RAINFOREST!

STEP 2: PROCESSING PRESENTATION

THE

INFORMATION AND

SUSTAINABLE

DRAFTING

THE

Now you have a lot of information about the Amazon rainforest. Please follow the instructions to process it.

GROUP 3: DEFORESTATION AND CLIMATIC CHANGES RESEARCHERS a) Write a list of 4 problems that the rainforest is facing concerning deforestation and climatic changes. Discuss the causes of deforestation and climatic changes and the consequences. b) Write 5 recommendations to stop climatic changes and deforestation. c) In a poster, draw pictures, graphs, maps or glue pictures that show the causes and consequences of deforestation and the 5 recommendations.

STEP 3: ORAL PRESENTATION OF YOUR FINDINGS

34

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT

MISSION:Save the Amazon Rainforest!

AMAZON

CHANGES

DEFORESTATION & CLIMATIC

RESEARCHERS STEP3: PRESENTING YOUR RESEARCH

Now you know a lot about CLIMATIC CHANGES AND THE DEFORESTATION of the Amazon Rainforest.Follow these steps to present your findings and your 5 recommendations to convince your audience of the need to stop the climatic changes of the planet and the deforestation of the Amazon Rainforest.

STEP 1  In a poster or power point, write the title.  Draw pictures, diagrams or mind maps; or paste images from the Internet, that show: o What produces climatic changes o The relationship between climatic changes and deforestation o The different causes of the deforestation of the Amazon Rainforest o 5 recommendations to help stop climatic changes and deforestation and promote sustainable development. (local and global actions )

STEP 2 o o

o o

Rehearse what you are going to say in your presentation to make it convincing Prepare introductory sentences: your names, what you are going to talk about… Prepare your 5 recommendations, explaining why they are important (eg: We shouldn’t pollute because….. / The climate is changing because …. ) Prepare a sentence to conclude and thank your audience (eg: Thank you for your attention)

STEP 3

Present your research, using the pictures on your poster to make your audience understand your point.

HELP CORNER. These websites will help you prepare your presentation: www.xtec.net/~mbatlle/presentation http://iesicaria.xtec.net/rainforest/presentation.htm

35

TOPIC 4 : INDIGENOUS PEOPLE STEP 1: FINDING THE ANSWERS

36

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT GROUP 4: INDIGENOUS PEOPLE RESEARCHERS People have lived in the Amazon rainforest for centuries. Indigenous people depend on the rainforest for shelter, food and medicine. The survival of indigenous people and their cultures depends on the survival of their habitat, but this amazing biome is endangered. Find out about the Yanomami and other indigenous people and be ready to answer the following questions: 1. In what ways do the Yanomami depend on the rainforest? 2. Which human activities are affecting the Yanomami way of life? 3. How is the habitat of the Yanomami changing? Who is causing these changes? 4. Do you think there is sustainable development in the Amazon now? Give three examples that affect the indigenous people of the area. 5. When an indigenous group disappears, what else is lost? How does this affect YOU and YOUR WORLD? WEBSITES (Some sites have been pre-selected are many more sites but you could not find much of value. While you in class, you must stay on these time you can look for other sites) Rainforest people http://iesic aria.xtec.ne t/rainforest

Indigenous people www.amazonte am.org/kids/ kids2.html 37

for this project. There spend hours looking and are doing this project web pages. On your own

STEP 2: PROCESSING THE INFORMATION UNITED NATIONS DIVISION FOR DEVELOPMENT MISSION: SAVE THE AMAZON RAINFOREST!

SUSTAINABLE

STEP 2: PROCESSING PRESENTATION

DRAFTING

THE

INFORMATION

AND

THE

Now you have a lot of information about the Amazon rainforest. Please follow the instructions to process it.

GROUP 4: INDIGENOUS PEOPLE RESEARCHERS a) Write a list of 4 problems that the indigenous people of the rainforest are facing. Discuss the causes of the problems of the Indigenous People and the consequences. b) Write 5 recommendations to help stop the destruction of the way of life of the Indigenous people of the Amazon Rainforest and to help preserve their traditional way of life. c) In a poster, draw pictures, graphs, maps or glue pictures that show the problems of the Indigenous People and your 5 recommendations to solve the problem.

STEP 3: ORAL PRESENTATION OF YOUR FINDINGS

38

UNITED NATIONS DIVISION FOR SUSTAINABLE DEVELOPMENT MISSION: SAVE THE AMAZON RAINFOREST!

