PROYECTO DE PARTICIPACIÓN
• I.E.S. RAMÓN MENÉNDEZ PIDAL
INMERSIÓN
LINGÜÍSTICA
DURANTE EL OTOÑO
DE 2013
INTRODUCCIÓN
• En nuestro instituto, contamos con una sección
bilingüe en lengua inglesa, en 2º dela ESO en la
asignatura “Educación para la ciudadanía y los
derechos humanos”.En esta asignatura, en su
programación, son tratados los temas que se van
a abordaren las actividades pedagógicas
generales del programa, por lo que
intentaremosaunar criterios, para lograr el
máximo aprovechamiento del programa
1.- ACTIVIDADES PREPARATORIAS
PREVIAS EN EL CENTRO
• Para cada uno de los aspectos que se van a tratar, tanto e n la clase de lengua
inglesa,como en la de educación para la ciudadanía se realizará las siguientes
actividades:- Se facilitará un listado de cinco páginas webs, sobre este
concepto, cada alumnoindividualmente deberá recoger la definición del
concepto y confeccionar unglosario con los términos básicos más importantes.Audición de una canción que trata el tema. Cada alumno elegirá la frase que
másle impresione e explicará oralmente el porqué de su elección.- Visionado
de un vídeo en youtube que hable del tema.- Buscarán información sobre el
proyecto que estamos llevando a cabo en elinstituto con respecto a cada
aspecto.- Preparación de un ppt de apoyo para poder comunicar dicho proyecto
e n elprograma.- Explicarán cada uno de nuestros proyectos.- Para cada
explicación se trabajará un formato distinto: rap, escenificación,campaña de
publicidad, anuncio de radio y noticia en la T.V.
Proyectos que se van a dar a conocer;
para cada aspecto uno distinto
• Desarrollo sostenible :- Presentarán nuestro
proyecto: “Lúcete”
• Reducir, reutilizar y reciclar:- Contarán nuestra
experiencia titulada “Trozicla” que pertenece
al proyecto Axenda 21
• Energías renovables:- Presentarán la s
innovaciones en este terreno de empresas
gallegas. Comentaránel uso de la bicicleta en
nuestra ciudad
• El entorno natural y cultural:- Presentarán
nuestro proyecto titulado “Ciudad ideal, ciudad
real”, proyecto en elque trabajamos sobre lo que
debe ría ser nuestra ciudad desde el punto de
vistadel desarrollo sostenible.La aldea global.
Diversidad cultural- En este caso presentarán
nuestro proyecto titulado: “La aldea global:
Galicia es más Galicia cuando es todos los
mundos”.
2.- Objetivos del proyecto:
•
Nuestro principal objetivo es que aumenten su competencia en el uso oral de lalengua, así como su
competencia soc al y ciudadana.•Relación de los objetivos con el currículo de lengua inglesa:Interacción con el profesorado y los compañeros para saludar, presentarse,intercambiar
información personal, entender las instruccione y plantearpreguntas.- Empleo de respuestas
adecuadas a situaciones de comunicación en el aula.- Uso de estrategia de comprensión de
mensajes orales ( uso del contexto verbal yno verbal y de conocimientos previos de la situación,
así como de identificaciónde palabra s clave)- Producción de textos orales breves y coherente s
sobre los aspectos tratados.- Participación en conversaciones dentro y fuera del aula sobre temas
personales,cotidianos, los derivados de la convivencia y sobre los aspectos tratados.Desenvolvimiento de estrategias de comunicación para superar lasinterrupciones en la
comunicación.•Relación de los objetivos con e l currículo de Educación para la ciudadanía ylos
Derechos humanos:- Comprender el concepto de medio ambiente, así como el respeto por el
mismo.- Conocer lo que significa desarrollo sostenible, como una alternativa dentro deldeseo de
“Otro mundo es posible”
•
- Identificar y analizar los problemas medioambientales que amenazan a nuestroplaneta y ver que
la regla de las tres Rs es una solución factible.- Conocer las energías renovables y el papel líder
que tiene España en laproducción e investigación sobre las mismas.- Comprender la ligazón
íntima entre lo natural y lo cultural.- Reconocerse como “ciudadanos cosmopolitas”, como
miembros de unaciudadanía global que se apoya en la fórmula “ glocalismo” para crear un
mundomejor y más justo.3.-
3.- Metodología
• Diariamente e n la sesión de 90¨ se llevarán a cabo las
siguientes actividades:- Primeros 10´: Vocabulario
básico del aspecto a tratar.- 10´-30´: Audición de una
canción y fragmento de vídeo que trate sobre el tema.30´-40´: memorización de una estrofa o texto
significativo.- 40´-60´: Trabajando por parejas creación
de un pequeño texto sobre el aspecto.- 60-90´:
Exposición oral de lo trabajado. En cada tema se
escogerá un forma to –previamente trabajado en el
instituto-, esto es, pueden simula r un tele diario,
unapequeña dramatización, repetir algún fragmento de
una de las películas o canciones empleadas…etc.
