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Authors: Carlota Cantero, Andrea Lerma, Jessica Molina, Claudia Olivet and Irene Pedrola
DESCRIPTION
In this activity, students will have to discuss and come up with some healthy and sustainable habits that they can implement in their daily lives. As a final task (after the Goosechase), with the whole class, pupils will have to summarise all the habits that appear on their videos and create a list that will be hung up around the school, and posted on the school’s webpage. Therefore, everyone can see how to follow a healthier and more sustainable lifestyle.
CONTEXTUALIZATION
Target Age: 5th grade; 10-11 years old
Target Language: English
Level (based on CEFR): A2
Location (indoors, outdoors, gym, classroom, etc.). It will take place at the school. Children will start the activity at their classroom, but the activities will make them visit some other parts of the school, such as the playground or the cantine.
LESSON AIMS
Listening comprehension:
Overall listening comprehension.
Can catch the main point in short, clear, simple messages and announcements.
Spoken production:
Overall spoken production.
Can give short, basic descriptions of events and activities.
Can briefly give reasons and explanations for opinions, plans and actions.
Spoken Interaction
Overall spoken interaction, we focus on the informal discussion.
Can exchange opinions and compare things and people using simple language.
Can agree and disagree with others.
Can express opinions in a limited way.
Communicative language competences
Overall communicative language competences, we focus on both general linguistic range and vocabulary control.
General linguistic range:
Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information.
Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc.
Vocabulary control:
Can control a narrow repertoire dealing with concrete everyday needs.
Can control a narrow repertoire dealing with concrete everyday needs.
LEARNING OBJECTIVES (SWBATs)
This activity aims to be a part of a multi discipline project, so we have centred the learning objectives into three main knowledge areas: English, Natural, Social and Cultural studies and Physical Education.
In the English area:
Students will be able to participate actively in spontaneous conversations with fluent and structured discourses.
Students will be able to respect other pupils’ opinions and points of view.
Students will be able to give their opinion while integrating others’ points of view.
In the Natural, Social and Cultural area:
Students will be able to participate in the realisation of collaborative tasks using digital resources in a collaborative work atmosphere inside and outside the class.
Students will be able to demonstrate and maintain their curiosity, formulate investigable questions and make reasonable predictions about current issues.
Students will be able to develop a final product that solves a challenge or need according to different forms of reasoning, such as design or computational thinking, testing the different digital solutions and using them in a safe and responsible way.
In the Physical Education area:
Students will be able to integrate physical activities, personal hygiene, postural education, healthy alimentation, hydration and rest in their day to day lives justifying their contribution to physical, mental and social well-being.
PREPARATION FOR THE APP TASK CYCLE (BEFORE THE LESSON)
Before the lesson, 1 student per group will have to download the app of Goosechase. Once thay have it on their device, we will give them some time to get familiar with the app, while making a brief explanation of how it works and answering possible questions pupils may have. Afterwards, each group will have to log in and the activity will start. This will take place in-class, and we calculate that will not last more than 10 minutes. The only thing that will take place some minutes before class, will be placing the maps in the playground, so when students get there, they can do activity 3 properly.
MATERIALS
The materials needed for this activity are:
Goosechasing app: The Original Interactive Experiences App | Goosechase
Materials printed for the different activities
A tablet for each group with the Goosechasing’s app installed.
The tablets must allow recording the videos and taking photos, due to the fact that are some of the activities’ requirements.
Labels and pencils for writing their roles (first activity)
At the end of this post, you will find all the materials that we have created.
BRIEF DESCRIPTION OF EACH PHASE OF TASK CYCLE
Pre-task: Before diving into our main task, it is important to check our students' previous knowledge about healthy/unhealthy and sustainable habits. To do so, they will start by answering this short online quiz about their Foodprint. After every child has done the quiz, they will have to share their thoughts towards their results, and a small debate/discussion will take place. This activity will introduce the students to the main topic, while they connect it to their daily lifestyles.
Main task:
Activity 1: Getting to know you
Click on the link and follow the instructions! (http://youtu.be/oF6iGNwPDsI). In this mission, you have to decide which role each one of you will have:
Reader (reading the challenges)
Technician (recording and being in charge of the tablet)
International (encouraging the use of English among all the mates)
Writer (writing the answers)
Then, you should upload a photo of your team with a label specifying your role. Remember, you are a group and you have to work together! As well, if you need to slow down the video, remember that there is an option on YouTube! You have to click on settings and choose the speed you want.
Activity 2: Here we go
Now, you must watch the video (http://youtu.be/XueXGEhCWg8). If you need to slow down the video, remember that there is an option on YouTube! You have to click on settings and choose the speed you want.