AMAZON

INDIGENOUS PEOPLE

RESEARCHERS

STEP3: PRESENTING YOUR RESEARCH Now you know a lot about the INDIGENOUS PEOPLE of the Amazon Rainforest.Follow these steps to present your findings and your 5 recommendations to convince your audience of the need to respect the way of life of the indigenous people of the Amazon Rainforest.

STEP 1  In a poster or power point, write the title.  Draw pictures or paste images from the Internet, that show: o What the Yanomami look like o Where they live, how they live, what they eat and what they use for medicine o what is happening to the Yanomami o 5 recommendations to help preserve the way of life of the Yanomami and promote sustainable development. (local and global actions )

STEP 2 o o

o

o

Rehearse what you are going to say in your presentation to make it convincing Prepare introductory sentences: your names, what you are going to talk about… Prepare your 5 recommendations, explaining the causes and /or consequences (eg: We should respect the Yanomami land because….. / The Yanomami are disappearing because …. ) Prepare a sentence to conclude and thank your audience (eg:Thank you for your attention)

STEP 3 Present your research, using the pictures on your poster to make your audience understand your point.

HELP CORNER. These websites will help you prepare your presentation: www.xtec.net/~mbatlle/presentation http://iesicaria.xtec.net/rainforest/presentation.htm

39

LISTENING EXERCISE Name:

Surname:

Date: SAVE THE AMAZON RAINFOREST! STEP 3: PRESENTING THE GROUPS’ CONCLUSIONS

Listen to your classmates do the presentation of their research and fill in the listening sheet:

Group members: ………………………………………………………………………… ……. Topic: ………………………………………………………………………………………… …. 2 Features: ………………………………………………………………………………… …... 2 Problems: ………………………………………………………………………………… …. …………………………………………………………………………………………………… 2 Recommendations: …………………………………………………………………… …….. ……………………………………………………………………………………………………

Group members: ………………………………………………………………………… ……. Topic: ………………………………………………………………………………………… … 2 Features: ………………………………………………………………………………… …..

40

2 Problems: ………………………………………………………………………………… ….. …………………………………………………………………………………………………… 2 Recommendations: …………………………………………………………………… …….. ……………………………………………………………………………………………………

Group members: ………………………………………………………………………… ……. Topic: ………………………………………………………………………………………… …. 2 Features: ………………………………………………………………………………… …... 2 Problems: ………………………………………………………………………………… ….. ………………………………………………………………………………………………… …. 2 Recommendations: …………………………………………………………………… ……... ………………………………………………………………………………………………… ….

Group members:………………………………………………………………………… …….. Topic: ………………………………………………………………………………………… … 2 Features: ………………………………………………………………………………… ….. 2 Problems: ………………………………………………………………………………… ….. ………………………………………………………………………………………………… …. 2 Recommendations: ……………………………………………………………………

41

…… ………………………………………………………………………………………………… ….

Group members:………………………………………………………………………… …….. Topic: ………………………………………………………………………………………… … 2 Features: ………………………………………………………………………………… ….. 2 Problems: ………………………………………………………………………………… ….. ………………………………………………………………………………………………… …. 2 Recommendations: …………………………………………………………………… …… ………………………………………………………………………………………………… ….

Group members: ………………………………………………………………………… ……. Topic: ………………………………………………………………………………………… … 2 Features: ………………………………………………………………………………… ….. 2 Problems: ………………………………………………………………………………… ….. ………………………………………………………………………………………………… …. 2 Recommendations: …………………………………………………………………… ……... ………………………………………………………………………………………………… ….

42

Group members: ………………………………………………………………………… ……. Topic: ………………………………………………………………………………………… …. 2 Features: ………………………………………………………………………………… … 2 Problems: ………………………………………………………………………………… ….. ………………………………………………………………………………………………… …. 2 Recommendations: …………………………………………………………………… …… ………………………………………………………………………………………………… ….

Group members: ………………………………………………………………………… ……. Topic: ………………………………………………………………………………………… … 2 Features: ………………………………………………………………………………… ….. 2 Problems: ………………………………………………………………………………… ….. ………………………………………………………………………………………………… …. 2 Recommendations: …………………………………………………………………… …… ………………………………………………………………………………………………… ….

Group members: ………………………………………………………………………… …….

43

Topic: ………………………………………………………………………………………… … 2 Features: ………………………………………………………………………………… ….. 2 Problems: ………………………………………………………………………………… ….. ………………………………………………………………………………………………… …. 2 Recommendations: …………………………………………………………………… …… ………………………………………………………………………………………………… ….

