1 00:00:00,590 --> 00:00:03,169 Welcome to Unit 2 Global Scholars Madrid. 2 00:00:03,649 --> 00:00:07,969 My name is Elena and the contents of this unit will deal with nature in our lives, 3 00:00:08,330 --> 00:00:10,890 building sustainable cities and our natural world. 4 00:00:11,429 --> 00:00:15,830 This unit will start on March the 24th and will finish on April the 30th. 5 00:00:16,289 --> 00:00:20,890 In this video, I will talk about the activities and discussion cycles that we will go through, 6 00:00:21,370 --> 00:00:23,850 explain the compulsory and optional activities, 7 00:00:24,289 --> 00:00:26,530 and discuss the ways we recognize culture. 8 00:00:26,530 --> 00:00:31,870 I will give you some ideas and tips to plan your lessons and make the most of the activities 9 00:00:31,870 --> 00:00:36,869 included in this unit. Finally, I will give you some announcements. Throughout the unit, 10 00:00:37,229 --> 00:00:40,689 students will look at their personal experiences and interactions with nature, 11 00:00:40,929 --> 00:00:47,789 how nature connects to culture and how to take care about nature around them. They will research 12 00:00:47,789 --> 00:00:52,469 some issues related to their green space and analyze some nature-based solutions that can 13 00:00:52,469 --> 00:00:58,890 address those problems. Before we start, here you have some ideas to consider. First, think of a 14 00:00:58,890 --> 00:01:05,049 green space in your community or city. Think about how the space is important to people's culture or 15 00:01:05,049 --> 00:01:10,909 health. On the right, you have the culture wheel, which can help you revise with your students the 16 00:01:10,909 --> 00:01:17,890 different aspects involved in culture. Values, food and drink, the arts, traditions and rituals, 17 00:01:17,890 --> 00:01:25,010 language, etc. We are looking at the GSM unit 2 time frame. You can find this time 18 00:01:25,010 --> 00:01:31,409 frame in GSM's web page. It starts on March the 24th and finishes on April the 19 00:01:31,409 --> 00:01:36,730 30th. There are four weeks of lessons. The first discussion cycle is notice 20 00:01:36,730 --> 00:01:41,790 nature. Students will write a post and reply to a post. It will take place 21 00:01:41,790 --> 00:01:47,650 during the first two weeks. Discussion cycle number two is nature connect us. It 22 00:01:47,650 --> 00:01:53,569 will take place during weeks 3 and 4. There won't be any digital projects or additional learning 23 00:01:53,569 --> 00:01:59,010 activities. The aim of this unit is to get ideas for the community action project in unit 3. 24 00:01:59,569 --> 00:02:06,049 The activities on both type are the compulsory activities, the rest are optional. We will start 25 00:02:06,049 --> 00:02:11,409 by having a look at the chart with essential activities in week 1. Next to each essential 26 00:02:11,409 --> 00:02:17,169 activity I have written the page in the student's workbook and the timing. In the reading called 27 00:02:17,169 --> 00:02:23,810 nature in our lives you have an introduction to the topic with the main vocabulary then there is 28 00:02:23,810 --> 00:02:29,430 a page with all the keywords from the unit and a closed test that the students will complete with 29 00:02:29,430 --> 00:02:35,729 the missing words finally there's an activity called notice nature field research where your 30 00:02:35,729 --> 00:02:41,889 students can record the reservations about the flora fauna and landscape of the green space you 31 00:02:41,889 --> 00:02:48,129 have chosen. They can write about the weather, people, activities and accessibility to the green 32 00:02:48,129 --> 00:02:53,629 space as well. Remember all the essential activities that are not in bold type are 33 00:02:53,629 --> 00:02:59,250 optional. For example, it's okay to skip the vocabulary. Instead, you can introduce the 34 00:02:59,250 --> 00:03:03,949 vocabulary terms as they appear in the other readings. You can decide to take the students 35 00:03:03,949 --> 00:03:08,590 on a school trip to the green space, but here you have some other options if you don't have 36 00:03:08,590 --> 00:03:14,590 enough time or because you can't do it due to weather conditions. Some options are you can 37 00:03:14,590 --> 00:03:19,710 bring pictures from the green space to the classroom to work with your students. Another 38 00:03:19,710 --> 00:03:25,370 option is to ask your students to do a research prior to the session and then in class they can 39 00:03:25,370 --> 00:03:30,789 share their ideas with their classmates. You can choose to brainstorm the whole class or do it as 40 00:03:30,789 --> 00:03:36,469 individual work. The students will need some of the ideas from the field research for the post 41 00:03:36,469 --> 00:03:43,150 notice nature that they will do during week one. Remember this activity is compulsory. In the post 42 00:03:43,150 --> 00:03:49,250 students will describe the flora, fauna and landscape of the green space they had visited. 43 00:03:50,490 --> 00:03:57,110 Remind your students that they should use details so that someone who has never been can understand. 