Environment 6-

Prof. Alejandra Cortés & Lic Stella M. Saubidet O.
Final AssignmentFinal Assignment
Unit of work
• Theme : The Environment.
• Topics: Pollution, Water Cycle, Wildlife
and Farming, Food Chains and Food
Webs.
• Target groups: ES3- Chemistry, ESST
Nº1-Alte Brown- y ESST Nº4- Avellaneda.
• Teachers: Alejandra Cortés and Stella
Maris Saubidet Oyhamburu

The ENVIRONMENTThe ENVIRONMENT

Have a look at this definition:Have a look at this definition:
THE ENVIRONMENT: [sing.] the natural
world in which people, animals and plants
live.
Which of these associations protect the
environment?
Greenpeace ___
Animal Planet ___
Amnesty International ___

• Watch the video and listen to the
song by Michael Jackson and pay
attention to the words in italics.
http://www.youtube.com/watch?v=XAi3VTSd

Can you connect these wordsCan you connect these words
with any of these topics?with any of these topics?
• ENVIRONMENT
• POLLUTION
• DISASTROUS EFFECTS
• NATURAL RESOURCES
• SERIOUS PROBLEMS
• DESTRUCTION
• WORLD

Earth Song lyrics
What about sunrise
What about rain
What about all the things
That you said we were to gain...
What about killing fields
Is there a time
What about all the thing
That you said was yours and mine...
Did you ever stop to notice
All the blood we've shed before
Did you ever stop to notice
This crying Earth its weeping shores?
Aaaaaaaaah Oooooooooh
What have we done to the world?
Look what we've done.
What about all the peace,
That you pledge your only son?
What about flowering fields?
Is there a time?
What about all the dreams,
That you said was yours and mine?
Did you ever stop to notice,
All the children dead from war?
Did you ever stop to notice,
This crying Earth its weeping shores?
I used to dream
I used to glance beyond the stars
Now I don't know where we are
Although I know we've drifted far
Hey
what about yesterday
(What about us)
What about the seas
(What about us)
The heavens are falling down
(What about us)
I can't even breathe
(What about us)
What about everything
(What about us)
I given you
(What about us)

What about nature's worth
(ooo, ooo)
It's our planet's womb
(What about us)
What about animals
(What about it)
We've turned kingdoms to dust
(What about us)
What about elephants
(What about us)
Have we lost their trust
(What about us)
What about crying whales
(What about us)
We're ravaging the seas
(What about us)
What about forest trails
(ooo, ooo)
Burnt despite our pleas
(What about us)
What about the holy land
(What about it)
Torn apart by creed
(What about us)
What about the common man
(What about us)
Can't we set him free
(What about us)
What about children dying
(What about us)
Can't you hear them cry
(What about us)
Where did we go wrong
(ooo, ooo)
Someone tell me why
(What about us)
What about baby boy
(What about it)
What about the days
(What about us)
What about all their joy
(What about us)
What about the man
(What about us)
What about the crying man
(What about us)
What about Abraham
(What was us)
What about death again
(ooo, ooo)
Do we give a damn
Aaaaaaaaah Ooooooooh

GLOSSARY WORKGLOSSARY WORK
• INSTRUCTIONS: you are going to create
your own dictionary>>>picture dictionary
and English/Spanish dictionary.
• Make an acordeon with a long strip of
paper. Paste two nice covers and get
ready to learn many words in an easy
way!

We suggest:
• Whales
• Forest
• Crying
How many can you
add?

Let’s discuss these issues:Let’s discuss these issues:
• Are these topics related to the past,
present or future?
• Is the message in the video and song
positive or negative?
• Can we solve or contribute to solve
these problems?
• Why does the lyrics repeat: “What
about us?”

Look at these words taken from the lyrics. Group them into POSITIVE WORDS
and NEGATIVE WORDS.
(use a dictionary , if necessary)
GAIN - BLOOD – WEEPING SHORES – PEACE – FLOWERING FIELDS –
CRYING EARTH – KILLING FIELDS – DREAMS – WAR – JOY – FREE –
DEATH
………………… ………………….
………………… ………………….
………………… ………………….
………………… ………………….

If we know our world, we’llIf we know our world, we’ll
be in better conditions ofbe in better conditions of
taking care of it.taking care of it.

The Water CycleThe Water Cycle
The Water Cycle (also known as
the hydrologic cycle) is the journey
water takes as it circulates from the
land to the sky and back again.
The Sun's heat provides energy
to evaporate water from the Earth's
surface (oceans, lakes, etc.). Plants
also lose water to the air (this is called
transpiration). The water vapor
eventually condenses, forming tiny
droplets in clouds. When the clouds
meet cool air over land, precipitation
(rain, sleet, or snow) is triggered, and
water returns to the land (or sea).
Some of the precipitation soaks into
the ground. Some of the underground
water is trapped between rock or clay
layers; this is called groundwater. But
most of the water flows downhill as
runoff (above ground or underground),
eventually returning to the seas as
slightly salty water.

