PROYECTO DE PARTICIPACIN I E S RAMN MENNDEZ

PROYECTO DE PARTICIPACIÓN • I. E. S. RAMÓN MENÉNDEZ PIDAL INMERSIÓN LINGÜÍSTICA DURANTE EL OTOÑO DE 2013

INTRODUCCIÓN • En nuestro instituto, contamos con una sección bilingüe en lengua inglesa, en 2º dela ESO en la asignatura “Educación para la ciudadanía y los derechos humanos”. En esta asignatura, en su programación, son tratados los temas que se van a abordaren las actividades pedagógicas generales del programa, por lo que intentaremosaunar criterios, para lograr el máximo aprovechamiento del programa

1. - ACTIVIDADES PREPARATORIAS PREVIAS EN EL CENTRO • Para cada uno de los aspectos que se van a tratar, tanto e n la clase de lengua inglesa, como en la de educación para la ciudadanía se realizará las siguientes actividades: - Se facilitará un listado de cinco páginas webs, sobre este concepto, cada alumnoindividualmente deberá recoger la definición del concepto y confeccionar unglosario con los términos básicos más importantes. Audición de una canción que trata el tema. Cada alumno elegirá la frase que másle impresione e explicará oralmente el porqué de su elección. - Visionado de un vídeo en youtube que hable del tema. - Buscarán información sobre el proyecto que estamos llevando a cabo en elinstituto con respecto a cada aspecto. - Preparación de un ppt de apoyo para poder comunicar dicho proyecto e n elprograma. - Explicarán cada uno de nuestros proyectos. - Para cada explicación se trabajará un formato distinto: rap, escenificación, campaña de publicidad, anuncio de radio y noticia en la T. V.

Proyectos que se van a dar a conocer; para cada aspecto uno distinto • Desarrollo sostenible : - Presentarán nuestro proyecto: “Lúcete” • Reducir, reutilizar y reciclar: - Contarán nuestra experiencia titulada “Trozicla” que pertenece al proyecto Axenda 21 • Energías renovables: - Presentarán la s innovaciones en este terreno de empresas gallegas. Comentaránel uso de la bicicleta en nuestra ciudad

• El entorno natural y cultural: - Presentarán nuestro proyecto titulado “Ciudad ideal, ciudad real”, proyecto en elque trabajamos sobre lo que debe ría ser nuestra ciudad desde el punto de vistadel desarrollo sostenible. La aldea global. Diversidad cultural- En este caso presentarán nuestro proyecto titulado: “La aldea global: Galicia es más Galicia cuando es todos los mundos”.

2. - Objetivos del proyecto: • • Nuestro principal objetivo es que aumenten su competencia en el uso oral de lalengua, así como su competencia soc al y ciudadana. • Relación de los objetivos con el currículo de lengua inglesa: Interacción con el profesorado y los compañeros para saludar, presentarse, intercambiar información personal, entender las instruccione y plantearpreguntas. - Empleo de respuestas adecuadas a situaciones de comunicación en el aula. - Uso de estrategia de comprensión de mensajes orales ( uso del contexto verbal yno verbal y de conocimientos previos de la situación, así como de identificaciónde palabra s clave)- Producción de textos orales breves y coherente s sobre los aspectos tratados. - Participación en conversaciones dentro y fuera del aula sobre temas personales, cotidianos, los derivados de la convivencia y sobre los aspectos tratados. Desenvolvimiento de estrategias de comunicación para superar lasinterrupciones en la comunicación. • Relación de los objetivos con e l currículo de Educación para la ciudadanía ylos Derechos humanos: - Comprender el concepto de medio ambiente, así como el respeto por el mismo. - Conocer lo que significa desarrollo sostenible, como una alternativa dentro deldeseo de “Otro mundo es posible” - Identificar y analizar los problemas medioambientales que amenazan a nuestroplaneta y ver que la regla de las tres Rs es una solución factible. - Conocer las energías renovables y el papel líder que tiene España en laproducción e investigación sobre las mismas. - Comprender la ligazón íntima entre lo natural y lo cultural. - Reconocerse como “ciudadanos cosmopolitas”, como miembros de unaciudadanía global que se apoya en la fórmula “ glocalismo” para crear un mundomejor y más justo. 3. -

