Strategic Partnership Project( Key action no 2)“ ACTIVE CITIZENSHIP AND ENVIRONMENTAL AWARENESS THROUGH FORMAL AND NON-FORMAL EDUCATION”( ACEAFNE)
each other, tell them not to repeat things that have been mentioned already.
2 / Discussion( 5 minutes): Can you think of a similar situation from our country? If yes, what is it? Does the situation from the story remind you of something you have experienced?
Sources: Coca-Colonization: About Multinational Corporations( not only) in Developing Countries.
( The World in a Shopping Cart). Society For Fair Trade, 2008. Fryer, G., Iles, T. D. The Cichlid Fishes of the Great Lakes of Africa. Edinburgh: Oliver &
Boyd. 1972. Joost Beuving, J.“ Playing pool along the shores of Lake Victoria: Fishermen, careers and capital accumulation in the Ugandan Nile perch business”. Africa 80( 2): 224 – 248. 2010. Kaufman, L.“ Catastrophic Change in Species-Rich Freshwater Ecosystems.“, BioScience
Vol. 42, No. 11, Stability and Change in the Tropics( Dec., 1992), pp. 846-858.
Witte, F.“ Species extinction and concomitant ecological changes in Lake Victoria”. Netherlands Journal of Zoology 42( 2-3): 214 – 232. 1992. ACTIVITY ASSESSMENT 3 / Class summary( 5 minutes) Return to the key words on the board. Start with the story A and ask students what the connection between the words is. This way you will help students who read story B learn more about it. After that, have at least three students say what they wrote in their tables. Students usually find it difficult to use the symbol of minus, as this is not a usual way of reading – it is a critical approach to reading. Although the text talks about a real event, students have space to doubt the information and consider who wrote the text, why and which viewpoint is taken. Therefore, accept any answer they give you and do not comment it. Then repeat the same procedure with the story B.
Show students Lake Victoria and Plachimada on the map. STUDENTS ‟ IMPACT *
� Awareness of the impact of human actions on nature � Enhancing of interest in participating in the environmental protection activities � Active involvement during the curriculum integrated activitie � Shaping active citizenship abilities and skills � Refinement of the independent learning techniques through investigation, selection, presentation � Confidence in own capacity to communicate in the language of the project and refining of linguistic abilities
CONCLUSIONS AS TO THE STUDENTS ‟ BEHAVIOUR, INTEREST, ACTIVITY: The lesson was very interactive, a big weight on the students ´ activity and engagement, real life connections and increasing of the awareness of the global environmental issues. Creativity skills were highly supported.
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