Methodological Guide on Environmental Sustainability Methodological_Guide | Seite 12

Strategic Partnership Project (Key action no 2)
“ACTIVE CITIZENSHIP AND ENVIRONMENTAL AWARENESS THROUGH FORMAL
AND NON-FORMAL EDUCATION” (ACEAFNE)
Write the key words from the second story on the board.
Big fish, Europe, lake, 250 million, chain
This time ask students to predict in pairs. Remind them that the story is real. After several
minutes provide space for sharing of at least three different versions of the story.
Main activity (20 minutes)
1/ Reading (10 minutes)
Tell students that now they will read about what happened. To make the students work with
the text actively and focus on it better, explain the following method (called I.N.S.E.R.T.)1, which
they will be using. First, copy on the board the following table (or prepare it on a big paper before
the lesson):
√ (tick): information I‟ve known before
+ (plus): new information
- (minus): information which I do not believe or have doubts about
? (question mark): I would like to know more about this
Make it clear to the students that they will underline four different pieces of information (e.g.
a sentence or only a part of a sentence) according to the four symbols in the table. The symbol
should be written next to the underlined information, in the space to the left of the text. Point out
that the students have to use each symbol at least once.
If everything is clear, distribute the texts. Half of the students will be working with story A
(Worksheet No. 1) and the other half with story B (Worksheet No. 2). If possible, distribute the
text so students sitting next to each other will be working with different texts.
While students are reading, circulate and monitor them.
2/ Table into personal journals (5 minutes)
As soon as you see that most of the students have finished, ask each student to copy the
following table in their journal:
√
+
-
?
Their task is to write under each symbol the information they have underlined. However,
they should not copy the exact words from the text but to write sentences using their own words.
This procedure will help them to remember the information and consider it once more.
Give them a time limit of 3 minutes.
Follow-up (10 minutes)
1/ Similarities (5 minutes)
Students discuss in pairs and write into their journals in one minute as many similarities they
can find between the two events.
What do the stories have in common?
Each pair says one thing that they have noted down. To make sure students will listen to
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