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Activity - Rubric template - Boost for Clil (1)

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Rubric_ Advantages of Standardized Emergency Health Kits - Rúbrica (1)

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Join an activity with your class and find or create your own quizzes and flashcards.

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Lesson plan UPDATED 2022_Raquel Hernández.docx

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Task 2.2. Warming up your lesson plan_Raquel Hernández.docx

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Goal: By the end of this lesson, students will be able to identify and explain the basic needs of people under climate emergencies, as well as evaluate strategies to address those needs, through a variety of learning activities accordint to the different levels of Bloom's Taxonomy.

1. Remembering
- List the basic needs that people require during a climate emergency.

2. Understanding
- Define the concept of climate emergency and how it affects people's basic needs.
- Explain how inadequate supply of basic needs affects health of people in emergency situations.

3. Applying
- Identify examples of how communities have worked to provide basic needs in previous climate emergencies.

4. Analyzing
- Compare different strategies for providing basic needs in climate emergencies.
- Describe the potential limitations of certain strategies to provide basic needs in climate emergencies.

5. Evaluating
- Evaluate the effectiveness of different approaches for providing basic needs in climate emergencies.
- Design new strategies that address the insufficiency of basic needs in climate emergencies considering effectiveness.

6. Creating
- Create a poster or video aimed at increasing awareness in a certain community about the basic needs of people during climate emergencies.

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1. I can provide comprehensible input. I can make sure that the content being taught is delivered at a level that is appropriate for the students. Using visuals, gestures, and other non verbal tips can also help make the content more comprehensible.

2. I can incorporate input-based activities into my lesson plans. For example, I can use reading materials, videos, or audio recordings that are related to the content being taught.

3. I shall create a low-anxiety environment in the classroom. This means creating an atmosphere where students feel comfortable making mistakes.

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1. I can engage students in deeper levels of thinking and encourage them to analyse the content more critically. For example, I can ask students to compare and contrast different aspects of the content, or evaluate the strengths and weaknesses of different arguments presented in the lesson.

2. I can encourage students to apply the content to a real world problem or scenario. For example, I can ask students to solve a problem related to emergency logistics, using the language and concepts learned in the lesson.

3. I can encourage students to create something tangible that demonstrates their understanding of the content. For example, I can ask students to create a project, presentation, or report on a topic related to the lesson.

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1. I can encourage collaborative learning in the classroom. This means that I can create tasks and projects that require students to work in groups so students can share ideas and build on each other's understanding of the content.

2. Scaffolding: I can provide support to students as they learn. This support can come in the form of questions, and explanations that help students build their understanding of the content.

3. I can create realistic tasks. These are tasks that are relevant to the real world and require students to use language and content knowledge in a meaningful way.

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Task 3.1. Supermarket of scaffolding ideas

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Final lesson plan _Raquel Hernández.docx