4.- Aprovechamiento didáctico.
• Las actividades realizadas e n la estancia se
aprovecharán para todo el instituto, ya quenos
inspiraremos en ellas para nuestras secciones
bilingües, así como para las aulas delengua
inglesa.Todo e l mate rial que recojamos será
ordenado y estructurado en nuestra página
Webpara que todo el centro pueda beneficiarse
del mismo.
5.-Actividades posteriores
• Lleva remos a cada aula de 2º de Eso, tanto en clase de
lengua inglesa como enEducación para la ciudadanía
todo lo aprendido en la estancia.Los alumnos expondrán
en el salón de actos, para su nivel educativo sus
produccionesorales.Publicaremos en el blog del instituto
un diario de la actividad.Introduciremos la experiencia e
n nuestro proyecto lingüístico de centro y en nuestroPlan
lector, así como en nuestro Proyecto de interacción
lingüística.Crearemos un material en formato digital que
pueda se r aprovechado en años posteriores.
6.- Evaluación posterior del programa
• Evaluaremos el programa desde un doble parámetro:- El
cambio y esperada mejoría en la capacidad de producir
oralmente antes ydespués de la estancia, así como de
comprensión y de redacción.- Lo que les aporta e l
programa en cuanto personas: estar fuera de sus
hogares,relacionarse con otros alumnos de otras
comunidades, conocer otro sitio,viajar, ver una fórmula
distinta de enseñanza-aprendizaje…etc. Para
estotenemos un cuestionario que pasamos cuando salen
de viaje (Comenius,semana blanca, iniciación al
mar…etc.) que nos suministra una excelente
información sobre la actividad.
• MATERIALES Y
LÍNEAS QUE
TRABAJARÁN EN EL
INSTITUTO Y EN LA
INMERSIÓN:
ANOTHER WORLD IS
POSSIBLE
I.E.S. Ramón Menéndez Pidal.
Zalaeta. A Coruña
Sustainable development
Sustainable development, according to one definition, demands that we seek ways of
living, working and being that enable all people of the world to lead healthy, fulfilling, and
economically secure lives without destroying the environment and without endangering
the future welfare of people and the planet.
The intensified and unsustainable demand for land, water marine and coastal resources
resulting from the expansion of agriculture and uncontrolled urbanisation lead to
increased degradation of natural ecosystems and erode the life supporting systems that
uphold human civilisation. Caring for natural resources and promoting their sustainable
use is an essential response of the world community to ensure its own survival and well
being. (source: Sustainable Management and Use of Natural Resources
(http://www.unep.org/unep/sub1.htm))
Many people reject the term sustainable development as an overall term in favor of
sustainability, and reserve sustainable development only for specific development
activities.
VOCABULARY
Development:
The process of growing or developing. Synonymous words
include: evolution, progress, advance.
These nouns mean a progression from a simpler or lower to a
more advanced, mature, or complex form or stage:
"the development of an idea into reality;" "the evolution of a
plant from a seed;" "attempts made to foster social progress."
Sustainable:
(of economic development or energy sources) capable of being
maintained at a steady level without exhausting natural resources
or causing ecological damage
Sustainable development:
A pattern of resource use that aims to meet human needs while
preserving the environment so that these needs can be met not
only in the present, but in the indefinite future. It's a development
that "meets the needs of the present without compromising the
ability of future generations to meet their own needs."
