3Rs campaign

Welcome to this amazing new learning adventure in which you are going to improve both your English skills and your ICT ones. 

In this project, you are going to create a school campaign to improve recycling habits with your classmates, schoolmates and relatives.

Along with this, you will also learn about how to express intentions and suggestions in English preparing the recycling campaign.

Try to do your best and enjoy your learning process!

imordaf. Recycle (CC0)

In this resource, you will learn about how to implement the 3Rs campaign in your classroom, school and home. You will also think about the way to disseminate your product with your relatives, friends and school classmates and students through the use of QR codes.

Throughout this project, you will be proposed five missions and a final challenge.

There will be some tasks to work individually, but you will have pair or team work in most of them, too.  

Open Educational Resource by EDIA Project - Cedec.
English. Compulsory Secondary Education.
Author: Leonardo Boix Tapia.

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)

Breaking the ice

Your project: general information

The final outcome of this project will be a school campaign in which you will promote recycling habits: what you can do in your classroom, at your school and at home. This project will be dealt with in a collaborative way.

This campaign will be divided in these three places, focused on giving as many ideas and options as possible in order to include good recycling habits. To be able to create it, you will surf and overcome different missions that will help you gain knowledge and acquire strategies to prepare and publish your campaign.

Mikesphotos. Rubbish (CC0)

Know all the details about this project.

It will be really important for the success of this project to follow all the instructions given in each activity, using the Internet and the links as a source of information.

Before starting with your project, there are some points you must check.

Assessment

This project will be evaluated following this pattern:

Your teacher will evaluate the final product (last post in your blog) following the rubric to assess the general product.

Your partners will carry out peer assessment and will grade your collaborative teamwork. The students can generate the different levels or items to evaluate.

Students will self-evaluate the final product using the rubric. 

The teacher will also evaluate how the students have involved in the project or tackled the different missions.

The 'Assessment rubric for the project: 3R's campaign'  will be your reference for the global project.

At the end the project, if the assessment is positive, your teacher can give you a badge. 

Try and do it as well as you can!

Every mission will include a final task to consolidate all the learning. Some of these final tasks will be assessed using the following rubrics:

Breaking the ice: 'Rubric to assess an oral presentation'

Let's start the campaign: 'Rubric to assess a digital poster'

Teams and collaborative work

There will be pair work, team work and individual work. This means that the knowledge will be created by the teacher's explanation, as well as self-investigation and interaction among the partners.

You have to work in teams in order to create your campaign. One of the best points of this project will be to raise awareness of the amount of rubbish we produce and the environmental problems this causes.

Your personal blog

You will also use a blog that will work as your digital portfolio. Each of you must have your own blog. The tutorial 'How to start a blog on blogger' will help you create the blog in a very easy way.

The 'Rubric to assess blog posts' will help you do a great work on your blog.

Along the missions, you'll be asked to make some posts to share and present the project activities. At the end of all of them, you will be asked to design a final post with all the knowledge and products you will have come up with throughout this project.

All your posts in the blog will be identified with the tag "3Rs campaign".

This project is part of a group of projects. If you have learnt through the rest of these projects, use always the same blog. If this is the first time you work on this one, you must create one for your work.

Dissemination

It would be a pity if just the teacher, you and some of your partners enjoyed your final work and your blog. Why don't you use other ways to disseminate your recycling campaign?

Send the blog link to your parents, friends... They will really appreciate what you are doing at school. You will also share your final campaign using QR codes. 

Your teacher will get a Twitter account for the class and will be run by him/her. Tweet what you want to publish promoting your final post and some of the works using the #EDIArecycling hashtag and you can even create one with the name of your group (e.g. #iescedecgroupthekings). Remember: 280 characters including the link and the official hashtag and the one your class has decided for this project. You can also share your QR codes through Twitter. Because of your age, the Twitter account will be run by your teachers, so you will write the tweet and then your teacher will recap all the class tweets in list.ly.

The 'Rubric to assess a tweet will help you create a good tweet.

Is everything clear? If you have any questions, ask your teacher (or your partners). Perhaps they may have suggestions to make your project and work easier and more useful and, at the same time, more complete.

What can be recycled?

To start with this topic, you are going to play and talk a bit with a classmate about which product you would like to advertise. The worksheet 'Things that I can recycle' will help you with this task.

First of all, you need to get familiar with some of the possible things  that can be recycled and that you can make a campaign about. You are going to write down a pair of questions. They are going to be content questions about the possible object to be advertised.

sergioricci. bench-bumper-recycling-2155811 (CC0)

Think about the everyday objects that can be recycled, reused and reduced.

Think about the things that can be recycled

First of all, you need to get familiar with some of the possible products that can be recycled and that you can make your recycling campaign about. You are going to write down a pair of questions. They are going to be content questions about the possible object to be recycled, reused and reduced.

Two websites will help you learn about how to build the questions and the vocabulary about things that can be recycled that you will need. Have a look at them:

'Vocabulary: What can I recycle?'