RAINFOREST COGNITIVE JOURNAL: HOW DO YOU LEARN? Name Group School Teacher

Surname

RAINFOREST JOURNAL

44

WHAT I LEARNED HOW I LEARNED IT Grade the options from 5 (max) to 0 (min)

1-About the rainforest fauna

___________________________ 2-About the rainforest flora

___________________________ 3-About the indigenous people

___________________________ 4-About climatic change

___________________________ 5-About sustainable development

a)reading it in the internet b)listening to the teacher c)listening to the students d)talking to the teacher e)talking to my group f)thinking it by myself _______________________________________ ______ a)reading it in the internet b)listening to the teacher c)listening to the students d)talking to the teacher e)talking to my group f)thinking it by myself

45

RAINFOREST POST SELF-ASSESSMENT MULTIPLE CHOICE TEST Do this multiple choice test on rainforests and compare your results with the same test you did before you started to study the rainforests. What was your score then? And now? Fill in the boxes. PREVIOUS SELFASSESSMENT MULTIPLE CHOICE

POST SELFASSESSMENT MULTIPLE CHOICE

YOUR SCORE (number of correct answers) ArtICLE Rainforests Pre test/Post test

POST KNOWLEDGE SELF-ASSESSMENT MULTIPLE CHOICE

RAINFORESTS Flora and Fauna Rainforests are very dense, warm, .................................. 1 forests which are located around the world’s Equator. Thousands of ..................................

2

of

plants

.................................. 3. 46

and

animals

live

in

those

Rainforests are home to more than 10,000 types of trees and, at .................................. 4 half a million types of animals. The variety of animals and plants .................................. 5 in rainforests is essential for life in our planet. Biodiversity creates a system that provides all living things with food, water and .................................. 6. The plants in rainforests .................................. 7 much of the Earth’s oxygen and .................................. 8 the climate in the whole planet. Rainforests are very rich in natural .................................. 9, but they are also very .................................. 10 . 1. 2. 3.

a)tall a)species a)relationship

b)wet b)groups b)years

c)water c)spicy c)environments

d)cold d)class d)plants

4. 5. 6. 7. 8. 9. 10.

s a)lost a)uniformity a)shelter a)generate a)attract a)branches a)arid

b)last b)vitality b)home b)grow b)shine b)expenses b)fragile

c)loose c)multiplicity c)rain c)blow c)influence c)bushes c)rich

d)least d)biodiversity d)ecosystem d)propagate d)provide d)resources d)prosperous

Rainforests and people In the Amazon, .................................. 11 peoples have lived in harmony

with

nature

for

hundreds

of

years.

They

.................................. 12 plants, hunt, and grow vegetables but don’t overexploit the forest. Western societies use the Amazon’s natural riches in a complete different .................................. 13. We eat several foods from the rainforest

and

many

medicines

are

made

from

plants

..................................14 only in this areas. We also use tropical ..................................15 to make expensive furniture. Every year, thousands of trees are .................................. 16 causing deforestation and the destruction of the habitat of many animals and plants. In the Amazon due to .................................. 17 of natural resources, every 47

year

many

species

of

plants

and

animals

become

.................................. 18. Yanomami women say: “If the white man killes the forests, the ..................................19 planet will die with them”.

A Brazilian

professor says:”we need sustainable .................................. 20 for the Amazon”. 11 a)foreign

b)indigenous

c)African

d)essential

. 12 a)bring

b)represent

c)meet

d)gather

. 13 a)system

b)way

c)biome

d)position

. 14 a)about

b)found

c)round

d)pound

. 15 a)woody

b)wood

c)wooden

d)wooded

. 16 a)found

b)hunted

c)cut down

d)planted

. 17 a)overbooki

b)overabunda

c)overexploitati d)overcompensat

. ng 18 a)extinct

nce b)extinguish

on c)finish

ion d)destruct

. 19 a)survival

b)all

c)huge

d)whole

. 20 a)developm

b)envelope

c)devaluation

d)devastation

.

ent

FAQ: Frequently Asked Questions about rainforests: •

Why are .................................. 21 rainforests so important to our earth?

•

How does the extinction of vegetal and animal species in the Amazonia ..................................22 people?

•

What is the relationship between ..................................23 trees in the Amazonia and climatic changes?

•

How does..................................24 in the Amazonia affect us?

48

•

How does the extinction of ..................................25 groups of people affect us?

