Iguazu Activity Plan 1
1.
My Iguazu slides
 introduction of its location and what animals, habitat, etc.
 begin the questioning process
2.
Prior Knowledge

Class Discussion of Survival & Community :

Survival & Community
1.
What living thing(s) has been fighting for survival in Sac Co communities?

Black Hawk Lake

Fish

2.
What group(s) have fought for survival in the US?
 Indian tribes

Germans, Japanese, Jews


Amish
Other ethnic groups
3.
What group(s) are currently fighting for survival in the US?

Undocumented aliens
4.
What groups/things are fighting for survival in the World?

Icebergs

Indigenous Peoples

Ozone layer

Rain Forests

Rhinos

Endangered animals
3.
Video Clips:

Dennison, IA Train W/ Migrants from Central America & Mexico

2 Postville, IA ICE Raid Clips

What did you notice? Pair/Share & then class discussion
4.
Small groups : interdepartmental AND use the word “survival.” o Spanish/History:

Survival of the Guarani Indians against the Spaniards

Survival of Iguazu after becoming World Heritage o Spanish/Science:

Survival of endangered animals of Iguazu (narrowed list of animals)

Survival of the rainforest
 Survival: can injured animals be cured/rehabilitated/returned to its habitat o Spanish/Agriculture:

Survival of the rainforest vs. Deforestation by farmers needing more land

Survival of farmers vs endangered animals who kill their livestock o Spanish/Sociology:

Survival of Guarani traditions vs. modern toys (iPods, etc.)

Survival of endangered animals vs. poachers
 Survival of Guarani vs Gov’ts kicking them off their land

Survival of the Guarani/suicide o Spanish/Home Economics:
 Could you survive on food you found in the Iguazu jungle? o Spanish/Nursing:

Survival plan for trip to tropical rainforest in the summer months? o Spanish/Mathematics/Economics:

Economic survival of the area by harnessing the falls.

Actually, not too far from Iguazú Falls they did build a hydroelectric plant and avoided ruining the beauty of Iguazú. o Student groups could generate a better, more extensive list.

Iguazu Activity Plan 2
5.
Later, students could pick a topic that interests them from the overall list o form small groups to work with or work alone o begin to write 10-20 questions about their topic. o questions would drive their research and the unit. o students need to generate a vocab list of words for their peers’ benefit during Prezis
6.
Students review preterit/imperfect tenses, essential Iguazu Voc, & review KISS transl

Short clip on Major Differences w/ Wkst

Essential Iguazu Vocabulary in Quizlet

Practice Pret/Imperfect verbs

Use Reverso Verb Conjugator site

Turn in verbs changed into Pret/Imperfect

Reminder: Active writing + KISS sentences + Few Translator uses = Happy Teacher
7.
Each group will make a wiki or google doc
 to house questions, answers
 their research, websites

 their images works cited
8.
Group Prezi Presentation o The “slides” will be in
Español, including numbers o E ach team member presents in Spanish ≈ amt/time o ALL images will have (Sources) which will be found in the Work Cited. o All sources must be put into a MLA Work Cited at the end of the Prezi.
9.
Watch Iguazu movie : Fill out & discuss movie guide.
10.
They will have a test (in part objective & in part reflective/essay)

Vocab about Iguazu from peers & quizlet

Impt facts/concepts from Prezis

Impt info from Iguazu movie

Essays: the dominant role survival plays in this region
11.
2 nd
Part: Movie- Crude- The Real Price of Oil

Watch Crude while participating in Today’s Meet, answering questions, giving opinions about statements and real people from the movie.
1) Potential Questions/Quotations/Discussions w/ Today’s Meet
2) “Those with power always find ways to exploit those without it”

Harm to environment/human health; economic disparity, social corruption

Greedy US businesses taking advantage of undeveloped countries
1) No respect for human rights
2) No responsibility for social justice
2) “Although I am only one person in 7 billion, I still have a responsibility to keep the Earth healthy; what I do makes a difference.”

Why are we ecological snobs? What is our ecological footprint.

10 objetos hecho de petroleo

Discuss U.S. Facts: > 5% Earth’s pop. but consume <25% total oil/coal reserves; high standard of living; high carbon footprint, our garbage shipped to other countries
3) Are we addicted to oil? (cell phones, etc.)
4) “More Oil = more poverty”

Why is it essential to implement sustainable environmental policies

Describe how environ degradation has impacted Amazon Rainforest

Opinion
 Chevron’s responsibility  destruction: Ecuador’s environ

Iguazu Activity Plan 3

Explain how world interconnects. Must we care about destruction of: animals, insects and plant life in the Amazon Rainforest? Why/not?

Explain why Chevron ignored safety standards

oil waste dumping

Would Chevron have been so careless in the U.S.? Explain.

According to the narrator, Chevron turned the case around and blamed the indigenous people for recent deaths. List 3 claims.
5) John Quigley stated , “oil companies are a type of organized crime because they are selling to us a devastating future.” Explain.
6)
$27 billion “Amazon Chernoby” lawsuit pitting 30,000 rainforest dwellers in Ecuador against U.S. oil giant Chevron
7) Write 1 paragraph (5 statements) explaining whether/not you agree that Chevron’s impact on Ecuador is “Amazon’s Chernobyl.” Include 3 facts to support your viewpoint.

Applications Part
 Write a PSA from the POV of ….. a) Ecuadorian Atty for Chevron h) Ecuadorian Atty for Indigenous b) Chevron Financial Expert c) Chevron Reps d) Chevron Executive e) Geologists (soil) f) Geologists (water) g) Doctor i.
Indigenous People
1) Miguel or Dolores
2) Rosana or Ricardo j.
Petro-Ecuador Reps k.
Human Rights Reps l.
Environmental Reps

Requirements/Rubric for PSA

Possible: Debate : Paying Ecuador to leave oil underground a) Developed countries pay underdeveloped countries to leave resources alone b) Preservation of rainforest c) Preservation of indigenous way of life

Possible: One People’s Fight Against Big Oil a) How oil spills impact all citizens of the world b) Investigate the world beyond their immediate environment c) Global issues impact local as well d) Analyze, communicate, repond to environmental degradation issues e) Events happening in one part of the world affect the rest. Why we Must care

Possible: Revisit quotation
: “although I am only one person in 7 billion, I still have a responsibility to keep the Earth healthy; what I do makes a difference.
12.
Write letter to MS students: briefing them on importance of learning second, third languages
 including stats from at least one business which justifies their position on the advantages of being multilingual in the future

predicting which 3-4 languages they believe would be the best to learn in order to participate/compete in the global world
 and backing up their predictions with evidence/proof/research.
13.
Each student will fill out Evaluations
 a self-evaluation; ratings must be explained in the eval
 group evaluation; ratings must be explained in the eval
 unit survey: what elements of unit should be kept, changed, discarded, etc.