'My English pages: Wh- questions'

Ask your classmates and make a short presentation about them.

When you have already written the questions, you have to look for the classmates you are going to do the project with and talk to them about these questions. The worksheet 'Things that I can recycle' will help you with this task. You have to ask your classmates about different types of products that can be recycled in each of the categories in the worksheet. You can add your own categories if you want. Remember to register the information into the chart.

Then, your team has to do a short oral information to tell the rest of the class the objects that are now being advertised on media and that you have written down in the worksheet. The 'Rubric to assess an oral presentation' can help you do a great job. You can include your chart and the text of your oral presentation into your blog creating a post. (Don't forget to identify your post with the tag "3Rs campaign").

Disseminating your ideas

Apart from this, if you want, your teacher can disseminate your post using the classroom's Twitter account. For that reason, you have to write down the text of the tweet for the teacher. Remember: 

You can use up to 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIArecycling

The 'Rubric to assess a tweet' will help you know how to do a great job with the tweet.

Before posting your text, you must ask one of your classmates in another team to check your work and make any suggestions or corrections he or she can think of. You must do the same task with at least one of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

With this task, we have learnt and dealt with lots of vocabulary about objects and also you have also known more details about your classmates.

Learning Diary

Peter O'Shea. Writing tools (CC BY)

You are going to start creating your Learning Diary. It will help you reflect on what you are learning and most important: what the best way for learning is.

You have to open a Google Document or a text document with the title '3Rs campaign'. This is going to be your 'Learning Diary'.

Then, you'll create the first section, called "Project 3Rs campaing".

Feedback

In this first section, you will reflect about your learning process using and answering some questions. So, read them carefully, and try to answer them individually in your document:

What is going to be your final outcome?

Do you know how are you going to be assessed?

Who is in your classroom team?

What do you expect to learn after the first mission? And at the end of the whole project?

What doubts do you have at the beginning of this project?

What ideas or suggestions do you have to improve the outcome of this mission?

It would be great if you also shared these feelings and thoughts with your classmates. You will have some minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

Let's start the campaign

Let's start the campaign!

At the end of this mission, you will have thought about what recycling routines you already do at home.

You will also work the listening and writing skills.

Kevin Dooley. Recycle Reduce Reuse (CC BY)

To introduce the topic, you are going to start doing a listening about "Recycling".

In the listening 'Eco Tips' , there is a short conversation in which Steven, a student from Costa Rica, talks with Rachel about how he tries to help the environment. 

There are also some questions to check your comprehension. You can answer these questions in pairs and then you can add the result in your learning diary. 

What do you already know about recycling?

Nowadays, our society is aware about the importance of recycling at all levels and places. Are you aware of this? Let's see:

What do you already do to recycle at home?

Do you recycle anything in your bedroom?

How many different  products or objects do you recycle?

Fortunately, you have heard about how important recycling is and you probably have some kind or recycling routine at home already.

Your final mission will be to create a digital poster or a short video about what do you already recycle at home and your recycling routines. The 'Rubric to assess a digital poster'  will help you know how to do a great job.

adege. pear-2264962_640 (CC0)

Your purpose in this mission is to know how much do you know about recycling and how much do you already recycle. 

Steps for your mission

Previous investigation

Some  websites will help you with your investigation and will give you some ideas about the possible objects or recycling routines that you can include in your presentation/video:  

'Going green' : watch the video and get ideas about the 3Rs'

'Interactive website: Recycling for kids'

What I already know about recycling

From the previous information, decide what recycling habits you already have and create a poster or a video with the following information:

List of objects & things you recycle at home

Photos of these objects

Have you got different recycling bins?

Who can use them? Do your relatives recycle too?

How often do you use them?

We can create a digital poster or if you prefer a video. In order to create the poster or the video you can choose from among some of the following digital tools: 

Piktochart

Easel.ly

Genial.ly

WeVideo

Your final mission will be to create that final poster. It must be attractive and clear. Remember to include at some pictures of the things you usually recycle. Don't forget that the 'Rubric to assess a digital poster'  will help you know how to do a great job.

Dissemination

You can also include the poster or video into your blog. 

Don't forget to identify the post with the tag "What I already know about recycling".

Your teacher can spread your post using the classroom's Twitter account. Before publishing it, you have to write it down for the teacher. Remember: 

You can use 280 characters.

You have to include the link to your post. 

Use the hashtag of the project: #EDIArecycling

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Before posting your post, ask your colleagues to check your work and make suggestions to improve it, make corrections... You must do the same task with some of your mates' outcomes, too. You don´t have to get discouraged because making mistakes is obviously a good way to learn!

With this task, you have focused on what you already knew about recycling and your recycling routines at home. This will be very useful for your final task. What's more, your poster or video could include, for example, some information about how your town/city recycles the waste its citizens produce. 

Learning Diary

Peter O'Shea. Writing tools (CC BY)

After having reflected on these environmentally-friendly attitudes, it's time to continue with your Learning Diary.