21 a)tropical

b)prosperous c)medium-

d)covered

. 22 a)disappear

b)burn

size c)protect

d)affect

. 23 a)burning

b)collecting

c)gathering

d)exploring

. 24 a)dehydrati

b)deforestati

c)deformati

d)degenerati

. on 25 a)only

on b)survival

on c)dense

on d)unique

.

EXTENSION ACTIVITIES VIDEO: http://www.youtube.com/watch?v=COW943mgEMc

BRAZILIAN ARTISTS’ OPEN LETTER ON THE AMAZON DEFORESTATION

A-Listen to and watch the video. Which of these sentences are True?

49

a.

60 % of the rainforest area has been destroyed

b.

The rainforest protects the land and people from the sun

c.

Lumberjacks protect the rainforest

d.

Chestnut trees have been burned down and substituted by soybean plantation

e.

We all understand the susceptibility and instability of the Amazon ecosystem and how to deal with it

f.

Brazil doesn’t have abandoned land, so it needs the rainforest to increase its grain production

g.

The soil is not damaged by the destruction of trees

h.

Trees are like monuments of our culture and civilization

B-Read the text We just celebrated the smallest Amazon Rainforest deforestation rate of the past three years: 17 thousand square kilometers. This corresponds almost to the half size of the Netherlands. We have already been able to destroy 16% of the total rainforest area, which corresponds to twice the size of Germany and three areas corresponding to the state of Sao Paulo. We do not have a reason to celebrate it at all. Amazon is not planet's lung, but renders services to Brazil and to the world. This green vastness extending over five million square kilometers is a thermal layer generated by nature to prevent the sunrays from reaching the ground, and thus enabling the existence of the most luxurian forest on earth, which helps to regulate the planet's temperature.

It has been tilted in its exuberance, raped by unscrupulous lumberjacks, who set its emerald coverage on fire, giving way to foreigners that humiliate the forest by planting pasture or soybean over its centenary chestnut-tree ashes. In spite of the extraordinary effort for conservation unit implementation as an alternative for the sustainable development, the deforestation continues. Even after Chico Mendes' blood having sealed the men/nature pact, as well as the rubber latex extractor and Indian, even after the forest people alliance "for the right to maintain our forests untouched, as we need them for survival", even after several sagas full of heroism, death and passion, the Amazon deforestation continues. As in the past, we consider the Rainforest as being an obstacle to progress, an area that has to be subdued and conquered. An enormous land stock that might be turned into low production pastures, soybean plantations and vegetable species to be used as alternative fuel or even inexhaustible wood, fish, gold, mineral and energy sources. We are people with no responsibility at all. The deforestation and burning are symbols of our incompetence to understand the susceptibility and instability of the

50

Amazon ecosystem and how to deal with it.

A country that possesses 165.000 square kilometers of abandoned or semi-abandoned deforested areas might double its grain production without having to fell one single tree. Without the forest the soil will be of no avail. It is urgent that we become responsible for managing our natural resources' leftover. Thus, from our point of view, the only reasonable proceeding to diminish the almost irreversible deforestation effects, is given under § 4 of Article 225, of our Federal Constitution:

"The Brazilian Amazon Rainforest (...) is a national inheritance, and its use will be performed within law requirements, which assure the environment preservation, even with regard to the use of its natural resources".

Having its enforcement to be implemented on municipal, state and federal levels, thus assuring THE IMMEDIATE INTERRUPTION OF THE BRAZILIAN AMAZON RAINFOREST DEFORESTATION. NOW!

Time has come to visualize our trees as monuments of our culture and history.

WE ARE FOREST PEOPLE! AMAZONIA FOREVER

B- Answer these questions a. How much rainforest has been destroyed? Find out the size of Spain and compare the destroyed area of the Amazon rainforest with the size of Spain b. The text says “This green vastness extending over five million square kilometers”. Compare the area of the Amazon rainforest with the size of Spain. c. How does the Amazon rainforest regulate the planet’s temperature?

51

d. List some of the causes of the Amazon rainforest destruction. e. Who was Chico Mendes? Find out information about him. Useful URLs

http://www.answers.com/topic/chico-mendes?cat=entertainment www.biography.com http://www.bookrags.com/biography/chico-mendes/

f. Summarize the Brazilian law that protects the rainforest

52

OCEANS, SEAS &

CORAL REEFS

THE NATURAL WORLD (BIOMES) – OCEANS AND SEAS Name:

Date:

Teacher:

53

1. WHAT DO YOU KNOW ABOUT OCEANS AND SEAS? Think about all what you know of the oceans and seas of the world. Circle the number that reflects your situation in the grid below. 1. I don’t know much about this topic. 2. I understand this topic, but I can’t talk about it. 3. I can talk about this topic in my own language. 4. I can talk about this topic in English.

