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GSM Unit 2 PD Session - Contenido educativo

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Subido el 31 de marzo de 2025 por Paula Azahara R.

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Welcome to Unit 2 Global Scholars Madrid. 00:00:00
My name is Elena and the contents of this unit will deal with nature in our lives, 00:00:03
building sustainable cities and our natural world. 00:00:08
This unit will start on March the 24th and will finish on April the 30th. 00:00:11
In this video, I will talk about the activities and discussion cycles that we will go through, 00:00:16
explain the compulsory and optional activities, 00:00:21
and discuss the ways we recognize culture. 00:00:24
I will give you some ideas and tips to plan your lessons and make the most of the activities 00:00:26
included in this unit. Finally, I will give you some announcements. Throughout the unit, 00:00:31
students will look at their personal experiences and interactions with nature, 00:00:37
how nature connects to culture and how to take care about nature around them. They will research 00:00:40
some issues related to their green space and analyze some nature-based solutions that can 00:00:47
address those problems. Before we start, here you have some ideas to consider. First, think of a 00:00:52
green space in your community or city. Think about how the space is important to people's culture or 00:00:58
health. On the right, you have the culture wheel, which can help you revise with your students the 00:01:05
different aspects involved in culture. Values, food and drink, the arts, traditions and rituals, 00:01:10
language, etc. We are looking at the GSM unit 2 time frame. You can find this time 00:01:17
frame in GSM's web page. It starts on March the 24th and finishes on April the 00:01:25
30th. There are four weeks of lessons. The first discussion cycle is notice 00:01:31
nature. Students will write a post and reply to a post. It will take place 00:01:36
during the first two weeks. Discussion cycle number two is nature connect us. It 00:01:41
will take place during weeks 3 and 4. There won't be any digital projects or additional learning 00:01:47
activities. The aim of this unit is to get ideas for the community action project in unit 3. 00:01:53
The activities on both type are the compulsory activities, the rest are optional. We will start 00:01:59
by having a look at the chart with essential activities in week 1. Next to each essential 00:02:06
activity I have written the page in the student's workbook and the timing. In the reading called 00:02:11
nature in our lives you have an introduction to the topic with the main vocabulary then there is 00:02:17
a page with all the keywords from the unit and a closed test that the students will complete with 00:02:23
the missing words finally there's an activity called notice nature field research where your 00:02:29
students can record the reservations about the flora fauna and landscape of the green space you 00:02:35
have chosen. They can write about the weather, people, activities and accessibility to the green 00:02:41
space as well. Remember all the essential activities that are not in bold type are 00:02:48
optional. For example, it's okay to skip the vocabulary. Instead, you can introduce the 00:02:53
vocabulary terms as they appear in the other readings. You can decide to take the students 00:02:59
on a school trip to the green space, but here you have some other options if you don't have 00:03:03
enough time or because you can't do it due to weather conditions. Some options are you can 00:03:08
bring pictures from the green space to the classroom to work with your students. Another 00:03:14
option is to ask your students to do a research prior to the session and then in class they can 00:03:19
share their ideas with their classmates. You can choose to brainstorm the whole class or do it as 00:03:25
individual work. The students will need some of the ideas from the field research for the post 00:03:30
notice nature that they will do during week one. Remember this activity is compulsory. In the post 00:03:36
students will describe the flora, fauna and landscape of the green space they had visited. 00:03:43
Remind your students that they should use details so that someone who has never been can understand. 00:03:50
Students will write about accessibility to the green space. Who was in the green space and how 00:03:57
did they get there? Is it a pedestrian area? Is there a parking lot? Is the green space accessible 00:04:03
to people with mobility impairments? They will explain the activities people were doing in the 00:04:11
green space. Finally, they will ask questions to their peers about the flora, fauna, or landscape 00:04:17
in their green space. Please remind your students to post in the right discussion board in Google 00:04:25
classroom. My advice is that you model it first or show them in the digital board the folder where 00:04:32
they have to post, especially if you are working with students from primary education. The activities 00:04:39
throughout this unit will help students understanding of different cultures within one 00:04:46
school, city or region. That is Global Indicator 21CU. In order to help your students identify and 00:04:51
understand the different cultures in their community, teachers can think of these questions 00:05:00
first. Name the different cultures in your school, region, country or community. It can be related to 00:05:06
traditions, beliefs, common activities. Also think about the way culture and nature interact in your 00:05:14
city or school. Do people from different cultures use the green spaces in different ways? How do 00:05:21
people from different cultures take care or interact with nature? For example, you can make 00:05:27
your students think how they use the green space if they belong to different sport clubs. Do students 00:05:33
from the football club use it in the same way as the students from the roller skating club? 00:05:40
In week two, the essential question is how or why is nature important for my city? They can analyze 00:05:46
a news article, video or podcast about green spaces in their city. Remember that the essential 00:05:53
in-class activities that are not in bold type are optional, although as you can see in the chart 00:05:59
they don't take much time. In the reading Building Sustainable Cities, students have an introduction 00:06:06
to the key concepts of this unit. In the vocabulary section, students will learn some concepts like 00:06:13
sustainable and equitable. As I mentioned when I explained the activities in week 00:06:20
one, it is okay to skip that activity and work on the new words with the students 00:06:25
as they appear in the readings. In Nature in my City, page 47, students will learn 00:06:31