Go back to the document you opened in the previous mission as a Learning Diary.

Below your previous writing, you have to create a new section entitled: 'Let's start the campaign!'.

Feedback

You will reflect about your learning using and answering some questions:

Which task have you done in the group? What is its relationship with the project? 

Include the link to the video or presentation you have created.

What resources have you used?

What were the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Is there anything you did not understand completely?

How are you working as a group? How can it be improved?

It would be great if you also shared these feelings and thoughts with your classmates orally. You will have some minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

What can you do in your classroom?

Preparing my campaign!

At the end of this mission, you will be able to talk about the different places where you are going to make your campaign: in your classroom, at syour school and at home.

You will work the writing and speaking skills.

MarieMLH. cartons-269793_640 (CC0)

Writing a text with some previous ideas

You have to create a short text with at least three ideas to recycle that you already do or can start doing: 

Imagine all the possible actions you can do to recycle in these three places: classroom, school and home.

Write your ideas and choose the best ones.

Create your text in pairs or groups and hand it to your teacher. Choose the most appropriate for your case. The teacher will help you improve your expression in English.

Maybe you could also ask your classmates, parents, brothers and sisters... They could give you some more ideas about this topic.

What can you recycle in your classroom?

Let's start your work with your output. Along this mission your objective is to design what you will include in your first section: recycling in your classroom.

Your final mission will be to compose some text with the measures and things that you are going to recycle in your classroom. Then, you will start a padlet.

bluebudgie. bin-2272721_640.jpg (CC0)

Steps for your mission

Previous investigation

Decide which three actions you can do to recycle in your classroom. These actions must be something that you can easily do everyday and throughout the school year. Remember that your recycling recommendations have to be followed by all classmates. Ask other people about their opinion. Maybe your classmates and relatives can help you with this task.

In order to explain the things you are going to do in class to recycle and reuse materials, you will need to 'review how to use 'going to' in English. After learning about this structure in English, you may need to practice with some exercises. Your teacher can help you choose the most adequate for you. 

Creating the text for the recycling campaign

Remember that you have to create a padlet to show and publish you recycling campaign:

So, you will have to create at least three different posts in your padlet: one for the classroom, one for the school and one for your home. In all cases, you have to show your commitment in doing these actions that you have to use 'going to' to express them. Try to be creative. In the padlet you can also use images or videos that can exemplify your ideas. 

Dissemination

You can include the text you have created about the measures to increase recycling in the classroom into your blog. 

Don't forget to identify the post with the tag "Recycling in the classroom".

If you want, your teacher can disseminate your post using the classroom's Twitter account. For that purpose, you have to write down the tweet for the teacher. Remember: 

You can use only 280 characters.

Include the link to your post. 

Use the hashtag of the project: #EDIArecycling

The 'Rubric to assess a tweet' will help you know how to do a great job. 

Before posting your text, you should also ask another classmate to check your work and make suggestions or corrections. You must do the same work with some of your mates' outcomes, too. And remember that you don't have to get discouraged because making mistakes is a good way to learn!

With this task you have thought and written what your ideas to recycle in the classroom are.

Learning Diary

Peter O'Shea. Writing tools (CC BY)

It's time to continue with your Learning Diary. Remember it helps you reflect on what you are learning and most important: what the best way for learning is.

Let's go back to the document we opened in the previous mission as a Learning Diary. Below your previous writing you will create a new section entitled: 'How can we recycle in the classroom?'.

Feedback

You will reflect about your learning process using the following questions:

Which task have you done in the group in this mission? What is its relationship with the project? 

Include the link to your padlet.

What resources have you used?

What were the most difficult aspects?

What tool was the most difficult for you to work with? Is padlet difficult to use for you?

What do you think is the most important aspect you have learnt?

Is there anything you did not fully understand?

How are you working as a group? How can it be improved?

It would be great if you shared these feelings and thoughts with your classmates. You will have some minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

What can you do at school?

The whole school recycles

At the end of this mission, you will be able to add to your padlet some recycling measures your whole school can do to improve reusing and recycling.

You will work the writing and speaking skills.

MaddieMillion. People (CC0)

Think about what your school can do to recycle and explain ideas and measures.

Now, you have to add some more measures to implement in your school throughout this school year to improve how the community recycles, reuses and reduces the waste it produces. 

You have to think of different actions all classrooms in your school can do everyday to promote recycling on a large scale.

Then, you have to decide which are the most useful and easy to carry on and add them to your 'padlet'. 

Finally, each of you will have to explain those actions to one of your classmates orally.

Remember: the campaign can work better if you write recommendations that all groups and all ages can do easily in their daily routine.

Recycling in schools

When you plan to define a recycling plan in a whole school, it does not have to be something boring, but instead, you have to promote the recycling routines in your school as something funny.