• In pairs, read the text and underline the key
words that describe the “water cycle”. For
example: water,circulates, land, sky, etc.
• Using these key words, try to describe the
process to the rest of the class. You can use
these verbs: is, evaporates, condenses, heats,
starts, finishes, circulates, turns into, cools
down, goes, flows.

Read the definitions below, then label the waterRead the definitions below, then label the water
cycle diagram.cycle diagram.
Accumulation - the process in which water pools in large bodies (like oceans,
seas and lakes).
Condensation - the process in which water vapor (a gas) in the air turns into
liquid water. Condensing water forms clouds in the sky. Water drops that
form on the outside of a glass of icy water are condensed water. (This term
appears twice in the diagram.
Evaporation - the process in which liquid water becomes water vapor (a gas).
Water vaporizes from the surfaces of oceans and lakes, from the surface of
the land, and from melts in snow fields.
Precipitation - the process in which water (in the form of rain, snow, sleet, or
hail) falls from clouds in the sky.
Subsurface Runoff - rain, snow melt, or other water that flows in underground
streams, drains, or sewers.
Surface Runoff - rain, snow melt, or other water that flows in surface streams,
rivers, or canals.
Transpiration - the process in which some water within plants evaporates into
the atmosphere. Water is first absorbed by the plant's roots, then later exits
by evaporating through pores in the plant.

Label the pictureLabel the picture

Researchers’ cornerResearchers’ corner
Are you a good researcher? Take photographs of
of the following processes:
• Evaporation
• Condensation
• Accumulation
• Precipitation
• Transpiration
Then upload them to your class blog in a Power
Point document. Remember to use slideshare to
upload it.

Artists’ cornerArtists’ corner
• Watch the video about the water cycle http
://www.youtube.com/watch?v=rUqIWRW6
_Pc&feature=related
• Make groups of 4 or 5 people and develop
one of the following activities:
Make either a poster or wall chart about the
water cycle using colours, pictures,
drawings.

Make a rain detector
following the model.

We suggest:
• Kitchen foil
• Wrap
• Stripped
How many can you
add?

If we look after the
environment, we’ll live in
a better world.

Click the right optionClick the right option
• Water is important for all living things.___
• Animals do not need water to survive.___
• Plants and animals are necessary for human
beings.___
• There is only one habitat.___
• In Argentina there are lots of farming areas.___
• Agriculture is important for our economy.___
• Farmers produce vegetables and animals for
human consumption.___

Read the textRead the text

Complete these sentences (match theComplete these sentences (match the
two parts).two parts). Be careful, there is one extra part!:Be careful, there is one extra part!:
• If we plant many areas,
…
• If people need cereals
and vegetables,…
• If water is fresh, …
• If farmers plant big areas
and have many animals,
…
• If we plant a lot, …
• …wildlife goes to other
habitats.
• …you can see much
farmland.
• …natural habitats
disappear.
• …it does not contaminate
plants or animals.
• …they plant them
• …animals are big.

We suggest:
• Wildlife
• Farmland
• Crops
• How many can you
add?

Food chainsFood chains
• Test your knowledge: Are these statements true
(T) or false (F)?
1- Living things always depend on plants. T/F
2- “Producers” are green plants that poduce
oxygen.T/F
3- “Herbivores” are animals that eat plants and
“carnivores” are animals that eat vegetables.T/F
4. A food chain is made of carnivores that eat
herbivores.T/F

Complete the definitions with:Complete the definitions with:
carnivores, herbivores, producers,carnivores, herbivores, producers,
consumersconsumers
• _______: animals that only eat plants.
• _______: animals that only eat other
animals.
• _______: living things that can make food.
• _______: living things that consume other
living things.

Draw a complete list.Draw a complete list. Use yourUse your
dictionary.dictionary.
CARNIVORES HERBIVORES CONSUMERS PRODUCERS

Put the words in thePut the words in the
correct order:correct order:
1- INSECTS/CARNIVOROUS
2- BIRDS/EATING/INSECT
3- CARNIVOROUS/LARGE/BIRDS
4- CARNIVOROUS/MAMMALS
5- HERBIVOROUS/MAMMALS

Can you see any difference?Can you see any difference?
When do you use:
• HERBIVORES/HERBIVOROUS ?
• CARNIVORES/CARNIVOROUS ?
Provide examples.

We suggest:
• Chain
• Sunlight
How many can you
add?

• The previous food chain describes which
animals eat which. Look up information in
your Biology books or ask your Biology
teacher, draw a food chain for Argentina.
CHALLENGE: Do not worry if you cannot
find all the names of the animals in the
dictionary. Just try!

• Can you draw the FOOD CHAIN using this
tool?
You can use your own pictures or you can
take them from the web.
Tool: TIMETOAST.
Then upload it to your BLOG!