about the benefits of nature for health, economy, culture and city systems. In 00:06:38
Nature in the News, students will research the benefits of nature in their 00:06:44
city by analyzing a local news article this activity helps students to quote paraphrase 00:06:49
and cite sources of research correctly in my opinion this is a very enriching activity for 00:06:56
students but it can be difficult and time consuming at least for primary students 00:07:03
in order to facilitate the activity for your students i recommend you to narrow the search 00:07:08
by giving students the specific key terms or give them a choice of two or three articles 00:07:14
that the teacher brings to the class and they synthesize the ideas in groups or as a whole class. 00:07:20
The compulsory activity in week two is the reply notice nature. With this activity students will 00:07:27
finish the discussion cycle they started the previous week. Students will answer their peers 00:07:34
questions and then they will explain how their green space is important to culture or health. 00:07:39
The two essential activities that can help them gather that information are nature in my city 00:07:46
and analyze nature in the news. My advice is to brainstorm the whole class after doing any of 00:07:52
those activities or both to start the dialogue in class and help students build their own opinion. 00:07:58
Remind the students to answer to posts with no answers or just a few answers 00:08:05
so that all of them can have a reply to their post. 00:08:09
Week 3 starts on April 7 and finishes on April 22, the first day after Easter holidays. 00:08:13
The activities focus on the benefits of biodiversity. 00:08:21
Students will start a new discussion cycle with the post Nature Connects Us. 00:08:25
In the post, students will write about what they learned in the previous weeks about the green space 00:08:29
and think what benefit of biodiversity is the most important for their city or community. 00:08:36
Some tips or ideas I can give you for this week are 00:08:43
I will skip the first two activities and prioritize the dialogue. 00:08:46
A debate fosters their oral skills and it's a more relaxing activity for the end of the term. 00:08:51
Also, your students will write down notes that will be helpful for the post. 00:08:57
Some options are to do the debate as a whole group or with group work protocols. 00:09:02
Also, they can use the template to take notes of the ideas and prepare for the post. 00:09:08
But another option is to use a digital tool to share their opinions, like Padlet, Lino or a class blog. 00:09:13
For the post, tell students to prepare their notes about the flora, fauna and landscape in their green space from week 1 00:09:21
It is page 26 of the students' workbooks 00:09:30
Students will reflect on how the living and non-living organisms depend on each other to survive 00:09:34
Students will write also about their opinion regarding the most important benefit of biodiversity in general 00:09:41
and then the most important benefit of biodiversity for their city or neighbourhood. 00:09:48
They collected this information in the dialogue about the benefits of biodiversity 00:09:54
and wrote already some ideas about it on page 76 of their students' workbook. 00:09:59
When you are planning for this unit, bear in mind the different options to do the field research on week 1. 00:10:06
Also, think beforehand on how you will help your students identify the benefits of biodiversity 00:10:12
in their neighbourhood or city. 00:10:20
For example, use concrete examples of different benefits and ask students to classify them 00:10:22
as natural resources, ecosystem services or human health. 00:10:28
After that, ask students if the green space in their neighbourhood provides any of those 00:10:33
benefits for the local people. 00:10:39
In week 4, students will research nature-based solutions to urbanisation challenges, distinguish 00:10:42
between fact and opinion, and reply to international peers' posts with their ideas about which 00:10:48
nature-based solutions are best for their city. 00:10:54
In Human Actions and Biodiversity, students will read about how human actions are impacting 00:10:58
biodiversity and the difference between fact and opinion with examples. 00:11:04
In the previous units, students learned how urbanization and the choices people make impact 00:11:09
people and ecosystems. 00:11:15
In the activity called Research Nature-Based Solutions, students will research nature-based 00:11:17
solutions and how these can address the impacts of human actions on biodiversity and climate 00:11:23
change. 00:11:29
With primary students, I recommend you to look for ideas first. 00:11:30
a presentation and show it to your students and ask them to summarize the information. 00:11:34
Another option is narrowing the search by giving them the keywords. Alternatively, students 00:11:39
can research at home and share their findings in class. 00:11:45
The compulsory activity is the reply. There, they will share with their peers the nature-based 00:11:49
solution that they think would work best for their community or neighborhood. Finally, 00:11:55
They will ask their peers a question related to their nature-based solutions. 00:12:00
Your students and you can download the materials for this unit in Aula Virtual. 00:12:05
Students will do it through their collaborations. 00:12:11
Teachers can download the materials from the teacher's lounge. 00:12:14
Apart from their students' workbooks, you can download the educator's guide with strategies 00:12:17
and step-by-step planning of each lesson. 00:12:23
Please remind your students 00:12:26
to post in the right discussion boards. 00:12:28
Also, respect the deadlines. 00:12:30
This ensures all students will get feedback from their peers 00:12:32
and will contribute to keep the conversation going. 00:12:36
Remember that you can ask any questions 00:12:39
and share ideas with your colleagues in the teacher's lounge. 00:12:41
Thank you and see you soon. 00:12:44
Materias:
Ciencias, Inglés
Niveles educativos:
▼ Mostrar / ocultar niveles
  • Educación Primaria
    • Primer Ciclo
      • Primer Curso
      • Segundo Curso
    • Segundo Ciclo
      • Tercer Curso
      • Cuarto Curso
    • Tercer Ciclo
      • Quinto Curso
      • Sexto Curso
  • Educación Secundaria Obligatoria
    • Ordinaria
      • Primer Ciclo
        • Primer Curso
        • Segundo Curso
      • Segundo Ciclo
        • Tercer Curso
        • Cuarto Curso
        • Diversificacion Curricular 1
        • Diversificacion Curricular 2
    • Compensatoria
Subido por:
Paula Azahara R.
Licencia:
Reconocimiento - No comercial - Compartir igual
Visualizaciones:
26
Fecha:
31 de marzo de 2025 - 9:32
Visibilidad:
Clave
Centro:
ISMIE
Duración:
12′ 51″
Relación de aspecto:
1.78:1
Resolución:
1280x720 píxeles
Tamaño:
227.02 MBytes

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