So, this is the moment to write down your recommendations for recycling at your school. If you need more ideas about recycling at your school, you can also visit the website Recycling in schools. 

efes. mulltonnen-1666069_640 (CC0)

Your final product for this mission will be to write down at least five recommendations all classrooms at your school can do in order to save energy, recycle, reuse and reduce waste. Remember that all these recommendations will be added to your team padlet.

Steps for your mission

Previous investigation

You need to learn how to express recommendations in English in order to suggest some changes in their daily routines.

The main purpose of this mission is to write down at least five recommendations for the rest of students at your school. If you need further ideas about what can be done at school, take a look at United States Environmental Protection Agency website where you will obtain some more recommendations. 

Creating the sentences

Read carefully the information from these websites and write down the recommendations:

Should / Shouldn't in English

Exercises on should / shouldn't

You can also play a Kahoot game  (you can play as guests) to check if you have fully understood how to make recommendations with 'should/shouldn't'. If you need further information about how to play with kahoot, learn with a tutorial.

Dissemination

Your final product for this mission will be to write down at least five recommendations to improve the 3Rs in your school. Remember that these sentences must be clear and appealing and try to make them as funny as possible. 

You can include these sentences into you blog. You must remember to identify your post with the tag "What can we do at school?"

Remember to include the link to your padlet, so as to share it with your teacher and classmates.

If you want, your teacher can spread your post using the Twitter account of the classroom. For that reason, you have to write down the tweet for the teacher. Remember:

we can use 280 characters.

Include your blog's link to your post.

Use the hashtag of the project: #EDIArecycling

The 'Rubric to assess a tweet'  will help us know how to do a great job.

Before posting your text, you should ask your classmates to check your work and make suggestions, corrections.etc. You have to do the same work with some of your mates' outcomes, too. And remember not to get discouraged because making mistakes is a very good way to learn!

Raising an environmentally friendly attitude is the best way to implement the 3Rs in your school. Don't forget all the things you have learnt in this mission.

Learning Diary

Peter O'Shea. Writing tools (CC BY)

It's time to continue with your Learning Diary. Remember it helps you reflect on what you are learning and most important: what the best way for learning is.

Go back to the document you opened in the previous mission as a Learning Diary. Below your previous writing, you will create a new section entitled: "What can we do at school?".

Feedback

You will have to reflect on your learning process using the following questions:

Which task have you done in the group in this mission? What is its relationship with the project? 

Include the link to the sentences you have created for the padlet.

What resources have you used?

What were the most difficult aspects?

What tool was the most difficult for you to work with? Is padlet getting easier?

What do you think is the most important aspect you have learnt?

Is there anything you did not fully understand?

How are you working as a group? How can it be improved?

It would be great if you shared these feelings and thoughts with your classmates. You will have some minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

What can you do at home?

Why don't you also recycle at home?

At the end of this mission, you will be able to share your 3Rs campaign with the rest of the classmates, school and relatives. 

You will work the writing, speaking and reading skills.

Mikesphotos. House (CC0)

Reading about the World Water Day

In this project, you have focused on the 3Rs: recycle, reduce and reuse materials and save energy at school and at home.

Another important aspect that you have to take into account when raising awareness about saving, is the special care you must have with water.

In this case, you have to do these reading activities to get in touch with this important aspect of your lives: World Water Day.

And at home?

Remember that at this stage, your team has decided some actions that can be done in your classroom and at school. But, what about at home? What actions can we do in order to save energy, recycle, reduce and reuse materials? Now, it is the turn to think about what can you do at home. If you need some ideas about what can you do to recycle at home, remember to visit the website 11 ideas for easier recycling at home. 

So, as a final mission of this project we are going to add some more ideas to your padlet about recycling at home. When you finish your padlet, you will create a QR code with it to show why your campaign is the best to learn about the 3Rs. To generate your QR code, use a code generator using the URL of your padlet.

geralt. Hands (CC0)

Your final product for this mission will be add some more ideas to your padlet about recycling. The 'Rubric to assess the project: 3Rs campaign' will guide you to know how to do a great job.

Resources and guides for this mission:

Contents of your padlet

The padlet should include:

Post about:

Things that can be recycled and actions that you are going to do in your classroom.

The recommendations you are going to make for the whole school to implement the 3Rs.

The actions you can easily do at home to improve recycling, reusing, reducing and saving energy.

You can also add a motto to make your campaign easier to remember:

It has to be short and a good summary of your campaign.

It has to be easy to remember.

Ideas and tools

Some points you should consider to create a good padlet are:

Clear and short messages in each post of your padlet.

Good pictures in each post.

Attractive design and three sections that can be clearly distinguished.

Important to say why you think your campaign is going to be the best.

The final post with your padlet and the QR code.

Your final product for this mission will be to create the post to include your padlet. These points can help you remember all the information we should include in your post.

An explanation about the task.

Embed the padlet with your QR code.

The link to your Learning Diary.

A short reflection about what you have learnt and how you have learnt it.

Don't forget to identify your post with the tag "Project: 3Rs campaign".