Resource:
Any physical or virtual entity of limited availability, or anything
used to help one earn a living. As resources are very useful, we
attach some information value to them. Resources help to
produce goods so they have economic value. Natural resources
like forests, mountains etc. are very beautiful so they have
aesthetic value. Gifts of nature such as water also have a legal
value because it is our right to enjoy them. On the other hand,
resources have an ethical value as well because it is our moral
duty to protect and conserve them for the future generations.
Environment:
The surroundings in which a person, animal, or plant lives.the
natural world of land, sea, air, plants, and animals.
"Nuclear waste must be prevented from leaking into the
environment"
Ecology:
The scientific study of the distribution and abundance of life and
the interactions between organisms and their natural
environment.
Natural resources:
Natural resources are derived from the environment. Many of
them are essential for our survival while others are used for
satisfying our wants.
Resource development:
Many resources cannot be consumed in their original form.
They have to be processed in order to change them into more
usable commodities. This is known as resource development.
With the rise in human numbers all over the world, the demand
for resources has also increased. However, there is a difference
in distribution of resources to different regions or countries.
Developed countries use more resources than developing
countries.
Desertification:
Desertification is the degradation of land in arid and dry subhumid areas, resulting primarily from human activities and
influenced by climatic variations. It's also a failure of the
ecological succession process.
Deforestation:
Deforestation is the conversion of (forest)ed areas to nonforested land, for uses such as: pasture, urban use, logging
purposes, and can result in arid land and wastelands. In many
countries, deforestation is ongoing and is shaping climate and
geography. Deforestation results from removal of trees without
sufficient reforestation, and results in declines in habitat and
biodiversity, wood for fuel and industrial use, and quality of life.
A SONG....
5. EARTH SONG – MICHAEL JACKSON
Though Michael Jackson had been writting socially conscious
songs, this was his first overtly environment oriented number. It
received a Grammy nomination in 1997.
If ever we doubt unconditional love and generosity, look to
Mother Earth. She is the supreme teacher of both. She feeds,
nourishes, heals and clothes us without expecting anything in
return. Yet, as the King put it, “look what we have
done”. Mother Earth’s stalwart advocate of peace and love,
poses questions that check all sides. As much as he gave a
damn, “do we give a damn”?
Lyrics to Earth Song
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 things
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?
What have we done to the world?
Look what we’ve done!
What about all the peace
That you pledged 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)
enjoy the song
What about the seas?(What about us)
The heavens are falling down…(What about us)
can’t even breathe! (What about us)
What about apathy? (What about us)
Can’t we feel its wounds? (What about us)
What about nature’s worth?(Ooo, ooo)
t’s our planet’s womb! (What about us)
What about animals? (What about it)
We’ve turned their 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 us)
Torn apart by creed… (What about us)
What about the common man? (What about us)
Can’t we set them 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 boys? (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 about us)
What about death again? (Ooo, ooo)
Do we give a damn?
WE HAVE AN INTERESTING
PROJECT ABOUT IT.
Please, take a look at this:
Our project
THE THREE "R"
Reduce
Reducing the amount of waste you produce is the best way to help the environment. There are lots of ways
to do this. For example:
• Buy products that don't have a lot of packaging. Some products are wrapped in many layers of plastic
and paperboard even though they don't need to be. You can also look for things that are packed in
materials that don't require a lot of energy or resources to produce. Some products will put that
information right on their labels.
• Instead of buying something you're not going to use very often, see if you can borrow it from someone
you know.
• Cars use up energy and cause pollution. Some ways to reduce the environmental damage caused by
cars include carpooling with friends, walking, taking the bus, or riding your bike instead of driving.
• Start a compost bin. Some people set aside a place in their yard where they can dispose of certain
food and plant materials. Over time, the materials will break down through a natural process called
decomposition. The compost is good for the soil in your yard and means that less garbage will go to
the landfill.
• You can reduce waste by using a computer! Many newspapers and magazines are online now.
Instead of buying the paper versions, you can find them on the Internet. Also remember that you
should print out only what you need. Everything you print that you don't really need is a waste of
paper.
• Save energy by turning off lights that you are not using.
• Save water by turning off the faucet while you brush your teeth.