TOPICS AND YOUR KNOWLEDGE

1. Defining the topic 2. Describing fauna 3. Differences between them (ocean, sea and coral reef) 4. Describing their characteristics 5. Pollution

OCEANS 1 2 3 4

SEAS 1 2 3 4

CORAL REEF 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

2. OCEANS, SEAS & CORAL REEFS FACT FILE Answer these questions on your own. If you need help, check this website http://www.enchantedlearning.com/subjects/ocean/ 1.- What is an ocean?

54

2.- What is a coral reef?

3.- How many oceans are there in the planet?

4.- What is the coral reef principally made of?

5.- How can you keep water clean? (Without pollution)

6.- Say 3 adjectives that refer to the ocean. -

-

7.- Say 3 adjectives that refer to the coral reef. -

-

8.- Name 2 names of animals that live in the ocean and coral reef. -

-

-

-

Name:

Date:

3.PREVIOUS

KNOWLEDGE

Teacher: MULTIPLE

CHOCIE

ASSESSEMENT ACTIVITY: Read the text and choose the best answer to fill in the gaps.

55

SELF-

OCEANS There’s a wonderful world under the …1… of the deep, blue …2… . There are millions of animals living …3… there. Some are …4… and some are small. Some are beautiful and some are amazing. There are animals, like the lionfish that are beautiful but, like …5…, they can be dangerous. They have …6… which are a warning. They can sting you with their long …7… . 1. A. waves

B. trees

C. mountains

D. surface

2. A. rainforest

B. coral reef

C. ocean

D. desert

3. A. up

B. down

C. near to

D. over

4. A. small

B. ugly

C. disturbing

D. big

5. A. lions

B. penguins

C. dolphins

D. sharks

6. A. circles

B. stripes

C. squares

D. lines

7. A. teeth

B. antennas

C. sting

D. spines

SEAS Dolphins are some of the most intelligent animals in the …1… . They live in family groups called pods. They can …2… very fast and jump high out of the water. Sometimes dolphins like to race boats, and swim and play with people. Some …3… have lights so they can take photographs of the amazing things that live …4… down in the sea. Whales are the …5… of the sea. They’re …6…, like dolphins. They have …7… blood and they have to breathe air. The sea is a wonderful place to explore, full of strange and exciting life. We must treasure it and protect it. 1. A. coral reef

B. sea

C. water

D. savannah

2. A. swim

B. run

C. move

D. travel

3. A. boats

B. cars

C. submarines

D. ships

4. A. deep

B. high

C. dense

D. dark

5. A. smallest

B. dwarfs

C. biggest

D. giants

6. A. reptiles

B. mammals

C. fishes

D. amphibians

7. A. cold

B. hot

C. warm

D. blue

56

CORAL REEF In …1… oceans there are coral reefs. Coral reefs look like rocks, but they’re really made of millions of tiny …2… . Coral needs a lot of …3… to grow well. Coral reefs are home to thousands of fish and other sea animals. They’re like …4… cities underwater. You can find sea anemones in every coral reef. Sea anemones look like plants, but they are really …5… . They catch small fish with their …6… . But there are other animals, like the clownfish, which are the sea anemone’s friends. The sea anemone …7… the fish, and the fish cleans the sea anemone. 1 A. cold

B. tropical

C. warm

D. icy

. 2. A. animals

B. stones

C. species

D. ecosystems

3. A. oxygen

B. time

C. sunlight

D. food

4. A. busy

B. empty

C. crowded

D. big

5. A. vegetables

B. animals

C. rocks

D. fishes

6. A. tentacles

B. arms

C. branches

D. extremities

7. A. defends

B. attacks

C. protects

D. expels

4.Read the following questions. Do you think they are true (T) or false (F)?

57

1. Oceans are small places. 2. There are warm oceans and cold oceans. 3. Pacific Ocean is the biggest of all the oceans in the world. 4. There are no mammals in the ocean. 5. There are no reptiles in the ocean. 6. There are hard coral reefs and soft coral reefs. 7. A coral reef is formed of red rocks. 8. Anemones are dangerous animals for all the fishes. 9. Coral needs a lot of sunlight to grow well.

