FINAL PRODUCTS

Final products

This project has three products:

• POSTERS that inform about the environmental crisis, give results on the questionnaires elaborated by students on environmental issues and provide solutions to fight climate change in our homes school and city. All the posters are in the group Fridays for future_ Saavedra in Instagram
• QUESTIONNAIRES on Biodiversity, Energy, Water consumption, Feeding, Deforestation and Pollution.
• RADIO PODCASTS on the six topics mentioned aboved. (Listen to their radio podcasts)

Students´ Assessment

This project is the 30% of this term English grades according to the following percentages:

• Information analysis and poster elaboration (Individual): 5% Evaluation tool: Poster rubric
• Questionnaire elaboration and oral interaction (group work): 5% Evaluation tool: Observation and students´portfolio
• Providing solutions in Padlet (Individual): 5% Evaluation tool: Check- list
• Collaboration, Attitude and Responsibility (Individual): 5% Evaluation tool: Observation and students´portfolio
• Radio podcast recording (Group and Individual): 10% Evaluation tool: RUBRIC

Project Evaluation

This project has made not only the students but the entire educational community aware that, although there is no satisfactory progress to reverse climate change, it is in our power to initiate this change by ourselves and in the closest environment: our homes, the institute, the neighborhood, our city.

YOU CAN MAKE A DIFFERENCE!

The project has awakened even more the sensitivity of students towards the environment because they see a dignified future in danger for them on the planet and its objective is to raise awareness throughout the educational community by carrying out recommendations and actions for the classroom, their home and the city, such as, for example, take advantage of natural light and turn off equipment when not necessary, make a responsible consumption of water, respecting and taking care of the surrounding natural spaces (Asomadilla Park), reusing and recycling materials in the classroom, reducing the consumption of plastics and packaging (refillable bottles), controlling noise pollution in the corridors and in the cafeteria, with effects on health, the use of the bicycle instead of the private vehicle, organizing teams to clean the surroundings of the Cordoba fair when it is over, and so on..

In this way the work through the project has not only fostered the development of English language skills, but has also become a source of teaching and learning for sustainability.

These changes will not take place immediately but being aware of this reality, far from leading them to conformism, pushes them to feel that they must begin to act now.

It will be necessary to continue working, deepening and influencing this task in subsequent courses because we can not shirk our responsibility as teachers in the environmental education of our students and in taking educational initiatives for the conservation of natural resources and the promotion of sustainable development. In this way we will be able to contribute to a more pro-environmental, just and supportive society, allowing the achievement of an integral education, which shares and is based on the four educational pillars proposed by UNESCO: Learning to be / Learning to live together / Learning to know / Learning to do.