3. - Metodología • Diariamente e n la sesión de 90¨ se llevarán a cabo las siguientes actividades: - Primeros 10´: Vocabulario básico del aspecto a tratar. - 10´-30´: Audición de una canción y fragmento de vídeo que trate sobre el tema. 30´-40´: memorización de una estrofa o texto significativo. - 40´-60´: Trabajando por parejas creación de un pequeño texto sobre el aspecto. - 60 -90´: Exposición oral de lo trabajado. En cada tema se escogerá un forma to –previamente trabajado en el instituto-, esto es, pueden simula r un tele diario, unapequeña dramatización, repetir algún fragmento de una de las películas o canciones empleadas…etc.

4. - Aprovechamiento didáctico. • Las actividades realizadas e n la estancia se aprovecharán para todo el instituto, ya quenos inspiraremos en ellas para nuestras secciones bilingües, así como para las aulas delengua inglesa. Todo e l mate rial que recojamos será ordenado y estructurado en nuestra página Webpara que todo el centro pueda beneficiarse del mismo.

5. -Actividades posteriores • Lleva remos a cada aula de 2º de Eso, tanto en clase de lengua inglesa como en. Educación para la ciudadanía todo lo aprendido en la estancia. Los alumnos expondrán en el salón de actos, para su nivel educativo sus produccionesorales. Publicaremos en el blog del instituto un diario de la actividad. Introduciremos la experiencia e n nuestro proyecto lingüístico de centro y en nuestro. Plan lector, así como en nuestro Proyecto de interacción lingüística. Crearemos un material en formato digital que pueda se r aprovechado en años posteriores.

6. - Evaluación posterior del programa • Evaluaremos el programa desde un doble parámetro: - El cambio y esperada mejoría en la capacidad de producir oralmente antes ydespués de la estancia, así como de comprensión y de redacción. - Lo que les aporta e l programa en cuanto personas: estar fuera de sus hogares, relacionarse con otros alumnos de otras comunidades, conocer otro sitio, viajar, ver una fórmula distinta de enseñanza-aprendizaje…etc. Para estotenemos un cuestionario que pasamos cuando salen de viaje (Comenius, semana blanca, iniciación al mar…etc. ) que nos suministra una excelente información sobre la actividad.

• MATERIALES Y LÍNEAS QUE TRABAJARÁN EN EL INSTITUTO Y EN LA INMERSIÓN:

ANOTHER WORLD IS POSSIBLE I. E. S. Ramón Menéndez Pidal. Zalaeta. A Coruña

Sustainable development, according to one definition, demands that we seek ways of living, working and being that enable all people of the world to lead healthy, fulfilling, and economically secure lives without destroying the environment and without endangering the future welfare of people and the planet. The intensified and unsustainable demand for land, water marine and coastal resources resulting from the expansion of agriculture and uncontrolled urbanisation lead to increased degradation of natural ecosystems and erode the life supporting systems that uphold human civilisation. Caring for natural resources and promoting their sustainable use is an essential response of the world community to ensure its own survival and well being. (source: Sustainable Management and Use of Natural Resources (http: //www. unep. org/unep/sub 1. htm)) Many people reject the term sustainable development as an overall term in favor of sustainability, and reserve sustainable development only for specific development activities.

VOCABULARY Development: The process of growing or developing. Synonymous words include: evolution, progress, advance. These nouns mean a progression from a simpler or lower to a more advanced, mature, or complex form or stage: "the development of an idea into reality; " "the evolution of a plant from a seed; " "attempts made to foster social progress. "

Sustainable: (of economic development or energy sources) capable of being maintained at a steady level without exhausting natural resources or causing ecological damage Sustainable development: A pattern of resource use that aims to meet human needs while preserving the environment so that these needs can be met not only in the present, but in the indefinite future. It's a development that "meets the needs of the present without compromising the ability of future generations to meet their own needs. "

Resource: Any physical or virtual entity of limited availability, or anything used to help one earn a living. As resources are very useful, we attach some information value to them. Resources help to produce goods so they have economic value. Natural resources like forests, mountains etc. are very beautiful so they have aesthetic value. Gifts of nature such as water also have a legal value because it is our right to enjoy them. On the other hand, resources have an ethical value as well because it is our moral duty to protect and conserve them for the future generations.