If you want, your teacher can spread your post using the Twitter account of the classroom. For that reason, you have to write down the tweet for the teacher. Remember:

You can use 280 characters.

Include the link to your post.

Use the hashtag of the project: #EDIArecycling

The 'Rubric to assess a tweet' will help you know how to do a great job.

Before posting your text, let's ask your colleagues to check your work and make suggestions, corrections. You have to do the same work with some of your mates' outcomes, too. Don't be afraid. Making mistakes is a good way to learn!

Organizing and sharing

Now it's time to share and disseminate your 3Rs campaign using the QR codes.  Along the project you have published different posts in your digital portfolio.

As a summary, you will create a complete post (digital portfolio) in your blog with a reflection about what you have learnt along this project.

You are invited to make a public presentation of your videos and of course, a special work with social networks.

You can also print more QR codes of all your padlets and share them at school.

You can also ask your local authorities to share the QR codes in authorised public places in your town for everybody to learn about what they can do with their waste. 

PublicDomainPictures . Transfer (CC0)

Steps for this mission

Creating the post

The following items will guide you to create the post (Don't forget to identify your post with the tag "Project:3Rs campaign"):

Main vocabulary of the project.

Grammar reference.

All the activities related with the topic.

Final outcome of the project: The padlet and the QR code.

A good idea would be to include the links to all the posts you have created along the whole project.You can also include the link to your Learning Diary.

Public presentation

You are invited to make a public presentation of your padlets. Don't you think it could be a great activity to organize an event at your school/classroom?

Teachers, students, parents and maybe other people could know what you have been doing and value all your effort.

Each group must introduce the posters. The resource 'Linking words: Sequence' will help you with general sentences to prepare your speech.

The 'Rubric to assess an oral presentation' will help you know how to do a great job.

Dissemination

Now it is time to disseminate your final post through the social networks. Remember to use classroom's Twitter account run by your teacher. So it is time for you to create a tweet to disseminate your post. It will be published through the class account. Remember:

You can use up to 280 characters.

Include the link to your post, your padlet and the QR code.

Use the hashtag of the project: #EDIArecycling

The 'Rubric to assess a tweet' will help you know how to do a great job.

Learning Diary: final evaluation

Peter O'Shea. Writing tools (CC BY)

You have finished the project, but there is a very important aspect to focus on now: you will assess all the work you have done. It is very easy; you are going to think on everything you have learnt and how you have learnt it: you have to think on all the missions you have crafted.

What's more, if the final assessment is positive, your teacher will give you a badge recognizing this effort that you can include in your Learning Diary. By doing so, you will be awarded an accomplishment badge by your teacher who will be able to create them using this website.

You will create a new section entitled: "Checking the project 3Rs campaing".

Feedback

At this point, it could very useful for each of you to focus on these questions:

What final task have you done?

What have you learnt?

Knowledge

Skills

Values & Principles

How have you learnt?

What tasks and activities have you carried out?

What has been the most original in your opinion?

What has been the easiest tasks? And the most difficult? Why?

How has my team worked? What could be improved?

Do you like this way of working in the English subject? Why?

What do you think that can be improved in other projects? What do you think that has to remain the same?

Did you have the same difficulties as your classmates in the accomplishment of the missions?

Which missions did you find the most difficult to carry out?

Has collaborative work been a positive experience to you? Why / why not?

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- Didactic Guidelines -

Didactic proposal

This open educational resource entitled 3Rs Campaign is based on the curriculum of English as a foreign language and it is aimed at students of the 1st year of compulsory secondary education. However, it can be implemented on other levels,. As a teacher, you can adapt or modify its contents. Likewise, feel free to use the whole resource or just the sections that best fit your teaching demands.  

The main topic of this resource will make easy to apply the grammar and vocabulary content to a real situation: creating a school campaign to improve recycling habits with your classmates, schoolmates and relatives.

Here, students will learn  and practice contents, procedures and attitudes related to the basic knowledge areas  of communication, multilingualism and intercultural values.

Download the Didactic Proposal in editable format or in pdf.

By working on this resource, students will face some individual activities, but also some collaborative  tasks  and a final project in which they will use all their knowledge and will demonstrate how able they are to develop and consolidate some specific and key competences  in several  learning situations very similar to those in which people may get involved in real life.

This project is part of a set of projects entitled "English in my daily life'"which is based on the curriculum for the 1st year of compulsory secondary education.

The following objectives have been considered in the design of this project:

to learn while working on a project.

to encourage collaborative work, since most assignments require information sharing and interaction with other students.

to foster students' self-learning process by using IT resources.

to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge : create a school campaign to improve recycling habits with your classmates, schoolmates and relatives. Within this learning scenario, relevant language contents can be practised and a wide range of tasks is presented so that students are encouraged to practise and improve the linguistic skills required for their final output.

This unit starts with the Breaking the ice section in which students are going to focus their attention into the project and how it will work. By using a Thinking routine students and teachers will identify the previous knowledge. Then students will start working with questions and set the beginning of their Learning Diary.

