The document provides information about environmental education in Argentina, including:
1) It discusses CLIL (Content and Language Integrated Learning) being used to teach the IGCSE Environmental Management syllabus integrated with the local Argentine curriculum, using both the Spanish and English languages.
2) It provides an example unit on tropical rainforests that teaches students about different biomes, focusing on features of location, climate, flora, fauna, and human impact, while developing both content knowledge and language skills.
3) It describes scaffolding strategies used to support student learning, such as modeling, developing metacognition, bridging, contextualizing, and schema building.
4. 1,988
schools in
City of BA
18,004 schools
in Buenos Aires
Province
N° of schools:48,730 Greater BA: 8595
Rest of Province: 9410
N° of students: 11,060,005
Primary : 4,664,025
Secondary: 3,523,132
Source: Mapa Educativo - Población
http://www.mapaeducativo.edu.ar/mapserver/aen/socioterritorial/poblacion/index.php
9. Modelling
Developing Bridging
meta-cognition
Re-presenting
Contextualizing
text
Schema building
Scaffolding strategies (Walqui, 2006)
10. Language: a means of
- Consists of subject- communication and a
tool for thinking
specific terminology (Kasper/Rose, 2002)
- Has a particular tone
- Is often evidence- - Has specific functions
based (hypothesising,
- Uses categories and explaining causes and
concepts consequences)
- More precise that
Academic language spoken language
12. Content: IGCSE Environmental
Management syllabus integrated to
local curricula
Language: at the word, phrase,
sentence and text level
Cognition: higher order and lower
order skills
13. Concerned with
education for sustainable
development
Disciplines: biology,
earth science,
geography, economics,
anthropology
Environmental Management
14. Sample unit:
Unit 1 A Environmental
Management: BIOMES: Tropical
Rainforests
15. Recognize the
Identify the main features of
difference between biomes: location,
ecosystem, biome climate, fauna,
and habitat flora and human
impact
identify key
language used to
make a description apply information-
(at the level of processing skills
discourse, clause,
phrase and word)
16. List at least 3 distinctive features which
distinguish an ecosystem from a biome and a
habitat
Enumerate at least 3 features of a biome
pertaining to each of the following categories:
location, climate, fauna, flora and human impact
17. Complete a fact file/comparative chart
with information about at least one
biome
Label a map of the world to indicate
location of a certain tropical rainforest
18. Produce visual organizers to compare
similarities and differences among
rainforests (e.g. Venn diagram)
Articulate basic concepts on a selected
biome effectively using oral, written
and nonverbal communication skills
21. Name and locate the 5 largest tropical
rainforests – map skills (Scribble Maps)
22. Name and characterize the climate in the
tropical rainforests – graph interpretation
skills ( mean monthly temperature and
precipitation: climograph)
23. Name and characterize the flora and fauna in
tropical rainforests – categorization skills
(rainforest 4 layers)
25. express location
describe a region and
its main physical
features
Functions: The Amazon rainforest
26. Grammar: to be + adjective; use of
prepositions of place, time; relative clauses;
simple present tense
27. Tropical Rainforests: Language
Vocabulary: names of location, animals,
plants; adjectives used to describe
climate, types of soil, plants, animals,
human impact, etc.
45. Design of flow chart: creativity, visual
aesthetics and accuracy
46. Write the name of each layer and next to it the names of two plants and two animals that
live at each of the four layers. (… /4 points)
Names of Names of Plants Name of Layer
Animals
1. 1. emergent
2. 2.
1. 1.
2. 2.
1. 1.
2. 2.
1. 1.
2. 2.
Vocabulary test over all terminology for unit