How to Save the Environment

Introduction

This WebQuest is created to help students to write out the contents for speech on 'How to Save the Environment'. Students have been divided into groups and each group is required to elaborate a point into a paragraph. After doing online research with the help of this quest, each group will have to write out a paragraph and share it with their friends.

Task

You will need to do an online research on 'How to Save the Environment'. Based on the points assigned to your groups, use the website links provided in the 'Process' section to read up on the points. Once you have researched on the points, you will have a general idea. Once gathered all information, you will have to write a paragraph in your groups.

Process

Group 2 (Reduce, Reuse & Recycle)

http://www2.epa.gov/recycle

http://app2.nea.gov.sg/energy-waste/recycling/tips-on-3rs---reduce-reuse-recycle

http://kids.niehs.nih.gov/explore/reduce/

Group 3 (Plant more Trees)

http://www.treesaregood.com/treecare/tree_benefits.aspx

http://voices.yahoo.com/how-planting-trees-helps-environment-3974112.html

http://www.treepeople.org/top-22-benefits-trees

Group 4 (Save Electricity & Water)

http://homeguides.sfgate.com/save-water-electric-79510.html

http://cleantechnica.com/2008/06/15/seven-ways-to-save-energy-by-saving-water/

https://www.powerwater.com.au/customers/save

http://www.epa.gov/WaterSense/our_water/why_water_efficiency.html

Group 5 (Use Tiffin Containers & Tupperware)

http://www.wehatetowaste.com/tiffin-reusable-to-go-containers/

http://www.greendustries.com/unido.pdf

http://www.carbonrally.com/challenges/24-waste-free-lunch

Group 6 (Use Shopping Bag )

http://www.huffingtonpost.com/2012/04/06/reusable-grocery-bags_n_1409065.html

http://www.altfuelsnow.com/conservation/paper-or-plastic.shtml

http://www.reusethisbag.com/why.php

http://www.environmentcalifornia.org/programs/keep-plastic-out-pacific

Group 7 ( Use Eco-Friendly Products)

http://www.all-recycling-facts.com/eco-friendly-products.html

http://www.uppersouriswatershed.ca/mri_files/Enviro_friendly_cleaning.pdf

http://www.allthingshealing.com/eco-products-definition.php

http://australia.gov.au/topics/family-home-and-community/environment-friendly-products

Evaluation

Section B : Continuous Writing

[50 marks]

Marks awarded based on these bands:

Mark Range

Description of Criteria

44 - 50

Excellent

Language is accurate (with first draft slips)
Hardly any mistakes in grammar (including spelling and punctuation)
Effective use of varied sentence structures
Vocabulary is wide and precise.
Subject is relevant, well-organised
Paragraphs are well-planned, have unity and are well-linked
Interest of the reader is aroused and sustained throughout the writing

38 – 43

Good

Language is almost always accurate
Few mistakes in grammar especially in complex structures
Sentence structures show variety of type and length
Wide vocabulary is used
Paragraphs are well-planned, have unity and appropriately linked
Writing is relevant to the topic
Interest of reader is aroused and sustained most of the time

32 - 37

Satisfactory

Language is largely accurate
Some mistakes in grammar but meaning is clear
Tendency to use one type of sentence structure gives monotonous effect
Vocabulary is wide but lacks precision
Writing is relevant but lack originality
Paragraphs may show some unity but links may be inappropriate
Interest of the reader is aroused but not sustained

26 - 31

Fair

Language is sufficiently accurate
Some variety in sentence structures but purpose not clear
Vocabulary is simple, adequate but lacks precision
Paragraphs may lack planning and unity
Lacks liveliness and interest value

20 – 25

Unsatisfactory

Meaning is never in doubt
Errors are sufficiently frequent and serious to impede reading
Simple sentences may be accurate
Limited vocabulary is used
Paragraphs lack unity and are disorganised
Subject matter shows some relevance to the topic

U (i)

14 – 19

Weak

Meaning is fairly clear
Errors are frequent and serious – mainly single word errors (SWE)
Very limited vocabulary
Subject is poorly addressed
Hardly any organization; probably no paragraphing

U (ii)

8 – 13

Weak

Can make some sense of the script
Mostly multiple word errors (MWE)
Hardly any accurate sentences
May not fulfill required length

U (iii)

0 – 7

Weak

Almost entirely impossible to read (unrecognizable as English)
May make no sense at all
Award ‘0’ if the writing makes no sense at all from beginning to end

800x600

Normal
0

false
false
false

EN-MY
X-NONE
X-NONE

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Conclusion

Well done! Besides writing an essay, you have also learned something saving the environment through this activity. As a conclusion, think on how you can save the Earth. Upload your paragraphs in our class Wiki. Well done once again.

Credits

Credits given to all websites referred in process section.

Teacher Page

ere is the list of curriculum standards for this activity, taken from English Language Curriculum Specification for Form 5, Malaysian Education Ministry.

By the end of this lesson, students should be able to:
2.1 Obtain information for different purposes by:
a. listening to spoken texts such talks, speeches and viewing television documentaries and multimedia
Level 1- i.listening to and understand a variety of texts
c. reading materials in print such as reports and articles and using other electronic media such as the Internet
Level 1- ii.reading silently a variety of materials in print and from the Internet

2.2 Process information by:
a. skimming and scanning for specific information and ideas
Level 1- ii.scanning for details

b. extracting main ideas and details
Level 2- vii.identifying main ideas in the texts read
ix. listing important details
Level 3- xii. identifying cause and effect
xiv. drawing conclusions
xvi. comparing and contrasting data collected

2.3 Present information to different audiences by:
i. using appropriate format, conventions and grammar when presenting the information
Level 1- ii.responding to questions and comments orally and in writing