Environment: The surroundings in which a person, animal, or plant lives. the natural world of land, sea, air, plants, and animals. "Nuclear waste must be prevented from leaking into the environment" Ecology: The scientific study of the distribution and abundance of life and the interactions between organisms and their natural environment.

Natural resources: Natural resources are derived from the environment. Many of them are essential for our survival while others are used for satisfying our wants. Resource development: Many resources cannot be consumed in their original form. They have to be processed in order to change them into more usable commodities. This is known as resource development. With the rise in human numbers all over the world, the demand for resources has also increased. However, there is a difference in distribution of resources to different regions or countries. Developed countries use more resources than developing countries.

Desertification: Desertification is the degradation of land in arid and dry sub humid areas, resulting primarily from human activities and influenced by climatic variations. It's also a failure of the ecological succession process. Deforestation: Deforestation is the conversion of (forest)ed areas to nonforested land, for uses such as: pasture, urban use, logging purposes, and can result in arid land wastelands. In many countries, deforestation is ongoing and is shaping climate and geography. Deforestation results from removal of trees without sufficient reforestation, and results in declines in habitat and biodiversity, wood for fuel and industrial use, and quality of life.

A SONG. . 5. EARTH SONG – MICHAEL JACKSON Though Michael Jackson had been writting socially conscious songs, this was his first overtly environment oriented number. It received a Grammy nomination in 1997. If ever we doubt unconditional love and generosity, look to Mother Earth. She is the supreme teacher of both. She feeds, nourishes, heals and clothes us without expecting anything in return. Yet, as the King put it, “look what we have done”. Mother Earth’s stalwart advocate of peace and love, poses questions that check all sides. As much as he gave a damn, “do we give a damn”?

Lyrics to Earth Song What about sunrise? What about rain? What about all the things That you said we were to gain? What about killing fields? Is there a time? What about all the things That you said was yours and mine? Did you ever stop to notice All the blood we’ve shed before? Did you ever stop to notice This crying Earth, its weeping shores? What have we done to the world? Look what we’ve done! What about all the peace That you pledged your only son? What about flowering fields? Is there a time? What about all the dreams That you said was yours and mine? Did you ever stop to notice All the children dead from war? Did you ever stop to notice This crying Earth, its weeping shores? I used to dream… I used to glance beyond the stars… Now I don’t know where we are, Although I know we’ve drifted far… Hey, what about yesterday? (What about us) enjoy the song

What about the seas? (What about us) The heavens are falling down…(What about us) can’t even breathe! (What about us) What about apathy? (What about us) Can’t we feel its wounds? (What about us) What about nature’s worth? (Ooo, ooo) t’s our planet’s womb! (What about us) What about animals? (What about it) We’ve turned their kingdoms to dust…(What about us) What about elephants? (What about us) Have we lost their trust? (What about us) What about crying whales? (What about us) We’re ravaging the seas…(What about us) What about forest trails? (Ooo, ooo) Burnt despite our pleas… (What about us) What about the holy land? (What about us) Torn apart by creed… (What about us) What about the common man? (What about us) Can’t we set them free? (What about us) What about children dying? (What about us) Can’t you hear them cry? (What about us) Where did we go wrong? (Ooo, ooo) Someone tell me why! (What about us) What about baby boys? (What about it) What about the days? (What about us) What about all their joy? (What about us) What about the man? (What about us) What about the crying man? (What about us) What about Abraham? (What about us) What about death again? (Ooo, ooo) Do we give a damn?

