Good to know!
Depending on the students pre-knowledge about filming and editing a movie, the students might need support from an expert.
Depending on the students pre-knowledge about how to create a flyer and how a flyers can look like, the students might need support and have and open discussion about it.
Depending on the students pre-knowledge about how to create a mindmap, the students might need support in how to think and what to look for.
A further way of getting the students engaged about the subject is to invite a scientist who can talk about the subject and answering questions from the students.
This WebQuest is connected to English, Geography and Biology.
The teachers role is to support and guide the students through the project.
Regular feedback should be given in a formative way.
Videos to discuss (for e.g. as an introduction)
Through teaching, pupils should be given the opportunity to develop all-round communicative skills. These skills involve understanding spoken and written English, being able to formulate one’s thinking and interact with others in the spoken and written language, and the ability to adapt use of language to different situations, purposes and recipients Communication skills also cover confidence in using the language and the ability to use different strategies to support communication and solve problems when language skills by themselves are not sufficient.
In order to deal with spoken language and texts, pupils should be given the opportunity to develop their skills in relating content to their own experiences, living conditions and interests.
Teaching should help pupils to develop their skills in searching for, evaluating, choosing and assimilating the content of spoken language and texts from different sources. They should also be equipped to be able to use different tools for learning, understanding, being creative and communicating.
Through teaching, pupils should develop knowledge about how people, society and nature interact and the consequences of this on nature and people’s living conditions.
Content of communication
• Subject areas that are familiar to the pupils.
• Daily situations, places
• Views, feelings
• Daily life, ways of living and social relations in different contexts [...].
Listening and reading:
• Clearly spoken English and texts from various media.
• Oral and written instructions and descriptions.
• Strategies to understand key words and context in spoken language and texts, for example, by adapting listening and reading to the form and content of communications
• Different ways of searching for and choosing texts and spoken English from the Internet and other media.
Speaking, writing and discussing – production and interaction
• Presentations, instruction
• Language strategies to understand and make oneself understood when language skills are lacking, such as through reformulations.
• Language strategies to participate in and contribute to discussions, such as questions, and phrases and expressions to confirm understanding.
• The Earth’s natural resources, such as water […]. The importance of water […]
• How choices and priorities in everyday life can impact the environment and contribute to sustainable development.
• People’s dependence on and the impact on nature and what this means for sustainable development.
• Nature as a resource for recreation and experiences and what responsibilities we have when using it.
Bo Lundahl 2014
We recomend to let the students have a notebook that will work as a helpful tool to both students and teachers.
The students will use it as a reminder of their new knowledge and how the group is collaborating.
The teacher will use it as a tool to see how the groupmembers collaborate and if there is something he or she can supports the group with.