Let's start the campaign. In this section, students will focus their attention on the recycling habits at home. They will record a video in which they are going to explain the recycling routines at home. 

What can you do in your classroom? presents mainly the vocabulary and grammar necessary to write down a text with the main measures and things they will be able to take and recycle in the classroom.

What can you do in your school? provides students the oportunity of thinking the best ideas about how to improve recycling into their classroom. Students will post their ideas into a padlet to be shared with all their partners. 

Finally, the What can you do at home? section offers the student the final challenge in which students will show how much they have learnt about the topic. They will have to post ideasto continue recycling at home and promoting this with their relatives, also they are going to organize all the information to share their final campaign.

Curricular Framework

Competencias clave

Competencia en comunicación lingüística (CCL) 

Competencia Plurilingüe (CP)

Competencia en conciencia y expresiones culturales (CEC) 

Competencia digital (CD) 

Competencia personal, social y de aprender a aprender (CPSAA) 

Competencia ciudadana (CC) 

Competencia emprendedora (CE)

Competencias específicas y criterios de evaluación

Competencia específica 1: Comprender e interpretar el sentido general y los detalles más relevantes de textos expresados de forma clara y en la lengua estándar, buscando fuentes fiables y haciendo uso de estrategias como la inferencia de significados, para responder a necesidades comunicativas concretas.

Criterios de evaluación
1.1 Interpretar y analizar el sentido global y la información específica y explícita de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos, de relevancia personal y próximos a la experiencia del alumnado, propios de los ámbitos de las relaciones interpersonales, del aprendizaje, de los medios de comunicación y de la ficción expresados de forma clara y en la lengua estándar a través de diversos soportes.

1.2 Seleccionar, organizar y aplicar de forma guiada las estrategias y conocimientos más adecuados en situaciones comunicativas cotidianas para comprender el sentido general, la información esencial y los detalles más relevantes de los textos; interpretar elementos no verbales; y buscar y seleccionar información.

Competencia específica 2: Producir textos originales, de extensión media, sencillos y con una organización clara, usando estrategias tales como la planificación, la compensación o la autorreparación, para expresar de forma creativa, adecuada y coherente mensajes relevantes y responder a propósitos comunicativos concretos.

Criterios de evaluación

2.1 Expresar oralmente textos breves, sencillos, estructurados, comprensibles y adecuados a la situación comunicativa sobre asuntos cotidianos y frecuentes, de relevancia para el alumnado, con el fin de describir, narrar e informar sobre temas concretos, en diferentes soportes, utilizando de forma guiada recursos verbales y no verbales, así como estrategias de planificación y control de la producción.

2.2 Organizar y redactar textos breves y comprensibles con aceptable claridad, coherencia, cohesión y adecuación a la situación comunicativa propuesta, siguiendo pautas establecidas, a través de herramientas analógicas y digitales, sobre asuntos cotidianos y frecuentes de relevancia para el alumnado y próximos a su experiencia.

2.3 Seleccionar, organizar y aplicar de forma guiada conocimientos y estrategias para planificar, producir y revisar textos comprensibles, coherentes y adecuados a las intenciones comunicativas, a las características contextuales y a la tipología textual, usando con ayuda los recursos físicos o digitales más adecuados en función de la tarea y las necesidades de cada momento, teniendo en cuenta la personas a quienes va dirigido el texto.

Competencia específica 3: Interactuar con otras personas con creciente autonomía, usando estrategias de cooperación y empleando recursos analógicos y digitales, para responder a propósitos comunicativos concretos en intercambios respetuosos con las normas de cortesía.

Criterios de evaluación

3.1 Planificar y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a la experiencia del alumnado, a través de diversos soportes, apoyándose en recursos tales como la repetición, el ritmo pausado o el lenguaje no verbal, y mostrando empatía y respeto por la cortesía lingüística y la etiquetadigital, así como por las diferentes necesidades, ideas, inquietudes, iniciativas y motivaciones de los interlocutores e interlocutoras.

3.2 Seleccionar, organizar y utilizar, de forma guiada y en entornos próximos, estrategias adecuadas para iniciar, mantener y terminar la comunicación; tomar y ceder la palabra; y solicitar y formular aclaraciones y explicaciones.

Competencia específica 4: Mediar en situaciones cotidianas entre distintas lenguas, usando estrategias y conocimientos sencillos orientados a explicar conceptos o simplificar mensajes, para transmitir información de manera eficaz, clara y responsable.

Criterios de evaluación

4.1 Inferir y explicar textos, conceptos y comunicaciones breves y sencillas en situaciones en las que atender a la diversidad, mostrando respeto y empatía por interlocutores e interlocutoras y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en el entorno próximo, apoyándose en diversos recursos y soportes.

4.2. Aplicar, de forma guiada, estrategias que ayuden a crear puentes y faciliten la comprensión y producción de información y la comunicación, adecuadas a las intenciones comunicativas, usando recursos y apoyos físicos o digitales en función de las necesidades de cada momento.