Reuse
Instead of throwing things away, try to find ways to use them again! For example:
• Bring cloth sacks to the store with you instead of taking home new paper or plastic bags.
You can use these sacks again and again. You'll be saving some trees!
• Plastic containers and reusable lunch bags are great ways to take your lunch to school
without creating waste.
• Coffee cans, shoe boxes, margarine containers, and other types of containers people
throw away can be used to store things or can become fun arts and crafts projects. Use
your imagination!
• Don't throw out clothes, toys, furniture, and other things that you don't want anymore.
Somebody else can probably use them. You can bring them to a center that collects
donations, give them to friends, or even have a yard sale.
• Use all writing paper on both sides.
• Use paper grocery bags to make book covers rather than buying new ones.
• Use silverware and dishes instead of disposable plastic utensils and plates.
• Store food in reusable plastic containers.
Recycle
Many of the things we use every day, like paper bags, soda cans, and milk cartons, are
made out of materials that can be recycled. Recycled items are put through a process that
makes it possible to create new products out of the materials from the old ones.
In addition to recycling the things you buy, you can help the environment by buying products
that contain recycled materials. Many brands of paper towels, garbage bags, greeting
cards, and toilet paper, to name a few examples, will tell you on their labels if they are made
from recycled materials.
In some towns you can leave your recyclables in bins outside your home, and a truck will
come and collect them regularly. Other towns have recycling centers where you can drop off
the materials you've collected. Things like paper and plastic grocery bags, and plastic and
aluminum cans and bottles can often be brought to the grocery store for recycling.
Whatever your system is, it's important to remember to rinse out and sort your recyclables!
The 3 R’s Song words and music by
Jack Johnson:
Three! It’s a magic number. Yes it is. It’s a magic number.
2 times 3 is 6 … and 3 times 6 is 18 … And the 18th letter in the alphabet is “R”.
We got 3 R’s we’re going to talk about today. We got to learn to… Reduce! Reuse! Recycle! Reduce!
Reuse! Recycle! Reduce! Reuse! Recycle! Reduce! Reuse! Recycle!
If you’re going to the market to buy some juice, Bring your own bags and you’ll learn to REDUCE your
waste. You got to REDUCE your waste!
If your brother or your sisters’ got some cool clothes, Try them on before you buy some more of those.
REUSE! You got to learn to REUSE!
And if the first 2 R’s don’t work out, And if you got to make some trash don’t throw it out…RECYCLE!
You got to learn to RECYCLE!
You got to learn to… Reduce! Reuse! Recycle! Reduce! Reuse! Recycle! Reduce! Reuse! Recycle!
Reduce! Reuse! Recycle!
Because three! It’s a magic number. Yes it is. It’s a magic number.
Enjoy it!!!
WHAT DO YOU THINK ABOUT OUR
PROPOSAL?
Our three R
RENEWABLE ENERGY
Renewable energy is energy which comes from natural
resources such as sunlight, wind, rain, tides, and geothermal
heat, which are renewable (naturally replenished). About 16%
of global final energy consumption comes from renewables,
with 10% coming from traditional biomass, which is mainly used
for heating, and 3.4% from hydroelectricity. New renewables
(small hydro, modern biomass, wind, solar, geothermal, and
biofuels) accounted for another 2.8% and are growing very
rapidly.[1] The share of renewables in electricity generation is
around 19%, with 16% of global electricity coming from
hydroelectricity and 3% from new renewables.[2]
New and emerging renewable energy technologies
New and emerging renewable energy technologies are still
under development and include cellulosic ethanol, hot-dry-rock
geothermal power, and ocean energy.[69] These technologies
are not yet widely demonstrated or have limited
commercialization. Many are on the horizon and may have
potential comparable to other renewable energy technologies,
but still depend on attracting sufficient attention and research,
development and demonstration (RD&D) funding.[69]
AN INTERESTING VIDEO:
about renewable energy.
Listen to the song
Solar Energy Ron Brown
Oh, the sun is a star.
It’s our closest star.
It’s just 93 million miles away.
It gives us heat and light.
It makes the world just right.
We’re getting solar energy every day.
Solar power heats our water and homes
And it makes electricity.
Solar power is a natural resource
When we convert its energy.
Oh, the sun is a star.
