SYSTEMIC ENGLISH AT SCHOOL
1Dac Upper Secondary School L. Spallanzani, Castelfranco Emilia (Mo)
Project 'Ecology of the Environment, Ecology of the Mind'
The UDAs of the 1Dac - year 2019-2020: from hospitality to systemic awareness with the project 'Ecology of the environment, ecology of the mind'.
Biophilia in the classroom: bringing plants to the classroom
and favoring a bond with nature
Systemic awareness workshop in English and Italian with psychosomatic mindfulness activities, carried out in the school greenhouse.
Students take charge of the plants and carry them to the classroom.
Choice of plants with guided activity.
Now our plants are housed in the classroom, watered and cared for by students.
Sharing of responsibilities and indications for the maintenance of plants chosen by the nurseryman Paolo Versari ).
Our classroom is a greenhouse: Emotional education; How to reflect on your own experience e discuss personal emotion to write a shared narrative in English.
Students wonder about the 'plants in the classroom' project and what it meansfor them. They produce papers written in English in small groups. They can use the phone to help themselves with bilingual dictionaries online.
Sub-objective: awareness of processes, including cognitive and relational ones. Development of written production skills.
Analyzing a film about sustainability: recognizing the sustainability and discussing the contents of Don Pasta's film 'I Villani'.
Now that the class is learning to work together to produce shared texts in English, the group-writing methodology is extended to film analysis, and the students in groups produce a simple text reviewing the film 'I Villani', on genuine and sustainable food production, seen thanks to the school project of the 'Cinema Green' institute.
The 'Cinema Green' team, of the Spallanzani sustainability group, coordinated by Prof. Federico, in charge of Citizenship and Constitution Projects . From the left, Prof. Falbo (Law), Federico (Law), Magagnoli (English), Mediani (Italian), Campana (Science), De Sensi (Italian).
Prof. Maria Silvana Mediani contributed with the tree of life from Avatar film, and developed the links between science, violence, knowledge and respect starting from the vision of the film and with the reading of the chapter 'Flies and Spiders' in Tolkien's Hobbit and the discussion of the 'Other Wood' created by the writer.
I am my environment. Greenhouse workshop: 'What keeps me alive?'
Awareness of the breath
and body awareness in the greenhouse space begin today's English lesson.
After some unguided physical movement the class begins to discuss what keeps us alive.
The negotiation of meanings,
the philosophical games, the interaction between peers, are fundamental in
learning, and not just for linguistic-communicative purposes. Experiences of Philosophy for Children in the greenhouse.
At the end of the journey everyone agrees that oxygen is the most important thing that keeps us alive. The key concepts that emerge are the importance of photosynthesis for life and our interdependence with plants, because they produce oxygen for us by processing the carbon dioxide we exhale.
Students resume the plants they had brought into the greenhouse and had entrusted to the care of the nurserymen before the Christmas break, and they bring them back into the classroom. The development of the sense of belonging And citizenship is also this:
Universal Ethics means that you are deeply aware of the interconnected living community you are part of, and you take upon itself your share of responsibility.
The approval of the Parents for Future Italia
The association of parents for the defense of the environment Parents for Future believes in our project! In the photo the meeting with the representatives of the parents of Castelfranco Emilia at the First National Congress of the Parents For Future, which took place in Bologna on 12 January 2020.
2 Dac Upper Secondary School L. Spallanzani, Castelfranco Emilia (Mo)
The creation of a thousand forests is in one acorn: Brainstorm on the board about why to plant an acorn.
The idea of the activity carried out with the 2 Dac was inspired to me by a quote from Ralph Waldo Emerson and by the collection of acorns with Antonella Lodi .
The students in the class received a sprouted acorn each to be planted independently in the following days. The required task was the production of a video in which each student plants the acorn he/she received and explains in English why he/she is doing it. Before designing the video, the class put their heads together for the possible themes to be developed for the oral text of the video and wrote the results obtained on the blackboard.
4 Dac Upper Secondary School L. Spallanzani, Castelfranco Emilia (Mo)
Concepts we revised before the game 'A Well of Science' with Hera:
Energy efficiency = Energy efficiency
https://en.wikipedia.org/wiki/Energy_efficiency
Renewable energy = Renewable energy
https://www.studentenergy.org/topics/renewable-energy
Environmental mitigation = environmental mitigation
(it is a video, you can see the subtitles by clicking on the icon in the bottom right-hand corner)
https://www.youtube.com/watch?v=tz3lfxGVWOU
Adaptation = Adaptation
https://www.britannica.com/science/adaptation-biology-and-physiology
European Union = European Union
https://europa.eu/european-union/topics/energy_en
Energy Policy of the European Union = Energy Policy of the European Union
https://en.wikipedia.org/wiki/European_Union#Energy
Planetary Boundaries = it should be translated into 'Planetary Boundaries' but everybody uses the English version.
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Planetary Boundaries
The 4Dac class with Matteo Pompili who led the activities of the Hera's 'A well of science' project on 5.02.2020
The didactic output at the end of the module on the theories by Jeremy Rifkin International Linguistic High School - April 2013
Useful multimedia materials:
Clemence Harvey playing 'Biophilic Tree on the piano
https://www.youtube.com/watch?v=ivv_p9KyT0c
Stefano mancuso on plants
https://www.youtube.com/watch?v=FzMePsZ0YOU
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