After watching Doctor GreenBean, are you ready to go on?
Activity 3: Are you here?
To do the following mission, you have to be on the porch of classrooms 81 and 82 as soon as possible. Please send us your location when you arrive there. It will be something waiting for you.
Follow the route!
You should have found two maps. Both of them represent the routes in order to get the food necessary to cook today's menu in different schools.
Divide your group in two teams and each one has to follow one of the itineraries. Be careful, you should count the steps!
How many STEPS has each team made?
Answer the questions
Bearing in mind the last mission that you have done, answer the following questions:
Which group took longer to arrive?
Route A
Route B
Which route do you think consumes more petrol?
Route A
Route B
Which choice do you think is more sustainable, and why? Open answer: ___________
Did you know?
Click the link (https://youtu.be/sVNjA8Bf31M). Then, write down something you did not know!
Activity 4: Let’s investigate
It is time to return to class. Once you are there, look inside your school bags. Do you have any snacks there? Recollect all of them and organise them on the food pyramid that you will find in the class, taking into account how often you should eat them.
It is essential to discuss it in a group, before classifying the snacks! If you have less than three snacks, go outside the class and observe what other people are eating, or ask them if someone has any snacks in their bags.
Upload a photo of all the snacks organised!
Activity 5: Remember!
Click the link and write the keywords of the video (https://youtu.be/hq8Hgg8l1-I). If you need to slow down the video, remember that there is an option on YouTube! You have to click on settings and choose the speed you want.
Activity 6: How often should you…?
Now, you will find in the class a folder with some sentences' parts that you will have to order.
Once you have done this, in pairs, discuss how often you do the actions. In order to do it, one will be the interviewer and the other one will be answering the questions. Then, record yourselves. For example:
Interviewer: “How often do you wash your hands?”
Interviewed: “I wash my hands every day.”
Activity 7: Let’s write the script
Before recording the video to show the school how to have a healthy lifestyle, you should make the script. In this mission, you have to write down 4 tips following this structure: “You should exercise often.”
As you see, it must appear the verb SHOULD and an ADVERB OF FREQUENCY (always, sometimes, often...).
Activity 8: Last challenge
Let's get into action! Now is the moment to spread around the school your knowledge about healthy habits and help Doctor GreenBean. So, using the sentences written before, you should record yourselves, saying the sentences and representing them. Each one of you has to represent and say a healthy habit, as a tip.
Once they have finished, the teacher through the chat will send this link: https://youtu.be/olpyxCq7Ug0
Post task:
At the end of this activity students are aimed to know more about healthy and sustainable habits. After the Goosechase, students will debate together discussing the tips each group has chosen during the activity, in order to make a definitive list of the tips they want to hang up around to make an impact on the school’s sustainability. The final creation of this project will be the creation of an informative document (pictures/drawings/sentences) that will be hung up around the school for all the kids to see, and a summarised list to post on the school’s web page.
This task will be assessed in two different ways. Firstly, the teacher will assess the content knowledge and the use of English of the students with a rubric bearing in mind the SWATS proposed at the beginning of the activity as well as the use of the kids' English. The rubric used will be used to make commentaries and assess the next:
This activity will also have a part of self assessment (individual and as a group) through a rubric in order for the students to reflect on their roles and performance in the activity. This self-assessment rubric will be also helpful for the teacher for upgrading and improving this activity in the future.
MATERIALS
Activity 1: Getting to know you
In this activity, we made a little video introduction video in which Dr. GreenBean will give the first instructions.
Activity 2: Here we go! A second video was created to congratulate them for the first mission: http://youtu.be/XueXGEhCWg8
Later on, we used Google Maps to look for the accurate coordinates of the next activity in whoch they have to go to a specific place to continue.
Activity 3: Are you here? For this activity we created two different menus with tow different routes that will lead to a small debates about local commerce.
At the end, this video was shown to the students: https://youtu.be/sVNjA8Bf31M
Activity 4: Let's investigate For this activity we created this pyramid to work on adverbs of frequency
Activity 5: Remember For this activity the following video was shown at the end: https://youtu.be/hq8Hgg8l1-I
Activity 6: How often should you...? The next scaffolding material was created to help students to use English during the discussion.
Activity 8: Last Challenge For this activity, 2 videos were created: the first one as an introduction of the activity, and the second one as a closing.
Opening video: https://youtu.be/6foYaW19qdk
Closing video: https://youtu.be/olpyxCq7Ug0
Here we have a recap of videos of our partners testing our Goosechase:
Video goosechase (el dia que el vam fer a la uni)Page updated
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