Threatened species: results of a Project based on Learning
Threatened species was a project based on learning developed by students of First ESO (Bilingual Section) in a collaborative way between Social Sciences and Natural Sciences. The project was purposed to report the situation of several animal threatened species who live in different biomes around the world. Thereby, students could have the possibility to analyze and discover world climates, biomes and environmental hazards.
Students must published the results of their in a slide. It could be done according to a template which may be used as a work guide. Students reported the natural classification of animals, their description, geographic location and the landscape where they live (name, common trees and bushes, river’s features, soils and another animal species who live there), how are they adapted to the environment, their climatic area and finally, the environmental hazards that they are suffering. Differents species such as capercaille, elephant, gorilla, grizzly, iberian lynx, otter, panda, polar bear and many more were studied during the project. I would like to share a set of slides to show you the results of this project.
Working with students who are 11 or 12 years old, project based on learning poses hard challenges for our pupils, mainly if they are not used to learn through this methodology. Firstly, when pupils have to investigate to do a report with these ages, they find some difficulties to search and process the information. Despite of the links and the template were provided by the teachers, students showed with their attitude that they still are in a initial phase to get correctly information in a investigation process. Secondly, they barely are able to communicate the results of their work exposing orally. In this project, students worked hardly with pronunciation and they tried to incorporate new words to increase their vocabulary range. Nevertheless, they didn’t maintain an appropriate corporal posture during their expositions and they weren’t able to keep their speeches flowing.
On the contrary, I would like to point the advanced stage of development of their creative skills (deeply stimulated during Primary studies) and the great hit that supposed collaborative working with Google Drive. They didn’t know this style of work and its implementation was completely succesfull. In fact, after the project they have incorporated it like a learning tool by themselves, in another tasks and subjects. Finally, I would like to add that the topic chosen for this project, engaged a lot to my students. Along all the process, they showed me that are seriously concerned about the relevance of the environmental conservation.