🌍 French Level 4, Activity 03: Sauvons la planète / Save the Planet (Face to Face) Remix by Andrea Blythe

Portrait of Andrea

Remix by Andrea Blythe
Sage International School

Description

In this activity students will practice discussing environmental issues and their own ecological footprint. They will also practice sharing ways in which they can reduce their environmental impact.

Semantic Topics 

Environment, ecological footprint, environmental impact, l’environnement, empreinte Ă©cologique, l’impact sur l’environnement, le conditionnel, the conditional tense

Products

Environmental activism

Practices

Learning one’s ecological footprint

Perspectives

The value of nature, understanding current ecological issues and suggesting things we can do as individuals and a society to help create a more sustainable future

NCSSFL-ACTFL World-Readiness Standards

  • Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through French.

Idaho State Content Standards

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.

NCSSFL-ACTFL Can-Do Statements

  • I can discuss various environmental issues that are relevant today.
  • I can discuss the effects of these environmental issues.
  • I can discuss methods of conservation.
  • I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are written.
  • In my own and other cultures I can compare practices related to everyday life and personal interests or studies.

Materials Needed: 

Zéro_déchet__les_5_règles_pour_bien_commencer___Radio-Canada.ca_bu4VRb3 (PDF VERSION)

Interpretive Activity

Pre Article: 

The original revised Pathways activity serves as the pre-pre-activity (determining your eco footprint) to engage students in the concept of “zéro-déchets”. Then, students look at the images of the infographic without any words to see if they can produce the 5 verbs/ “regles”; They fill in their graphic organizer with the 5 regles

 

While reading article: 

  • Article is cut into 5 separate sections (one for each rule) and placed at different table groups around the room.
  • Students have 3 minutes to work in small groups to read the portion of the article and continue to complete the graphic organizer with proposed solutions for how to implement the “zero dechet” rule

 

Post Article: 

  • Students individually highlight with one color habits that they already do, and with another color highlight 1-3new habits that they would like to start doing.
  • Students complete the last section of the graphic organizer by writing one-sentence to raise awareness about how to live “zĂ©ro-dĂ©chets”.
    • depending on level of the class, this sentence can be written in the imperative form, using a variation of the verbe “devoir” (must) or create a sentence using the subjunctive (which is what my class did).

 

Interpersonal Activity

Warm Up: 

1.Begin the activity by opening the Google presentation and introducing the Can-Do statements.

2. Introduce the topic (la nature) and ask the students to answer this question :

  • D’après vous, quel problème Ă©cologique est le plus pressant ? Pourquoi? (What environmental issue do you think is the most important? Why?)

Main Activity:
For small groups (4 or less)

1. Have the students go to this link (Ecological Footprint Calculator) and take the test. (*try to limit this part of the activity to no more than 5-7 mins.)

Utilisez ce lien pour accĂ©der le “Ecological Footprint Calculator” et prenez le test. *N’oubliez pas de changer la langue au français !

  • Copy-paste the link into the chat.
    • Remind them to change the language of the test from English to French before starting.
  • This function can be found on the upper right hand corner of the site.

2. Once they’re finished, have them ask each other questions about their results.

Maintenant, vous allez partager vos rĂ©sultats avec le groupe. Je vais choisir une personne de commencer la discussion. Cette personne doit choisir quelqu’un de rĂ©pondre Ă  une question (les questions sont dans le chat). Puis, la personne qui a rĂ©pondu, va choisir une autre personne, demandez une question, etc. N’oubliez pas d’utiliser des phrases complètes.

Questions to ask your partner: (Copy-paste these in the chat!!)

  • Combien de planètes nous faudrait-il si tout le monde vivait comme vous? (How many planets would we need if everyone lived like you?)
  • Quelle est la taille de votre empreinte Ă©cologique? Votre empreinte carbone? (What is the size of your ecological footprint ? Your carbon footprint?)
  • Comment pouvez-vous rĂ©duire votre empreinte Ă©cologique et/ou votre empreinte carbone? (What are some ways you could reduce your ecological and/or carbon footprint?)

 

For large groups (5 or more)

1. Have the students go to this link (Ecological Footprint Calculator) and take the test. (*try to limit this part of the activity to no more than 5-7 mins.)

Utilisez ce lien pour accĂ©der le “Ecological Footprint Calculator” et prenez le test. *N’oubliez pas de changer la langue au français!

  • Copy-paste the link into the chat.
    • Remind them to change the language of the test from English to French before starting.
  • This function can be found on the upper right hand corner of the site.

2. Once they’re finished, pair them off and have them ask each other questions about their results in breakout rooms.

Maintenant, je vais vous mettre dans les Breakout Rooms. Discutez avec votre partenaire vos résultats en demandant ces trois questions.

Questions to ask your partner: (Copy-paste these in the chat!!)

  • Combien de planètes nous faudrait-il si tout le monde vivait comme vous? (How many planets would we need if everyone lived like you?)
  • Quelle est la taille de votre empreinte Ă©cologique? Votre empreinte carbone? (What is the size of your ecological footprint ? Your carbon footprint?)
  • Comment pouvez-vous rĂ©duire votre empreinte Ă©cologique et/ou votre empreinte carbone? (What are some ways you could reduce your ecological and/or carbon footprint?)

3. Return to the main room and have each person share at least 2 of their partner’s answers.

Vous devez partager avec le reste du groupe au moins 2 des réponses de votre partenaire.

Wrap Up: 

Ask the following question(s) to finish the activity:

  • Est-ce que les rĂ©sultats de votre calculatrice d’empreinte Ă©cologique vous ont surpris ?  (Did your results from the Ecological Footprint Calculator surprise you?)
  • Est-ce qu’ils (vos rĂ©sultats) vous ont inspirĂ© de changer un Ă©lĂ©ment de votre vie ? (Have they (the results) inspired you to change an element of your life?)

Cultural Resources

How Recycling Works in France

New Law Against Disposable Packaging

Solar Panel Recycling in France

End of Activity

  • Read Can-Do statements once more and have students evaluate
    their confidence.
    (Use thumbs up/thumbs down or download our student cards.)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss various environmental issues that are relevant today.
  • I can discuss the effects of these environmental issues.
  • I can discuss methods of conservation.

 

 

 

License

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Let's Chat! French Copyright © 2022 by Alexandre Bourque-LabbĂ©; Antoine Abjean; Cassy Ponga; Emily Blackburn; Jasmine Wall; Jorge Corea; Josepha Sowanou; Justin Snyder; Lily Nelson; Manon Pretesesille; Michael Quiblier; Mimi Fahnstrom; Olivier Roy; Rylie Wieseler; Samantha Lind; Sharon Westbrook; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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