GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME · 2017-02-28 · GRUP D’EXPERIMENTACIÓ PER AL...

GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME

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TÍTOL STOP OVERFISHING! Àrea: Medi Natural. Autoria: Lídia Moreno Zambrano.


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STOP OVERFISHING!

Material elaborat durant la realització de la formació adreçada als docents que implementen el pilotatge del GEP (Grup d’Experimentació per al Plurilingüisme) durant el curs 2015-2016, realitzada amb el/la formador/a del OUP. SG de Llengua i Plurilingüisme Servei de Llengües Estrangeres Gener, 2016

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La llicència completa es pot consultar a:

http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca

http://creativecommons.org/licenses/by-nc-sa/3.0/es/deed.ca


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Use ICT resources to gain information on overfishing.

Identify problems related to overfishing.

Identify different fishing techniques.

Provide solutions to protect fish species.

Do activities that require critical thinking to solve problems and draw

conclusions on the topic.

Work collaboratively in pairs or groups.

Use English as much as possible throughout the project (40% of

English).

Create, in an original way, a poster to show the overfishing problem,

in groups.

Use appropriate language in an oral presentation in group.

Self-assess their own learning progress.

Ten tips for learning success


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Video: Ending overfishing, ocean 2012, 2012: https://vimeo.com/42619545

Ending overfishing

https://vimeo.com/42619545


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Explicit

According to the video...

What is the largest source of food in the world?

Why do people eat fish?

Why are stocks of large fish falling?

Can you list the fishing techniques mentioned in the video?

Why is 'bycatch' a problem ?

Is marine aquaculture a solution? Why?

Who can stop overfishing?

Can you list the environmental organizations shown in the video?

Students discuss these questions in groups. Then, the reporter student of each group says the answers. Each group gets one point for each correct answer.

Implicit

What is the main idea of the video? What's the filmmaker’s purpose?

Students discuss these questions in groups. Then, the reporter student of each group says the answers.

Referential

What would happen if fish became extinct? Can you propose solutions to protect fish species? What type of sources do you think could help you answer these questions?

How would you share this information in your school?

How would you show, in an original way, the overfishing problem on a poster?

Students discuss these questions in groups. Then, the reporter student of each group says the answers. At the end of the project the pupils explain what they have learned and create and present a poster in groups.

Activities


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Students listen and say rhythmically the STOP OVERFISHING chant in groups. They have flashcards to raise when saying the key words in bold letters.

STOP OVERFISHING!

Fish are disappearing, it’s our fault.

So, stop overfishing, this is what we say!

Trawling and Longline fishing kill a lot of fish.


The unwanted species trapped is bycatch.


Marine aquaculture is not a good solution.

So, stop overfishing this is what we say!

Scientists advise a fishing limit for bluefin tuna.


Politicians can make decisions to solve this big problem.


Can you help fish in another way?

Revision


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The students have a set of flashcards, in pairs, they have to match the questions with their answers to create an interview with an environmental activist, they can add more questions and answers. Then, they act out the dialogue.

1. What is the largest source of food in the world?

The largest source of food is the ocean.

2. Why do people eat fish?

Because fish is the main source of protein for people.

3. Why are stocks of large fish falling?

Because of overfishing.

4. What is Longline fishing?

It is a fishing technique, it uses a fishing line with baited

hooks.

Extension


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5. What is trawler fishing?

It is a fishing technique. Boats cast nets and catch

hundred tonnes of fish.

6. Why is 'bycatch' a problem ?

Because lots of marine creatures are caught

unintentionally.

7. Why is marine aquaculture not a solution to

overfishing?

Because marine aquaculture does not create more fish.

8. Who can stop overfishing?

The politicians have the responsibility to make decisions

which will end overfishing.


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Fast finishers: students have to solve these problems in pairs.

1. Scientists recommended that fishermen catch no more

than 10000 tonnes of Bluefin tuna per year, but they

caught 6 times more. How many tonnes of Bluefin tuna were

caught during that year?

Answer:__________________________________


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2. According to the Healthy Eating Pyramid eating fish 2 or

3 times a week is good for your health because fish is a

source of protein. Therefore, how many fish do we need to

feed your classmates during a week? and during a year?

Answer: __________________________________

Flickr: By Steve Garfield https://www.flickr.com/photos/stevegarfield/2504561841/in/photolist-4PjwYH-7DoXLg-uZPCM-avdY7z-avdY7K-q8UGY6-

q95XhF-7DoX4V-7DsKTo-87qFZL-7DsLhw-7DoXiv-7DsMJ7-7DoYne-7DoYxT-7DsMw5-7DsM59-aDSF8R-ktRXBy-rvMbbQ-

9hYEYG-gpxSXC-BkjdJD-7nwSPH-7UXdfq-cjJpeY-cmjTk9-9hYFBs-9hYF6G-fknYbN-af4zeo-qFaNqQ-fpMxvV-fq2PAY-fq2Lb9-

djDf5h-qgjGgM-3pBJoY-bT6ytt-eDULEX-y5BrNP-xbV1cW-aFjuyo-5QRfoy-7UTY7Z-8rzQ1J-9hVzJD-5E1kvu-7UXdgw-e1XaBb

3. According to the Healthy Eating Pyramid which other

foods can be good substitutes for fish?