WE HAVE AN INTERESTING PROJECT ABOUT IT. Please, take a look at this: Our project

THE THREE "R" Reduce Reducing the amount of waste you produce is the best way to help the environment. There are lots of ways to do this. For example: • Buy products that don't have a lot of packaging. Some products are wrapped in many layers of plastic and paperboard even though they don't need to be. You can also look for things that are packed in materials that don't require a lot of energy or resources to produce. Some products will put that information right on their labels. • Instead of buying something you're not going to use very often, see if you can borrow it from someone you know. • Cars use up energy and cause pollution. Some ways to reduce the environmental damage caused by cars include carpooling with friends, walking, taking the bus, or riding your bike instead of driving. • Start a compost bin. Some people set aside a place in their yard where they can dispose of certain food and plant materials. Over time, the materials will break down through a natural process called decomposition. The compost is good for the soil in your yard and means that less garbage will go to the landfill. • You can reduce waste by using a computer! Many newspapers and magazines are online now. Instead of buying the paper versions, you can find them on the Internet. Also remember that you should print out only what you need. Everything you print that you don't really need is a waste of paper. • Save energy by turning off lights that you are not using. • Save water by turning off the faucet while you brush your teeth.

Reuse Instead of throwing things away, try to find ways to use them again! For example: • Bring cloth sacks to the store with you instead of taking home new paper or plastic bags. You can use these sacks again and again. You'll be saving some trees! • Plastic containers and reusable lunch bags are great ways to take your lunch to school without creating waste. • Coffee cans, shoe boxes, margarine containers, and other types of containers people throw away can be used to store things or can become fun arts and crafts projects. Use your imagination! • Don't throw out clothes, toys, furniture, and other things that you don't want anymore. Somebody else can probably use them. You can bring them to a center that collects donations, give them to friends, or even have a yard sale. • Use all writing paper on both sides. • Use paper grocery bags to make book covers rather than buying new ones. • Use silverware and dishes instead of disposable plastic utensils and plates. • Store food in reusable plastic containers.

Recycle Many of the things we use every day, like paper bags, soda cans, and milk cartons, are made out of materials that can be recycled. Recycled items are put through a process that makes it possible to create new products out of the materials from the old ones. In addition to recycling the things you buy, you can help the environment by buying products that contain recycled materials. Many brands of paper towels, garbage bags, greeting cards, and toilet paper, to name a few examples, will tell you on their labels if they are made from recycled materials. In some towns you can leave your recyclables in bins outside your home, and a truck will come and collect them regularly. Other towns have recycling centers where you can drop off the materials you've collected. Things like paper and plastic grocery bags, and plastic and aluminum cans and bottles can often be brought to the grocery store for recycling. Whatever your system is, it's important to remember to rinse out and sort your recyclables!

The 3 R’s Song words and music by Jack Johnson: Three! It’s a magic number. Yes it is. It’s a magic number. 2 times 3 is 6 … and 3 times 6 is 18 … And the 18 th letter in the alphabet is “R”. We got 3 R’s we’re going to talk about today. We got to learn to… Reduce! Reuse! Recycle! If you’re going to the market to buy some juice, Bring your own bags and you’ll learn to REDUCE your waste. You got to REDUCE your waste! If your brother or your sisters’ got some cool clothes, Try them on before you buy some more of those. REUSE! You got to learn to REUSE! And if the first 2 R’s don’t work out, And if you got to make some trash don’t throw it out…RECYCLE! You got to learn to… Reduce! Reuse! Recycle! Because three! It’s a magic number. Yes it is. It’s a magic number. Enjoy it!!!

WHAT DO YOU THINK ABOUT OUR PROPOSAL? Our three R

RENEWABLE ENERGY Renewable energy is energy which comes from natural resources such as sunlight, wind, rain, tides, and geothermal heat, which are renewable (naturally replenished). About 16% of global final energy consumption comes from renewables, with 10% coming from traditional biomass, which is mainly used for heating, and 3. 4% from hydroelectricity. New renewables (small hydro, modern biomass, wind, solar, geothermal, and biofuels) accounted for another 2. 8% and are growing very rapidly. [1] The share of renewables in electricity generation is around 19%, with 16% of global electricity coming from hydroelectricity and 3% from new renewables. [2]

New and emerging renewable energy technologies are still under development and include cellulosic ethanol, hot-dry-rock geothermal power, and ocean energy. [69] These technologies are not yet widely demonstrated or have limited commercialization. Many are on the horizon and may have potential comparable to other renewable energy technologies, but still depend on attracting sufficient attention and research, development and demonstration (RD&D) funding. [69]

AN INTERESTING VIDEO: about renewable energy.