44 00:03:57,729 --> 00:04:03,490 Students will write about accessibility to the green space. Who was in the green space and how 45 00:04:03,490 --> 00:04:11,110 did they get there? Is it a pedestrian area? Is there a parking lot? Is the green space accessible 46 00:04:11,110 --> 00:04:17,350 to people with mobility impairments? They will explain the activities people were doing in the 47 00:04:17,350 --> 00:04:25,129 green space. Finally, they will ask questions to their peers about the flora, fauna, or landscape 48 00:04:25,129 --> 00:04:32,310 in their green space. Please remind your students to post in the right discussion board in Google 49 00:04:32,310 --> 00:04:39,189 classroom. My advice is that you model it first or show them in the digital board the folder where 50 00:04:39,189 --> 00:04:46,410 they have to post, especially if you are working with students from primary education. The activities 51 00:04:46,410 --> 00:04:51,910 throughout this unit will help students understanding of different cultures within one 52 00:04:51,910 --> 00:05:00,829 school, city or region. That is Global Indicator 21CU. In order to help your students identify and 53 00:05:00,829 --> 00:05:06,089 understand the different cultures in their community, teachers can think of these questions 54 00:05:06,089 --> 00:05:14,069 first. Name the different cultures in your school, region, country or community. It can be related to 55 00:05:14,069 --> 00:05:21,290 traditions, beliefs, common activities. Also think about the way culture and nature interact in your 56 00:05:21,290 --> 00:05:27,990 city or school. Do people from different cultures use the green spaces in different ways? How do 57 00:05:27,990 --> 00:05:33,889 people from different cultures take care or interact with nature? For example, you can make 58 00:05:33,889 --> 00:05:40,290 your students think how they use the green space if they belong to different sport clubs. Do students 59 00:05:40,290 --> 00:05:45,069 from the football club use it in the same way as the students from the roller skating club? 60 00:05:46,149 --> 00:05:53,430 In week two, the essential question is how or why is nature important for my city? They can analyze 61 00:05:53,430 --> 00:05:59,990 a news article, video or podcast about green spaces in their city. Remember that the essential 62 00:05:59,990 --> 00:06:06,089 in-class activities that are not in bold type are optional, although as you can see in the chart 63 00:06:06,089 --> 00:06:13,009 they don't take much time. In the reading Building Sustainable Cities, students have an introduction 64 00:06:13,009 --> 00:06:20,389 to the key concepts of this unit. In the vocabulary section, students will learn some concepts like 65 00:06:20,389 --> 00:06:25,509 sustainable and equitable. As I mentioned when I explained the activities in week 66 00:06:25,509 --> 00:06:31,250 one, it is okay to skip that activity and work on the new words with the students 67 00:06:31,250 --> 00:06:38,129 as they appear in the readings. In Nature in my City, page 47, students will learn 68 00:06:38,129 --> 00:06:44,689 about the benefits of nature for health, economy, culture and city systems. In 69 00:06:44,689 --> 00:06:49,009 Nature in the News, students will research the benefits of nature in their 70 00:06:49,009 --> 00:06:56,209 city by analyzing a local news article this activity helps students to quote paraphrase 71 00:06:56,209 --> 00:07:03,410 and cite sources of research correctly in my opinion this is a very enriching activity for 72 00:07:03,410 --> 00:07:08,290 students but it can be difficult and time consuming at least for primary students 73 00:07:08,930 --> 00:07:14,529 in order to facilitate the activity for your students i recommend you to narrow the search 74 00:07:14,529 --> 00:07:20,610 by giving students the specific key terms or give them a choice of two or three articles 75 00:07:20,610 --> 00:07:26,370 that the teacher brings to the class and they synthesize the ideas in groups or as a whole class. 76 00:07:27,889 --> 00:07:34,209 The compulsory activity in week two is the reply notice nature. With this activity students will 77 00:07:34,209 --> 00:07:39,889 finish the discussion cycle they started the previous week. Students will answer their peers 78 00:07:39,889 --> 00:07:45,949 questions and then they will explain how their green space is important to culture or health. 79 00:07:46,709 --> 00:07:52,250 The two essential activities that can help them gather that information are nature in my city 80 00:07:52,250 --> 00:07:58,649 and analyze nature in the news. My advice is to brainstorm the whole class after doing any of 81 00:07:58,649 --> 00:08:04,290 those activities or both to start the dialogue in class and help students build their own opinion. 82 00:08:05,050 --> 00:08:09,949 Remind the students to answer to posts with no answers or just a few answers 83 00:08:09,949 --> 00:08:12,949 so that all of them can have a reply to their post. 84 00:08:13,829 --> 00:08:20,350 Week 3 starts on April 7 and finishes on April 22, the first day after Easter holidays. 85 00:08:21,129 --> 00:08:24,009 The activities focus on the benefits of biodiversity. 86 00:08:25,209 --> 00:08:29,790 Students will start a new discussion cycle with the post Nature Connects Us. 87 00:08:29,790 --> 00:08:36,129 In the post, students will write about what they learned in the previous weeks about the green space 88 00:08:36,129 --> 00:08:42,269 and think what benefit of biodiversity is the most important for their city or community. 