Answer: ______________________________

https://www.flickr.com/photos/stevegarfield/2504561841/in/photolist-4PjwYH-7DoXLg-uZPCM-avdY7z-avdY7K-q8UGY6-q95XhF-7DoX4V-7DsKTo-87qFZL-7DsLhw-7DoXiv-7DsMJ7-7DoYne-7DoYxT-7DsMw5-7DsM59-aDSF8R-ktRXBy-rvMbbQ-9hYEYG-gpxSXC-BkjdJD-7nwSPH-7UXdfq-cjJpeY-cmjTk9-9hYFBs-9hYF6G-fknYbN-af4zeo-qFaNqQ-fpMxvV-fq2PAY-fq2Lb9-djDf5h-qgjGgM-3pBJoY-bT6ytt-eDULEX-y5BrNP-xbV1cW-aFjuyo-5QRfoy-7UTY7Z-8rzQ1J-9hVzJD-5E1kvu-7UXdgw-e1XaBb





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Videos:

- Ending overfishing, Ocean2012, 2012: https://vimeo.com/42619545

- What fish to eat? Seafood sustainable guide , Naturalistes Girona, 2013: https://vimeo.com/76555060

Driving question:

How do our food habits affect the ocean ecosystem?

Before watching the video... 1. The teacher shows a box that contains different word cards and objects: a fish, a vessel, a net and a hook. Students guess what the topic is going to be about and match the objects with their word cards on the blackboard. 2. In groups, students have to match the key words to the drawings. Then, they also match the key words with drawings to the sentences. The teacher shows what goes together at the end of the activity. Therefore, students correct if necessary and glue the key words, the images and the sentences on a sheet of paper.

Project: collaborative problem solving




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Fish

Trawling

Longline fishing

Bycatch

Marine aquaculture

Politicians

Scientists


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The main source of protein for people.

1.4 billion hooks a year.

Marine creatures thrown back overboard.

Recommend fishing limit of 10000 tonnes per year.

The responsibility for making decisions.

Cast nets.

It does not create more fish.


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3. In groups, students have to circle the drawing that shows a responsible consumption of fish as a tool against overfishing. Students do peer-assessment.

Circle the drawing that shows a responsible consumption of fish.

1. Choose local

fish and

seafood.

2. Preferably

fresh and

wild.

3. With good

status of the

stocks.

4. From low

impact fishing

gear.

5. Eat less

quantity.


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4. In groups, students find in a word search four fish with good status of the stocks and one fish in an endangered situation, then they classify the fish in the correct column.

Find and circle the names of 5 fish in this word search.

Then, write.

B O G U E Q W E R T Y Q W E R T B

L A S D F G H J K R W S D F T T H

U Q W E R T Y U I O O Q W E R Q G

E D F R T I K U K J H G F A A F F

F O U R S P O T T E D M E G R I M

I A S D F G H J K Q W E R T Y U U

N Q W E R S A R D I N E Q W E R R

T W D E R T Y U I O Q W R Q W E Q

U Q W E R T A S D F G H Q W E R T

N A S D F Q E W R T Y Z U Q W E R

A M B L A C K S E A B R E A M E W

CONSUMPTION

RECOMMENDED

BETTER NOT TO

CONSUME

__________________________

__________________________

__________________________

__________________________

__________________________


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5. The classroom is divided into two spaces, one side of the room as "true" and the other as "false". The teacher reads sentences aloud related to the videos and students have to decide if the sentences are true or not, so pupils have to move depending on what they think.

TRUE

The ocean is the largest source of food in the world.

Fish is a source of protein.

Trawling vessels cast nets.

Bycatch is a problem.

Politicians have the responsibility for making decisions to

end overfishing.

Spain is the first fishing power in Europe.

It is good to choose local fish and seafood, and fresh and

wild fish.

It is good to choose fish from low impact fishing gear.

It is good to eat bogue, sardine, four spotted megrim and

black sea bream.

FALSE

All types of fish are increasing.

Longline fishing casts nets.

Marine aquaculture creates more fish.

The bluefin tuna is a low-value small fish.

Spain is the top consumer at worldwide level.

It is bad to choose fish with a good status of the stocks.

It is good to eat lots of fish.

The responsible consumption of fish causes overfishing.

Environmental organizations promote overfishing.