Competencia específica 5: Ampliar y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando de forma crítica sobre su funcionamiento y tomando conciencia de las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas.

Criterios de evaluación

5.1 Comparar y contrastar las semejanzas y diferencias entre distintas lenguas reflexionando de manera progresivamente autónoma sobre su funcionamiento.

5.2 Utilizar y diferenciar los conocimientos y estrategias de mejora de la capacidad de comunicar y de aprender la lengua extranjera con apoyo de otros participantes y de soportes analógicos y digitales.

5.3 Identificar y registrar, siguiendo modelos, los progresos y dificultades de aprendizaje de la lengua extranjera, seleccionando de forma guiada las estrategias más eficaces para superar esas dificultades y progresar en el aprendizaje, realizando actividades de autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, haciendo esos progresos y dificultades explícitos y compartiéndolos.

Competencia específica 6: Valorar críticamente y adecuarse a la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y compartiendo las semejanzas y las diferencias entre lenguas y culturas, para actuar de forma empática y respetuosa en situaciones interculturales.

Criterios de evaluación

6.2 Aceptar y adecuarse a la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera, reconociéndola como fuente de enriquecimiento personal y mostrando interés por compartir elementos culturales y lingüísticos que fomenten la sostenibilidad y la democracia.

Saberes básicos

A. Comunicación

Autoconfianza. El error como instrumento de mejora y propuesta de reparación.

Estrategias básicas para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales.

Conocimientos, destrezas y actitudes que permitan detectar y colaborar en actividades de mediación en situaciones cotidianas sencillas.

Funciones comunicativas básicas adecuadas al ámbito y al contexto comunicativo: saludar, despedirse, presentar y presentarse; describir personas, objetos y lugares; situar eventos en el tiempo; situar objetos, personas y lugares en el espacio; pedir e intercambiar información sobre cuestiones cotidianas; dar y pedir instrucciones y órdenes; ofrecer, aceptar y rechazar ayuda, proposiciones o sugerencias; expresar parcialmente el gusto o el interés y emociones básicas; narrar acontecimientos pasados, describir situaciones presentes y enunciar sucesos futuros; expresar la opinión, la posibilidad, la capacidad, la obligación y la prohibición.

Modelos contextuales y géneros discursivos básicos en la comprensión, producción y coproducción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios: características y reconocimiento del contexto (participantes y situación), expectativas generadas por el contexto; organización y estructuración según el género y la función textual.

Unidades lingüísticas básicas y significados asociados a dichas unidades tales como la expresión de la entidad y sus propiedades, cantidad y cualidad, el espacio y las relaciones espaciales, el tiempo y las relaciones temporales, la afirmación, la negación, la interrogación y la exclamación, relaciones lógicas básicas.

Léxico de uso común y de interés para el alumnado relativo a identificación personal, relaciones interpersonales, lugares y entornos cercanos, ocio y tiempo libre, vida cotidiana, salud y actividad física, vivienda y hogar, clima y entorno natural, tecnologías de la información y la comunicación.

Patrones sonoros, acentuales, rítmicos y de entonación básicos, y significados e intenciones comunicativas generales asociadas a dichos patrones.

Convenciones ortográficas básicas y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos.

Convenciones y estrategias conversacionales básicas, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, etc.

Recursos para el aprendizaje y estrategias básicas de búsqueda de información: diccionarios, libros de consulta, bibliotecas, recursos digitales e informáticos, etc.

Identificación de la autoría de las fuentes consultadas y los contenidos utilizados.

Herramientas analógicas y digitales básicas para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas, etc.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera.

B. Plurilingüismo

Estrategias y técnicas para responder eficazmente a una necesidad comunicativa básica y concreta de forma comprensible, a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.

Estrategias básicas para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.

Estrategias y herramientas básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas.

Léxico y expresiones de uso común para comprender enunciados sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).

C. Interculturalidad

La lengua extranjera como medio de comunicación interpersonal e internacional, como fuente de información y como herramienta para el enriquecimiento personal.

Interés e iniciativa en la realización de intercambios comunicativos a través de diferentes medios con hablantes o estudiantes de la lengua extranjera.

Aspectos socioculturales y sociolingüísticos básicos relativos a la vida cotidiana, las condiciones de vida y las relaciones interpersonales; convenciones sociales básicas; lenguaje no verbal, cortesía lingüística y etiqueta digital; cultura, costumbres y valores propios de países donde se habla la lengua extranjera.

Estrategias básicas para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos.

Estrategias básicas de detección y actuación ante usos discriminatorios del lenguaje verbal y no verbal.

Breaking the ice

Let's start the campaign!

What can you do in your classroom?

What can you do at your school?

What can you do at home?