89 00:08:43,029 --> 00:08:46,490 Some tips or ideas I can give you for this week are 90 00:08:46,490 --> 00:08:50,669 I will skip the first two activities and prioritize the dialogue. 91 00:08:51,529 --> 00:08:56,649 A debate fosters their oral skills and it's a more relaxing activity for the end of the term. 92 00:08:57,450 --> 00:09:01,309 Also, your students will write down notes that will be helpful for the post. 93 00:09:02,009 --> 00:09:07,409 Some options are to do the debate as a whole group or with group work protocols. 94 00:09:08,370 --> 00:09:13,250 Also, they can use the template to take notes of the ideas and prepare for the post. 95 00:09:13,250 --> 00:09:21,149 But another option is to use a digital tool to share their opinions, like Padlet, Lino or a class blog. 96 00:09:21,149 --> 00:09:30,169 For the post, tell students to prepare their notes about the flora, fauna and landscape in their green space from week 1 97 00:09:30,169 --> 00:09:34,049 It is page 26 of the students' workbooks 98 00:09:34,049 --> 00:09:41,350 Students will reflect on how the living and non-living organisms depend on each other to survive 99 00:09:41,769 --> 00:09:48,549 Students will write also about their opinion regarding the most important benefit of biodiversity in general 100 00:09:48,549 --> 00:09:53,950 and then the most important benefit of biodiversity for their city or neighbourhood. 101 00:09:54,830 --> 00:09:59,009 They collected this information in the dialogue about the benefits of biodiversity 102 00:09:59,009 --> 00:10:05,450 and wrote already some ideas about it on page 76 of their students' workbook. 103 00:10:06,149 --> 00:10:12,470 When you are planning for this unit, bear in mind the different options to do the field research on week 1. 104 00:10:12,470 --> 00:10:20,009 Also, think beforehand on how you will help your students identify the benefits of biodiversity 105 00:10:20,009 --> 00:10:22,409 in their neighbourhood or city. 106 00:10:22,409 --> 00:10:28,629 For example, use concrete examples of different benefits and ask students to classify them 107 00:10:28,629 --> 00:10:33,750 as natural resources, ecosystem services or human health. 108 00:10:33,750 --> 00:10:39,470 After that, ask students if the green space in their neighbourhood provides any of those 109 00:10:39,470 --> 00:10:42,169 benefits for the local people. 110 00:10:42,169 --> 00:10:48,889 In week 4, students will research nature-based solutions to urbanisation challenges, distinguish 111 00:10:48,889 --> 00:10:54,970 between fact and opinion, and reply to international peers' posts with their ideas about which 112 00:10:54,970 --> 00:10:58,730 nature-based solutions are best for their city. 113 00:10:58,730 --> 00:11:04,389 In Human Actions and Biodiversity, students will read about how human actions are impacting 114 00:11:04,389 --> 00:11:09,330 biodiversity and the difference between fact and opinion with examples. 115 00:11:09,330 --> 00:11:15,210 In the previous units, students learned how urbanization and the choices people make impact 116 00:11:15,210 --> 00:11:17,289 people and ecosystems. 117 00:11:17,289 --> 00:11:23,309 In the activity called Research Nature-Based Solutions, students will research nature-based 118 00:11:23,309 --> 00:11:29,090 solutions and how these can address the impacts of human actions on biodiversity and climate 119 00:11:29,090 --> 00:11:30,309 change. 120 00:11:30,309 --> 00:11:34,210 With primary students, I recommend you to look for ideas first. 121 00:11:34,210 --> 00:11:39,649 a presentation and show it to your students and ask them to summarize the information. 122 00:11:39,649 --> 00:11:45,250 Another option is narrowing the search by giving them the keywords. Alternatively, students 123 00:11:45,250 --> 00:11:49,090 can research at home and share their findings in class. 124 00:11:49,090 --> 00:11:55,129 The compulsory activity is the reply. There, they will share with their peers the nature-based 125 00:11:55,129 --> 00:12:00,529 solution that they think would work best for their community or neighborhood. Finally, 126 00:12:00,529 --> 00:12:05,429 They will ask their peers a question related to their nature-based solutions. 127 00:12:05,429 --> 00:12:11,470 Your students and you can download the materials for this unit in Aula Virtual. 128 00:12:11,470 --> 00:12:14,289 Students will do it through their collaborations. 129 00:12:14,289 --> 00:12:17,909 Teachers can download the materials from the teacher's lounge. 130 00:12:17,909 --> 00:12:23,289 Apart from their students' workbooks, you can download the educator's guide with strategies 131 00:12:23,289 --> 00:12:26,389 and step-by-step planning of each lesson. 132 00:12:26,389 --> 00:12:28,070 Please remind your students 133 00:12:28,070 --> 00:12:30,590 to post in the right discussion boards. 134 00:12:30,590 --> 00:12:32,710 Also, respect the deadlines. 135 00:12:32,710 --> 00:12:36,309 This ensures all students will get feedback from their peers 136 00:12:36,309 --> 00:12:39,370 and will contribute to keep the conversation going. 137 00:12:39,370 --> 00:12:41,509 Remember that you can ask any questions 138 00:12:41,509 --> 00:12:44,909 and share ideas with your colleagues in the teacher's lounge. 139 00:12:44,909 --> 00:12:46,429 Thank you and see you soon.