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SESSION 4: MAKING TEAMS

Duration:  1 hour 

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Areas, Didactic Objectives and Contents:

 

  • Social Sciences

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  1. To use social media as a means of disseminating their project. (O.CS.2.;D.O.18).

    1. Use of social networks as means of disseminating their project (D.O.18).

  2. To be a protagonist of the learning process and outcome.( O.CS.1.; D.O.20.).

    1. Development of a protagonist role throughout the learning process and the learning outcomes (D.O.20.).

  3. To show solidarity and interest in solving problems. (O.CS.1.; D.O.21.).

    1. Expression of solidarity and interest in problem solving (D.O.21.).

 

  • Spanish Language and Literature

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  1. To use social media as means of disseminating their project. (O.LCL.6.; O.LCL.5.; D.O.18).)

    1. Use of social networks as means of disseminating their project (D.O.18).

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ACTIVITY 1

 

Denomination: Distribution of groups, themes and resources

Timing:  1 hour 

Materials and resources: Canva​

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To start searching and creating content for the social awareness campaign, the class has to divide into groups. 

 

The teacher will have previously divided the class into small groups, specifically 4, which will be the ones that will work during the project.

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It should be noted that the teacher during the development of the project knows in advance the characteristics and needs of the students and will try to ensure that each and every one of the groups is compensated, so that the groups will be heterogeneous based on aptitudes, attitudes and personal preferences, since the objective is that in all groups the students work and learn cooperatively.

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Each group will focus on the type of pollution prevalent in a specific area of ​​the excursion itinerary. The main objective of their project is to investigate real solutions applicable to their own environment, relating these solutions to specific contexts favors the involvement, interest and motivation of the students to successfully develop community service learning. To do this, Ecoxia will provide each group reference material, as well as guidance and reference pages on the resources they can use to make their final product.

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  • Group 1: Pollution at school and especially attention to soil pollution. The means to use would be an infographic since this resource allows them to present information both online and physically (Resource: https://es.venngage.com/).

 

  • Group 2: Pollution in parks and surroundings, with special attention to environmental pollution. They will have to design a newspaper article so that their solutions have a greater reach. They can publish it in the local newspaper and in the school magazine. In addition, among their solutions they will have to create a QR code that redirects to a form. In this way, citizens, when they detest some type of anomaly in the town, will be able to send it to the town hall to be able to solve it. (Resource: https://www.flipsnack.com/es/templates/newspapers)

 

  • Group 3: Contamination in the river, green zone and surroundings, with special attention to water contamination. The medium to be used would be a video using the material collected during the itinerary. (Resource: Vivavideo, MovieMaker).

 

  • Group 4: Pollution in industrial zones, with special attention to acoustic and visual pollution. The medium to use would be a podcast. (Resource: Audacity)

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Once the groups have been divided, each of them will carry out a short presentation activity. The objective of this activity is the creation of the name and logo of each group; These two elements must be related to the theme of the Didactic Unit, that is, on recycling. To do this, they will use the Canvas application. 

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Once they have finished their creations, they will present it to the rest of the class and justify the reason for what they have designed. The logo must be included in the support indicated to each group as the identity mark of their project.

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