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6. Students have to draw some conclusions in relation to the driving question, in groups. Then, the students do an oral presentation to explain the group's work to the rest of the class, using appropriate language. The teacher writes down the students' contributions on the blackboard to create a final version to hang on the class wall. Useful resources to complete the task:

Videos: Ending overfishing, Ocean2012, 2012: https://vimeo.com/42619545 What fish to eat? Seafood sustainable guide , Naturalistes Girona, 2013: https://vimeo.com/76555060

Webs: Associació de Naturalistes de Girona, SOS peix. http://www.sospeix.org/ca/2-campanya-sospeix.html Eschooltoday (2010-2015), Your cool tips on overfishing. http://www.eschooltoday.com/overfishing/overfishing-information-for-children.html

All the members in the group do the task, but, they have different roles:

The equipment manager gets the materials needed. The facilitator quiets the group and asks questions to the

teacher if necessary. The recorder writes. The reporter reports verbally the group work.

Complete.

How do our food habits affect the ocean ecosystem?

CAUSES CONSEQUENCES SOLUTIONS



http://www.sospeix.org/ca/2-campanya-sospeix.html

http://www.eschooltoday.com/overfishing/overfishing-information-for-children.html

http://www.eschooltoday.com/overfishing/overfishing-information-for-children.html


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7. In groups, the students make a poster to show the overfishing problem in an original way. The posters will be around the school and students will vote for their favourite one. All the members in the group make the poster. But, they have different roles:

The equipment manager gets the materials needed. The facilitator quiets the group and asks questions to the

teacher if necessary. The recorder writes. The reporter reports verbally the group work.

The poster has to include:

. A title.

. Images or drawings.

. Key words of the unit.

. Names of the group members.


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OBJECTIVES 4 3 2 1

- Use ICT resources to gain information on overfishing.

- You took information on overfishing from 4 or more sources.

- You took information on overfishing from 3 sources.

- You took information on overfishing from the 2 videos provided.

- You didn't take any information on overfishing.

- Identify problems related to overfishing.

- You identified 3 or more consequences derived from overfishing.

- You identified 2 consequences derived from overfishing.

- You identified 1 consequence derived from overfishing.

- You were not able to identify a consequence derived from overfishing.

- Identify different fishing techniques.

- You clearly identified 2 or more fishing techniques and its main characteristics.

- You identified 2 fishing techniques, but you were not able to say its main characteristics.

- You identified 1 fishing technique.

- You were not able to identify none of the fishing techniques.

- Provide solutions to protect fish species.

- You were able to provide all the solutions mentioned in the videos and find more solutions from other sources.

- You were able to provide most of the solutions mentioned in the videos.

- You were able to provide some solutions mentioned in the videos.

- You were not able to provide a solution to protect fish species.

- Do activities that require critical thinking to solve problems and draw conclusions on the topic.

- You were able to reach clear conclusions on the topic.

- You were able to reach fairly clear conclusions on the topic.

- You were able to reach some conclusions on the topic.

- You were not able to reach any conclusions on the topic.

- Work collaboratively in pairs or groups.

- You participated in all the activities of the unit and worked well with your group members.

- You participated in most of the activities of the unit and worked fairly well with your group members.

-You participated in some of the activities of the unit and you found difficult to work with your group members.

- You didn't participate in the activities of the unit and you didn't make an effort to work with your group members.

- Create, in an original way, a poster to show the overfishing problem, in groups.

- The poster was extremely original. - The poster was a very good representation of the overfishing problem.

- The poster was very original. - The poster was a good representation of the overfishing problem.

- The poster was somewhat original. - The poster was a fairly good representation of the overfishing problem.

- You put little effort into making an original poster. - The poster wasn't a representation of the overfishing problem.

- Use appropriate language in an oral presentation in group.

- The language used was very appropriate all the time. - You spoke clearly and loudly all the time.

- The language used was appropriate most of the time. - You spoke clearly and the voice was audible most of the time.

-The language used was appropriate some of the time. - You spoke clearly and the voice was loud enough to be heard by some audience.

- The language used wasn't appropriate. - You didn't speak clearly, so the presentation was difficult to follow.

TOTAL SCORE /32

Assessment


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In this unit you have…

__ Used ICT resources to gain information on overfishing.

__ Identified problems related to overfishing.

__ Identified different fishing techniques.

__ Provided solutions to protect fish species.

__ Carried out activities that require critical thinking to solve problems and draw conclusions on the topic.

__ Worked collaboratively in pairs or groups.

__ Created, in an original way, a poster to show the overfishing problem, in groups.

__ Used appropriate language in an oral presentation in group.

Checklist


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GRUP D’EXPERIMENTACIÓ PER AL PLURILINGÜISME · 2017-02-28 · GRUP D’EXPERIMENTACIÓ PER AL...

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