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https://www.youtube.com/watch?v=y5gFI3pMvoI (water cycle) https://www.youtube.com/watch?v=r75NL3gN5yU (Carbon Cycle) https://www.youtube.com/watch?v=HOpRT8BRGtk (nitrogen cycle) https://www.youtube.com/watch?v=mUVX5rg1E0I (oxygen cycle)
Type of Product
- Diagrams and graphs
Language Skills Developed
Transferable/Scientific Skills Developed
Students will be tasked with verifying an existing theory, they will be asked to analyse, summarise the material. They will develop the following skills: -intelectual skills including problem solving, organization and planning -technicak skills: creatice, work related -personal skills: time management, responsibility, discipline, self-confidence.
The general aim of this lesson is to deepen students’ knowledge in biology and chemistry on the issue of the biogeochemical cycles.
Linguistic aims of the language will be included: grammar, vocabulary, spelling. By the end of the lesson, students will be better able to understand and use the present simple and present simple passive. Besides, this lesson aims at helping students to develop listening and writing skills as well as the ability to comment the graphs and express their opinion.
Students can work on their own pace and progress independently.
This task is aimed at students of 16-17 years old.
Level of competence in English (CEFR): B2.
Time required to complete the task is 1.5-2 hours.
At the very beginning students examine the Water Cycle Examples (video material, the diagram and write-up). It is important to point out that the diagram takes up the entire page and that there are small pictures that show what each step is. Also, it should be focused on the fact that the diagram is a complete, closed cycle, all steps are included and it does not have a start or finish. Students have to read over the hints that are given about the assignment.
After the example of water cycle has been analysed carefully, students have to choose 1 cycle out of 3: carbon cycle, nitrogen cycle or oxygen cycle to do the same acticities as they were done with a water cycle in the example. To make it clear, the steps are as follows:
1. watching video
2. drawing the graph
3. writing a description of the graph
4.writing a list of the key terms
Students will expand their knowledge on ecosystem recycles: biomass, water, carbon, oxygen, nitrogen, etc. Students will give definitions for terms involved in the cycle (i.e. evaporation, condensation, precipitation, etc.). ISTE Standards for students: Empowered Learner Weakness: requires internet access and electronic devices. Pedagogical values: self-directed learning, language development across the curriculum.
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