Score * Check your correct answers and write your score. * Check your wrong answers and write your score. * Write your final score (after subtracting your wrong answers from your correct ones). * Now compare your result with your partner’s result. Add up. Your score is: . Who got the best score in the class?

5.OCEANS-SEAS & REEFS -What do you know about them? Vocabulary Activities 1) Answer the following questions in your own words. -

What do you know about oceans? Think of adjectives related to the ocean.

-

How would you describe an ocean?

-

How many oceans are there in the world?

-

Can you tell me their names? 58

Check the information in the URLs: http://www.enchantedlearning.com/subjects/ocean/ http://www.enchantedlearning.com/geography/label/labeloceans.shtml

6) CORAL REEFS. Look at the picture below and label as many coral reef animals as possible

59

7. Answer these questions about a coral reef. http://www.enchantedlearning.com/biomes/coralreef/coralreef.shtml

-

Where are the coral reefs?

-

What kind of coral reefs are there?

-

What kind of animals live in the coral reef?

-

Why are many coral reefs dying out? 60

8.FINDING NEMO After the fragment you have seen of the film Finding Nemo, you have to connect each name, and animal, with its name. Dory

Bruce

Nemo and Marlin

Sheldon

Gil

Tad

Bloat

Peach

PAIRWORK: In pairs, take turns to read the descriptions of the fish and guess what species it is. Great white shark (Carcharodon carcharias) It is a fast swimmer and a ferocious predator

DORY

61

NEMO AND MARLIN

GIL

BRUCE

with 3,000 teeth. The great white shark has a torpedo-shaped body, a pointed snout, a crescent-shaped tail, 5 gill slits, no fin spines, an anal fin, and 3 main fins: the dorsal fin (on its back) and 2 pectoral fins (one on each side). Great whites can be 3.7-4.9 m long. Females are larger than males. Sea stars Also known as Starfish are spiny, hardskinned animals that live on the rocky sea floor. These invertebrates are NOT fish; they are echinoderms. Sea stars move very slowly using hundreds of tiny feet. Most sea stars have five arms (or a multiple of five) that radiate from a central disk. Sea stars do not have a brain; they have a simple ring of nerve cells that moves information around the body. If a sea star's arm is cut off, it will regenerate. Pufferfish Also commonly known as "blowfish." Pufferfish live in tropical waters and are only a few inches long. The name refers to the fish's ability to "puff up" by gulping water and inflating its body to around twice its normal size when threatened. This helps discourage attackers. Clownfish (family Amphiprionidae) Clownfish are often bright orange or black, with white bands. This fish is also known as an anemonefish because the clownfish is able to live safely among the stinging tentacles of sea anemones. The clownfish gives food to the sea anemone, and the sea anemone protects the clownfish from predators with its stinging tentacles.

62

SHELDON

PEACH

TAD

BLOAT

Moorish Idol Family: Zanclidae. The Moorish idol lives in shallow waters and can be found on reefs throughout the IndoPacific. The Moorish idol has a slender body and grows to about 10 inches, making it typical of many reef fish. Its body has broad bands of white, yellow, and black, and it has a beak-like mouth. Blue Tang (Paracanthurus hepatus) The blue tang is a surgeonfish that begins life a pale yellow and turns blue as it gets older. The mature fish is easily recognized by its blue body and black markings. Blue tangs feed on zooplankton and have poisonous fin spines to protect themselves. Butterfly fish (Chaetodonidae) The butterfly fish is a small, flat fish. Like many fish living around the coral reef, the butterfly fish has several defence mechanisms, such as a fake "eye" spot and sharp spines along its back. They use their long, thin nose to find food in difficult places. Butterfly fish are often yellow, with white and black stripes and patterns. When there are a lot of butterfly fish around a reef, this means that the reef is healthy. Sea Horse Seahorses have long bodies encased in bony rings. They live in coral reefs. They swim upright with their tails down and their heads up. Seahorses eat small crustaceans . The male seahorse carries the eggs in a pouch, where they are fertilized and incubated until they hatch.

9. MARINE POLLUTION. How can we prevent it? In pairs or groups of 3 people choose one of the oceans in the world and make a poster or power point with the information: •

Location and Characteristics (and warm ocean, or cold ocean, dimensions (big/small),

•

Fauna from each ocean or coral ree

•

Flora 63

•

Environmental situation (is this ocean/sea/coral reef endangered?)

