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GO GREEN GO VEG

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					GO GREEN GO VEG SUGGESTED LESSON PLAN (for students of low levels of English and above) (estimated time 1.5 to 2 hours)
1. Discussion of the slogan “No Environment, No Economy” 2. Each student writes a sentence or 2 starting “I feel ____________ (they insert “optimistic” or “pessimistic” as appropriate) about the environment because_______________________________________ ”. Each student shares their sentence(s) with the class and this may be an opportune time for the teacher to make a list on the board of all the “environmental” vocabulary that comes up in their sentences. At the end of their sentences she may add other vocabulary of her own that will be necessary for the rest of the lesson eg. livestock, methane, atmosphere, icecaps, greenhouse gases, climate change, vegetarian, vegan etc 3. Teacher can ask if they know the difference between “vegetarian” and “vegan”. Ask them if they know any vegetarians or vegans, tell the class about these people and the reasons they have made this choice. Explain originally people made these choices for spiritual or health reasons but today it is changing to become for environmental reasons. Explain that livestock produce methane, which is more warming than CO2. 4. Teacher can write the following facts and figures on the board and have a group discussion. (simplify language if required) Or give the info as a dictation if their level is sufficient or give it as a handout.
Know what you are really consuming:        One hectare of land will yield 187kg of beef or 22,680kg of potatoes Worldwide, livestock production occupies 70% of all land used for agriculture, or 30% of the Earth's land surface 40% of the world's grain is used to feed farmed animals - not people 1kg of meat = 36.4kg CO2 in the atmosphere 20 vegetarians can live off the same amount of land required by one meat eater 250 litres of water are needed to produce 1kg of wheat, and 25,000 litres to produce 1kg of meat The water used to produce 5kg of meat is equivalent to the average consumption of water for an entire household for an entire year!

5. To conclude the discussion, the teacher can ask students (individually or in groups) for ideas to protect the environment. Ask them about what good schemes they have in place in their countries or other countries they have visited. The teacher could get the ball rolling by suggesting “be a frugal shopper” and allude to the need to save resources. 6. Time permitting, and if the teacher wanted to extend the lesson into some writing practice, give the students a copy each of the dahl recipe, then ask each one to write a simple vegetarian recipe to give to the person sitting next to them!!


				
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posted:11/8/2009
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