Unit 2- My Dream green School- Week 4

• Engels
• Middelbare school
• havo
• Leerjaar 2

My dream green school

Unit 2

statement of inquiry

The structure and organization of language play a vital role in making the purpose of sustainability relevant and relatable to individuals and communities.

Global context

Globalization and sustainability

Key concept

Communication

Related concepts

Structure- Purpose

Today's lesson

Goals	How?
Learn about sustainability	Researching + short quiz
Work on listening skills	Listening exersice
Start with research (ATL skills)	Talk about sources

2 min

HOMEWORK CHECK

Write a 50-word text on what makes a school sustainable,

covering energy efficiency, waste reduction, recycling, renewable energy, and green spaces. Include what Johan de Witt School already does and suggest improvements like better recycling or solar panels. Pay attention to grammar and punctuation. No ChatGPT! Bring your work to class.

Nariman's suggestion

For a school to be sustainable it needs to have recycling bins, and it needs to use less energy with all the boards and the lights. I need to have at least one lesson about nature and how to take care of it, but also a garden or little park (break area) for the students to sit in and contact nature.

In Johan de Witt School they offer recycling bins and a bit of artificial greens in the auditorium.

My suggestion to my school (JDWSG) is they need to include a big green space (garden) in the school for breaks, but also for some lessons that the students can take outside. They can also add an after-school program for people that would like to volunteer in planting something at the school or maybe volunteer in cleaning up the school.

What vocabulary do you still remember from our last lesson?

the bad fumes from cars or factories that cause damage to nature

using solar panels, wind mills and water to produce energy

global

the most important thing 

a  contract or deal between countries or persons

CO2

agreement

sustainability

priority

worldwide

Samenvatten

Overtuigd

Dissaprove

Afkeuren

Population

Overtuigd

Sustainability

Aanzienlijk

Duurzaamheid

Bevolking

Convinced

Summarized

Significant

Related concept of MYP: conventions

Conventions are the characteristics of a literary or non-literary genre. These features may, of course, vary between languages. Each genre has recognisable techniques, referred to as literary or linguistic conventions. They are used along with other features, in order to chieve particular artistic ends.

Listening exercise

Focus on the conventions of the video, for example:

• What music is used? What does that make you feel?
• How does the camera move? Why do you think it moves like that?
• Is there any text? Spoken or written? How is the text linked to the video?

2 min

Let student read out questions

Video

4,5 min

Analysing conventions

In pairs, discuss what you noticed about:

- sounds/music

- text

- camera angle

Write your points in your notebook.

when you are ready with discussing what you noticed, analyse how the conventions affected your experience. 

4+4 min

Walk around guiding a little bit and helping out with questions

Who is capable/who is emergent? 

Listening exercise: again!

Focus on the information of the video, for example:

• How does the video start?
• What do you see throughout the video? What important objects/things are in the video?
• What is being done in the video? What action do you notice? 
• How does the video end?

Make notes that you can use to answer questions about the video.

2 min

Do they know what video shots are? 

Questions

- What is the topic of the video?

- What is the main message of the video? Write on sentence that summarizes this. 

- What is the purpose of this video? Explain your answer (inspire/inform)

- Who was the intended audience?

- What video shots of a sustainable world did you see? Justify your answer.

- What video shots that show threats to a sustainable world did you see? Justify your answer.

- What jobs did you see in the video? How were they connected to the message/topic?

7 min

ATL skill: research

• Make a list of things you need to do research. Think of skills, sources, devices and/or different parts of a research. Use a mind map if needed.
• Answer the questions using reliable sources 
• You may work in groups 

5 min writing + 5 min discussing

optional: https://www.youtube.com/watch?v=mV0bUQpz468

Sources: important for next week

Discussion question
Our school generates a lot of waste. What systems can you implement to reduce this?

One thing I've learned today... (1 word!)