RESOURCES http://www.enchantedlearning.com/geography/label/labeloceans.shtml Artic Ocean: http://en.wikipedia.org/wiki/Artic_ocean Antarctic or Southern Ocean: http://en.wikipedia.org/wiki/Southern_Ocean Pacific Ocean: http://en.wikipedia.org/wiki/Pacific Atlantic Ocean: http://en.wikipedia.org/wiki/Atlantic_Ocean Indian Ocean: http://en.wikipedia.org/wiki/Indian_Ocean Coral Reef: http://www.enchantedlearning.com/biomes/coralreef/coralreef.shtml http://en.wikipedia.org/wiki/Coral_Reef Great Coral Reef: http://en.wikipedia.org/wiki/Great_Barrier_Reef HOMEWORK: Why is Clean Water important? Read this short sentences about why is important to protect and have clean water, underline any word you don’t know. Living things need clean water to stay alive and healthy. Fish and plants that live in water can die of the water is very dirty, or polluted. People need clean water. People use water for cooking and drinking. They use water for taking baths and for washing clothes. Some people have jobs using boats on water. They use the boats for fishing. They use the boats to take people and things from place to place. Some of the food people eat comes from oceans, lakes, and rivers. What sea food do you like to eat?

64

Polluted water can harm people. It has germs that make people and animals sick. It might have harmful waste from a factory. Oil spilled from a ship might pollute the water. People can help keep rivers and lakes clean. Trash and garbage must not be thrown into water. People can also try not to use more clean water than they need. The ocean, which is home to so much life, has been used as a place to dump garbage and poisonous chemicals for a long time. Do you know that what you do affects our lakes, rivers and oceans? What can you do to protect our oceans? •

Save water. Don’t spend more water than you need (washing your teeth, dishes, having a shower or a bath)

•

Cut six-pack rings: the little plastic circles that hold together six packs of canned drinks. These six-pack rings end in the ocean, and in the water they are invisible so: o Birds hunting (Pelicans or Sea gulls) can get the rings caught around their necks or beak when they dive into de water looking for fish. o Young seals can get the rings caught around their neck when they’re little. o Fish swimming through six-pack rings get caught You can cut each circle from the six-pack rings with a pair of scissors. Once you cut them, no animal can get caught on them.

•

Stamp out Styrofoam: it is a kind of plastic where the restaurants of fastfood restaurants put the hamburgers. This plastic cannot become part of the Earth again. It is dangerous for sea and ocean animals because when it flotas on the water it looks like their food, and they eat it. Example: sea turtles eat Styrofoam, after they cannot dive again, because the plastic makes them float. It can clog their system and then they die. 65

o Don’t use Styrofoam: ask the fast-food restaurants for some paper cups or dishes.Try not to use products with this material.

EXTENSION . Read the book “In the Ocean” EXTRA EXERCISES: exercises “In the Ocean”  17, 19, 20, 22, 23, 24.

66

WORLD BIOMES: FINAL TASK So far, we have covered three of the planet’s biomes: deserts, tropical rainforests and a marine biome. Choose one of the remaining biomes and in groups search for information about it. This information must include: •

Description of the biome

•

Location

•

Fauna

•

Flora

•

Environmental issues that affect it (is it endangered, why? )

•

People who live there

Prepare a power point presentation or poster with the information and present it to the class. Prepare a listening worksheet too.

67

ASSESSMENT TOOLS Here are some of the tools with the criteria that the teacher and your peers will use to assess and evaluate your work. ASSESSMENT OF INTERNET AND GROUP SEARCH TEACHER ASSESSMENTSHEET ON GROUP WORK, INTERNET SEARCH AND PRESENTATIONS Beginning (1-3)

Developing (4-6) Understands how internet works Uses key words to search information, search engines, links. Discriminates useful pages .

Accomplished(7-8)

Identifies topic sentences. Skim reads. Activates prior knowledge Uses repair comprehension techniques ( first skim reads, then goes back to read more carefully if text is relevant to her search) - Determines meaning from context. -Recognizes textual inconsistencies. - Recognizes comparison-contrast relationships -Recognizes causeeffect -Draws conclusions and/or deductions from explicit information

Searching info in the web

Needs help to navigate. Doesn’t understand the medium. Can’t identify types of pages(institutional, encyclopaedic, commercial) or the target public: youth or adults.

Reading in the internet Procedure

Doesn’t identify main topic. Doesn’t find relevant information Doesn’t use visuals to help understanding

Identifies topic sentences. Skim reads. Activates prior knowledge Determines important ideas Uses visuals

Reading in the internet Cognitive skills

-Recognizes main idea or topic sentence -Recognizes description -Recognizes classification

Recognizes main idea or topic sentence. -Recognizes description -Recognizes classification - Recognizes comparisoncontrast relationships -Recognizes cause-effect

68

Uses key words, advanced search. Able to discriminate useful from useless information.