CCL
X
X
X
X
X

CP
X
X
X
X
X

STEM

X

CD
X
X
X
X
X

CPSAA
X
X
X
X
X

CC

X
X
X

CE

X
X
X
X

CCEC
X

Competencia en comunicación lingüística (CCL), Competencia plurilingüe (CP), Competencia matemática, ciencia, tecnología, ingeniería (STEAM), Competencia digital (CD), Competencia personal, social y de aprender a aprender (CPSAA), Competencia ciudadana(CC), Competencia emprendedora (CE), Competencia en conciencia y expresión culturales (CCEC)

Learning Path

Section

Objectives

Sessions

Breaking the ice

Have a general idea about the topic.

Create content questions to talk with a classmate.

 2 sessions

Let's start the campaign

The students should be able to think about what recycling routines you alredy have at home.

They will work on listening and writing skills.

2 Sessions

What can you do in your classroom?

The students should be able to talk about the different places where you are going to make your campaign: in your classroom, at your school and at home.

They will work on writing and speaking skills. 

 2 sessions

What can you do at your school?

The students should be able to add to your padlet some recycling measures your whole school can do to improve reusing and recycling.

They will work on writing and speaking skills.

2 sessions

What can you do at home?

 The students should be able to share your 3Rs campaign with the rest of the classmates, school and relatives.

They will work on writing, reading and speaking skills.

 2 sessions

By the nature of the resource topic, the English teacher can work in collaboration with teachers of other didactic departments to coordinate the students' tasks.

Biology. The teacher giving this subject can show the students the benefits for the environment of recycling process. 

Physics and Chemistry. The teacher can offer the students the opportunity of knowing what happen with all the recycling materials when they go into the factories, specially the plastic. 

Information and Communication Technology. The IT teacher can take part by helping students with the different apps and digital tools they are going to use. 

Last, but not least,  students can study the grammar structures and key vocabulary of the English subject and compare them with those in their mother tongue. This way, they will be able to reflect on both languages and will be able to understand better how they work. It will be good also to be taught about how to speaking in public. 

Assessment

Teachers can use different tools to evaluate students' performance throughout their learning process. Likewise, students, will be able to self-assess their work. The evaluation will be formative and it will take place at the stages listed below. The assessment should be formative, it looks continuously to improve the learning process of the student. By working on this way the teacher will help on what, how, when and how much the students are learning. After that, it would be possible to adjust the lesson activities, the resources or the strategies in order to achieve better resources. 

At the beginning of the resource

Teachers can assess their students' previous knowledge about cities and their different part, also about the interest of the topic by using the thinking routine ate the beginning. Teachers should inform students about the project rubric so that they know how their work will be assessed.

During the process

Teachers will assess their students'work by observation in class and, also, using a rubric for each of the tasks they are required to do

Students will be also able to assess their own learning process by completing a learning diary  with which they can reflect on how well they are  doing.

Do not forget that the digital portfolio that students will create to publish and share their tasks and final challenge can also be used by teachers as an assessing tool.  

At the end of the process

This resource includes a project rubric that includes  the necessary items for teachers to check to what extent students are able to achieve the required learning objectives.

This final rubric can be use also for student to do the self - assessment or peer assessment to check their partners final product. 

Tips for teachers

As a teacher, you may feel free to use the entire resource or just the sections that best match your teaching demands and the real conditions of your class group. Notwithstanding, if you decide to use this resource in its totality, we recommend that you consider the guidelines below before your students start working on the contents.

Info about structure & contents

Make sure your students know about the different tasks and the final challenge  they will be carrying out. You can devote one or two lessons to clarify the different stages throughout the resource and the tools which students are required to use to produce their work. As much as you work this aspect, the best you will develop autonomy in work of your students. 

Assessment info

Raise students' awareness about how and what you will consider to evaluate their work. Focus their attention on the rubrics of the different tasks and of the final challenge so that they get to know about the way their performance will be assessed.

Encourage students to use their learnig diary so that they can reflect on how well they are performing in their learning process. If you read it on a daily basis and comment with the student, they will find the importance of it. 

Info about tools

Clearly, this resource fosters the use of digital devices and includes a wide range of apps to produce and share the students' outputs. However, in case that your students or school suffer from a digital divide , we encourage you to use this resource as a guide and  make students work in an analogue way by using cardboards instead of digital posters, notebooks as learning diaries or your class notice board, which can be used to publish and share your pupils' work.

Also it will be great, in case you want to work following this digital project, to let the students to investigate the different tools and look for videotutorials. If they find useful, they can share with their mates. 

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Title | 3R's campaign | English in my daily life
Coordination | Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios (Cedec)
Authorship | Leonardo Boix Tàpia 
License | Creative Commons BY-SA 4.0

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Information on licensing and use

This open educational resource has got a CC BY-SA license and therefore it can be used, downloaded, modified and adapted, as long as the name of the creator is provided, and in case of being transformed and publishing a new version, it must be done under the same CC BY-SA license as the original.

The following text can be used to acknowledge authorship in case of modification of the resource:

This material is an adaptation of the original resource "3Rs campaign"" from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

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Creado con eXeLearning (Ventana nueva)