L'environement
                                                              By:  Kathy Hoonnhorst

Project at a Glance :

This project is for French 3 (mostly 9th grade, but some 10-12 students). Students will read several articles about global warming and learn vocabulary relevant to the environment and protecting it. They will also learn a variety of negatives (never, nothing, etc.) and use them to say what not to do to with the environment. This unit is roughly 4-5 weeks.

Driving Question:

How can we stop Global warming (by educating others)?            

Standards:

• Imperative Voice
• Use of Negatives (ne…jamais, ne…rien, ne…aucun, etc.)
• Speaking, writing and reading of French vocabulary relevant to the environment.

Team / Culture Building:

• Students will complete the Creative Sequence Assessment. Then, form teams of 5-6, trying to incorporate each skill set.
• Read a short article “Un Coup de Chaup”
• Use the Golden Circle protocol to emphasize The Why of the project.

Entry Event:

• The teacher will show a video on Global warming with a short discussion and Q&A​​ after the video.

Stakeholders:

• Parents
• Grandparents
• Kids
• Future kids
• Politicians
• Animals
• Marine life
• Trees & plants

 Empathy Building:

• Read Article: “Changement Climatique” 
• ​5 Why’s Protocol
• Create a Stakeholder Map with their group, then share with the class and create one large map with all stakeholders.
• ​Assign stakeholders to groups to make an Empathy Map
• Model Empathy Map creation with the class. What this looks like, using a student (one who is very outgoing in the class) as the model. What would he/she do, feel, say, etc.

Inquiry / Need to Knows:

• Continue independent research of Global Warming. 
• 5 ways to fight against Global Warnng
• 10 small ways to save the planet
• Students will take an environmental quiz as a group & take notes from the quiz feedback. ​

Incubation:

• Use the Idea Quota protocol to generate 100 solution ideas.
• Think of the opposite
• The teacher will embed a lesson on using negatives & teach new expressions to say what NOT to do in French.

Checking in:

• $100 Test​​

• Critical Friends- the IB French class will listen to pitches and provide feedback.

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Solution Building:

• Students will brainstorm with their team by grouping the 100 ideas using the Saturate & Group strategy.  Then they will combine ideas that complete the NUF test. Emphasis will be on what is useful and feasible, as this is not necessarily a new problem to be solved and there has been a worldwide emphasis on it for years.

Critique and Revision: 

• Students will decide on an idea based on what is most useful and feasible for their group to accomplish.
• Once they've landed on an idea, students will make a Storyboard and present it to the IB/AP French students and get feedback from them.  The next day, they will discuss the feedback, make adjustments to their solution and get started on the final product/presentation.​

Authentic Audience:

• 1B French students

Final Presentation:

• Students will present their solution in-person or via video.
• Students will decide what to include in their quest to stop global warming.  They can come up with a game, a video, commercial, posters, etc.​

Click here for teacher's full plan.

​Reflection and Feedback:

• Students will have a template to grade understanding the driving question, and the overall efficacy of the groups solution.
• They will use the Critical Friends protocol for the presentation.
• Students will complete a rubric for the overall project. This rubric allows for evaluation as a group, and individually.
• Students will have time to discuss with their group, and will complete a reflection form to turn in to the teacher.​

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:
Kathy Hoonhorst teaches French (9-12) and Art (9-12) at West Ottawa High School in Holland, MI.

     "PBL is a great way to get students thinking about how they can solve a problem and prepare them for working and communicating in the real world."