Listen to the song Solar Energy Ron Brown Oh, the sun is a star. It’s our closest star. It’s just 93 million miles away. It gives us heat and light. It makes the world just right. We’re getting solar energy every day. Solar power heats our water and homes And it makes electricity. Solar power is a natural resource When we convert its energy. Oh, the sun is a star. Its light can travel far. Hot gases burn at 10, 000 degrees. As it shines its light, Plants can grow just right, So the Earth is great for you and me. Solar power heats our water and homes And it makes electricity. Solar power is a natural resource When we convert its energy.

OUR EXAMPLE: We want to ride our bicycles

CULTURAL AND NATURAL ENVIOREMENT The term ‘cultural environment’ functions as a general term referring to an environment that has been developed from various stages in culture interacting with nature. Meanings, interpretations and names given by people are also elements of this category. The cultural environment is a totality, encompassing built cultural environment, cultural landscape and ancient relics. Built cultural environment, or building heritage, is the most visible part of the cultural environment. It encompasses buildings and their interior and exterior appendages, structures, built-up areas in the form of yards and parks, and infrastructure such as roads, canals, bridges or lighthouses. The built cultural environment is thus formed from the urban structure. Cultural landscape. The landscape is divided into natural landscape and cultural landscape. Broadly described, the cultural landscape is shaped by human activity, whereas the natural landscape is shaped by nature and its processes. The cultural landscape can also be divided into a landscape shaped by human activity interacting with nature, forming a countryside cultural landscape, and a city landscape shaped almost exclusively by humans i. e. an urban cityscape. The cultural landscape and environment are not only distinct or separated areas, but are also separate entities forming a continuous areal and temporal totality. Cultural vegetation refers to vegetation extensively shaped by human activity, such as farmlands, traditional landscapes and parks. Cultural plants originate from gardens and cultivations, having dispersed into the wild. Cultural plants are species of plants that have spread to the wild from gardens and cultivations.

CULTURAL AND NATURAL ENVIRONMENT Natural & Cultural Environment The protection and enhancement of the natural and cultural environment is a cornerstone of sustainable development. The environmental resources within the sub-region are finite and must be managed in a sustainable manner for future generations. An emphasis has been placed on protection of significant natural and physical resources in the formulation of plans under the Resource Management Act 1991. This provides a solid foundation for the Smart. Growth strategy.

WHAT ABOUT THIS PROJECT? Ideal city, real city.

A SONG FOR YOU. Take it easy

GLOBAL VILLAGE DEFENITION: Global village, is the term used to describe the world shrunk into a village by the means of the different media types, most especially the World Wide Web, making it easy to pass across messgaes (like the news), thereby making the world become like a single village where people can easily contact each other quicker.

CULTURAL DIVERSITY The many separate societies that emerged around the globe differed markedly from each other, and many of these differences persist to this day. As well as the more obvious cultural differences that exist between people, such as language, dress and traditions, there also significant variations in the way societies organize themselves, in their shared conception of morality, and in the ways they interact with their environment. Cultural diversity can be seen as analogous to biodiversity.

AND THIS IS OUR GOAL: Global citizenship applies the whole world to bring world peace and the concept of citizenship to a global level and is strongly connected with the concepts of globalization and cosmopolitanism. World citizenship is a term which can be distinguished from global citizenship, although some may merge the two concepts. [citation needed] Various ideas about what a global citizen is exist. Global citizenship can be defined as a moral and ethical disposition which can guide the understanding of individuals or groups of local and global contexts, and remind them of their relative responsibilities within various communities. The term was used by U. S. President Barack Obama in 2008 in a speech in Berlin. According to some articles, in this century children and students are meant to become "global citizens" through their education. This is possible through an integration of the "scientific and technical skills" as well as the "traditional academic disciplines". According to some accounts, citizenship is motivated by local interests (love of family, communal fairness, self-interest), global interests (a sense of universal equality), and concern for fellow human beings, human rights and human dignity. The key tenets of global citizenship include respect for any and all fellow global citizens, regardless of race, religion or creed and give rise to a universal sympathy beyond the barriers of nationality. These sentiments were initially summarized by the British author, pamphleteer and revolutionary Thomas Paine in Rights of Man:

ENJOY OUR PROJECT: Cosmopolitan identity. Our identity.

DO YOU AGREE? Another world is possible