Exemplary(910) Can figure out internet features (popups, links and images) to search information.

Synthesizes Draws inferences Asks new questions

-Draws conclusions and/or deductions from explicit information -Draws conclusions and/or inferences from implicit information - Makes analogy between information in passage and new situation

Score

- Compares ideas in two texts - Recognizes fact-hypothesis Reading comprehensio n (level of understanding)

Attitude

-Answers factual questions

“reads the lines”(Gray, 1960)

Interprets unfamiliar words -Produces interpretive comprehension(Herber, 1978) -“Reads between the lines” (Gray 1960)

Dependant Unmotivated

Willing to learn

Motivated Quite autonomous Cooperative

Applies comprehension to other situations -“Reads beyond the lines” (Gray 1960) Highly Motivated Autonomous Cooperative

Maria Rosa Batlle - Llicència per estudis

RAINFOREST ASSESSMENT

RAINFORESTS Evaluation Sheet

RAINFORESTS

Content

Presentation

Excellent (Excel.lentnotable) The activities were well done and all of them were answered.

You have organized the information in a good manner. You have included some 69

Average

Poor

(bé-suficient)

(insuficient)

You did all the You didn't complete activities, but there all the activities, were some and there were mistakes in your several mistakes in answers. your answers.

You have not organized the information very clearly. You have included some pictures, but they

You have organized the information in a messy way. You haven't included any pictures.

pictures that make your work more attractive.

are not very well situated or selected.

Group Work

Your work shows Your work shows that you have that you have cooperated with cooperated very each other, well with each although it is other and that obvious that some you all have of you have supported each worked less or other. worse than others.

Your work shows that you haven't cooperated and haven't supported each other.

Grammar

You have an You have very average number of few grammatical grammatical and or spelling errors. spelling errors. None of them are Some of them are very important. important.

You have a lot of important grammatical/ spelling errors.

TEACHER EVALUATION OF ORAL PRESENTATION Code Reading from text: Yes / No / Sometimes Tone: fast, slow, appropriate, clear, unclear, lively, dull Attitude towards activity: serious, unserious, engaged, detached Pair’s interaction: good, very good, regular, bad Use of visual aids: yes / no / relevant to the topic / irrelevant to the topic Audience awareness: Yes / No Questions from the audience: Yes / No

70

Time taken Reading from text Tone Anxiety Attitude towards activity Pair’s interaction Use of visual aids

Audience awareness Questions from the audience

ASSESSMENT GRID FOR VISUAL AIDS (POSTERS, POWER POINTS)

CRITERIA 1.PRESENTATION

POINTS

Neatness

/2 71

Attractiveness

/2

Legibility

/2

CRITERIA 2. COMPLETENESS AND PRECISION Correct use of visuals (photos, Diagrams, drawings etc)

/5

Spelling

/5

Title

/2

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COEVALUATION (AUDIENCE) Evaluate the presentation from 3 (very interesting) to 1 (not so interesting).

1.The content is interesting 2.The presentation is well organized 3.The message is clear 4.The speakers behave in a natural way 5. The speakers look at the audience 6.The speakers make a good team 7. The time taken is right 72

8.The visual aids are effective 9. What I liked best was……… ….. 10.You could improve………… …..

AUTHORS

Maria Rosa Batlle Azucena Pé 73

Research group ArtICLE, Universitat Autònoma, (C.Escobar, A.Pé, MR Batlle) ( Rainforests) Elena Perez (CQP – UPF) (Coral Reefs)

CREDITS I wish to thank the following people and institutions: •

Doctor Cristina Escobar Urmeneta, at UAB, and to projects 2006 ARIE 100011 and 2007 ARIE00011 "Disseny i experimentació d'un model de formació del professorat per a aules de semiimmersió en llengua estrangera" (Design and experimentation of

a

model

for

training

teachers

of

semi-immersion

classrooms in foreign languages) , both financed by AGAUR (Generalitat de Catalunya) •

The Department of Education, Generalitat de Catalunya for granting me a research grant during which I developed part of the materials

•

Giselle Dubois for the cover page

•

Elena Pérez, CQP student, for some of the material in the section “Oceans, Seas and Coral Reefs”

•

IES Icària, my colleagues and students for allowing me to try out these materials and for their valuable feedback

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