Its light can travel far.
Hot gases burn at 10,000 degrees.
As it shines its light,
Plants can grow just right,
So the Earth is great for you and me.
Solar power heats our water and homes
And it makes electricity.
Solar power is a natural resource
When we convert its energy.
OUR EXAMPLE:
We want to ride our bicycles
CULTURAL AND NATURAL ENVIOREMENT
The term ‘cultural environment’ functions as a general term referring to an environment that has been
developed from various stages in culture interacting with nature. Meanings, interpretations and names
given by people are also elements of this category. The cultural environment is a totality, encompassing
built cultural environment, cultural landscape and ancient relics.
Built cultural environment, or building heritage, is the most visible part of the cultural environment. It
encompasses buildings and their interior and exterior appendages, structures, built-up areas in the form of
yards and parks, and infrastructure such as roads, canals, bridges or lighthouses. The built cultural
environment is thus formed from the urban structure.
Cultural landscape. The landscape is divided into natural landscape and cultural landscape. Broadly
described, the cultural landscape is shaped by human activity, whereas the natural landscape is shaped by
nature and its processes. The cultural landscape can also be divided into a landscape shaped by human
activity interacting with nature, forming a countryside cultural landscape, and a city landscape shaped
almost exclusively by humans i.e. an urban cityscape. The cultural landscape and environment are not only
distinct or separated areas, but are also separate entities forming a continuous areal and temporal totality.
Cultural vegetation refers to vegetation extensively shaped by human activity, such as farmlands, traditional
landscapes and parks. Cultural plants originate from gardens and cultivations, having dispersed into the
wild.
Cultural plants are species of plants that have spread to the wild from gardens and cultivations.
CULTURAL AND NATURAL ENVIRONMENT
Natural & Cultural Environment
The protection and enhancement of the natural and cultural
environment is a cornerstone of sustainable development.
The environmental resources within the sub-region are finite
and must be managed in a sustainable manner for future
generations.
An emphasis has been placed on protection of significant
natural and physical resources in the formulation of plans
under the Resource Management Act 1991. This provides a
solid foundation for the SmartGrowth strategy.
WHAT ABOUT THIS PROJECT?
Ideal city, real city.
A SONG FOR YOU.
Take it easy
GLOBAL VILLAGE
DEFENITION: Global village, is the term used to
describe the world shrunk into a village by the means
of the different media types, most especially the
World Wide Web, making it easy to pass across
messgaes (like the news), thereby making the world
become like a single village where people can easily
contact each other quicker.
CULTURAL DIVERSITY
The many separate societies that emerged around the globe
differed markedly from each other, and many of these
differences persist to this day. As well as the more obvious
cultural differences that exist between people, such as
language, dress and traditions, there are also significant
variations in the way societies organize themselves, in their
shared conception of morality, and in the ways they interact
with their environment. Cultural diversity can be seen as
analogous to biodiversity.
AND THIS IS OUR GOAL:
Global citizenship applies the whole world to bring world peace and the concept of
citizenship to a global level and is strongly connected with the concepts of globalization
and cosmopolitanism. World citizenship is a term which can be distinguished from global
citizenship, although some may merge the two concepts.[citation needed] Various ideas
about what a global citizen is exist. Global citizenship can be defined as a moral and
ethical disposition which can guide the understanding of individuals or groups of local and
global contexts, and remind them of their relative responsibilities within various
communities. The term was used by U.S. President Barack Obama in 2008 in a speech in
Berlin.
According to some articles, in this century children and students are meant to become
"global citizens" through their education. This is possible through an integration of the
"scientific and technical skills" as well as the "traditional academic disciplines".
According to some accounts, citizenship is motivated by local interests (love of family,
communal fairness, self-interest), global interests (a sense of universal equality), and
concern for fellow human beings, human rights and human dignity. The key tenets of
global citizenship include respect for any and all fellow global citizens, regardless of race,
religion or creed and give rise to a universal sympathy beyond the barriers of nationality.
These sentiments were initially summarized by the British author, pamphleteer and
revolutionary Thomas Paine in Rights of Man:
ENJOY OUR PROJECT:
Cosmopolitan identity. Our identity.
DO YOU AGREE?
Another world is possible