Answer these questions.Answer these questions.
• Who are more destructive: MEN or
ANIMALS?
• Do you remember the EARTH SONG?
What do people do to the environment?
Discuss with your partners.

We KnowWe Know
by Benjamin Zephaniahby Benjamin Zephaniah
Monkeys are not doing it,
Snakes are not doing it,
Neither are beetles or fleas,
Lizards are not doing it,
Birds are not doing it,
They know that we need the trees,
Mice are not doing it,
Lice are not doing it,
Cats are not doing it
Honest,
Bats are not doing it,
I know who´s doing it,
Humans are killing the forest.

Are you a good reader?
• Read the poem in silence.
• Read the poem in a loud voice.
• Read the poem changing the “ doing it”.
For example : “Monkeys are not
destroying the forests”.
*Use your dictionary and your imagination!*
What aren’t animals doing?What aren’t animals doing?

We suggest:
• Fleas
• Lice
How many can you
add?

This is our world, and it is
wonderful if we are
responsible.

Listen to musicListen to music
• Listen to another song: What a Wonderful
World.
http://www.youtube.com/watch?v=FN7qmgxaYO
• Complete the missing words.

““What A Wonderful World”What A Wonderful World”
I see trees of _____, _____ roses too
I see them bloom for me and ____
And I think to myself, what a _____ ______
I see skies of _____ and clouds of white
The bright blessed ___, the dark sacred
_____
And I think to myself, what a wonderful
world
The ______ of the rainbow, so pretty in the
sky
Are also on the faces of ____ going by
I see friends shakin' hands, sayin' "How do
you do?"
They're really saying “___ ____ ____"
I hear babies cryin', I watch them grow
They'll learn much more than I'll ever know
And I think to myself, ___ ____ ____ ____
Yes, I think to myself, what a wonderful
world
• YOU
• WORLD
• NIGHT
• GREEN
• WONDERFUL
• ROSES
• WORLD
• BLUE
• DAY
• A
• PEOPLE
• WONDERFUL
• COLOURS
• I
• LOVE
• YOU
• WHAT

We suggest:
• Rainbow
• Blessed
• Sacred
How many can you
add?

Final taskFinal task
This is the end of this project. You have to make a
campaign to protect the environment in our
neighbourhood/ city.
Make posters with slogans connected with the topic, like:
“Protect the oceans!” “Don’t destroy the rainforests!”,
“Let’s save our planet”, etc. Remember to include the
vocabulary and the language you learnt here. Use nice
pictures. Add a short text to
convince the audience!
EXTRA CREDITS: if you use
GLOGTSER, you’ll get extra credits.
BE CREATIVE!!

• Peer assessment to choose the best
poster in the class.

ReferencesReferences
• Cooper, S., Deloughry, W. et al. (1992): Biology,
Complete Coordinated Science. UK,
Heinemann.
• Hornby, A.S.(2000): Oxford Advanced Learner’s
Dictionary. UK, OUP.
• Paz, G. (2008): Diseño Curricular de Inglés-
Educación Secundaria, ES3. Buenos Aires,
Ministerio de Educación de la Provincia de
Buenos Aires.
• Watt, F. (1991): Planet Earth. UK, Usborne.
• “The Water Cycle”, incomplete bibliography.

Web ReferencesWeb References
Jackson, Michael. Earth Song- Lyrics: http://
www.azlyrics.com/lyrics/michaeljackson/
earthsong.html
Jackson, Michael. Earth Song- Video: http://
www.youtube.com/watch?v=XAi3VTSdTxU
Steward, Rod. What a Wonderful World- Lyrics:
http://www.azlyrics.com/lyrics/rodstewart/whatawonderfu
Steward, Rod. What a Wonderful World- Video:
http://www.youtube.com/watch?v=FN7qmgxaYO8&featur
Water cycle: http://www.youtube.com/watch?v=rUqIWRW6
_Pc&feature=related

Web 2.0 ToolsWeb 2.0 Tools
• BLOGGER: to create blogs. Available at:
https://www.google.com/accounts/ServiceLogin?
service=blogger&continue=https%3A%2F
%2Fwww.blogger.com%2Floginz%3Fd%3Dhttp%253A
%252F%252Fwww.blogger.com%252Fhome%26a
%3DALL&passive=true&alinsu=1&aplinsu=1&alwf=true&
ltmpl=start&skipvpage=true&rm=false&showra=1&fpui=2
&naui=8#s01
• GLOGSTER: te create posters. Available at: http://
www.glogster.com/
• SLIDESHARE: to upload slide shows. Available at: http://
www.slideshare.net/
• TIMETOAST: to make timelines. Available at: http
://www.timetoast.com/

Thank you!Thank you!
Alejandra Cortés
profealecortes@yahoo.com.ar
and
Stella Maris Saubidet Oyhamburu
stellamso@gmail.com

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