The Aral Sea and its environmental issues.

Introduction

The Aral Sea and its environmental issues.

The primary responsibility of the teacher in the following lesson is to make their students aware of the issue. Webquest is working to eradicate pollution in Aral Sea territory, which is generating serious challenges, particularly in health care. It's difficult to locate persons that have no issues with their Endocrinological system. Tens of children per day have their goiters surgically removed on a regular basis. As a result, these children will be using tablets until they die.

We also have environmental issues in Uzbekistan because 80 percent of our water comes from outside the nation. As a result, there is a scarcity of water, which inevitably leads to climate change. Unfortunately, Uzbekistan lost not only its loyal people, but also its Aral Sea, which was under Moscow's hands. According to statistical devices, the Aral Sea had no notion of being used; hence, the USSR countries, which were the main users, erected many ventures and chemical fabrics over the sea, killing its undersea life.

The following topic has been broken into three parts, which have been translated into three lessons.

Lesson 1: Inner influential issues of The Aral Sea

Lesson 2: Outer influential issues of The Aral Sea

Lesson 3: Health care Issues

Task

Lesson 1: Inner influential issues of The Aral Sea

 

Remembering phase

 

Task 1 Please watch the movie and then complete the table. Students should be divided into small groups, with each group selecting a representative to describe their table.

https://www.youtube.com/watch?v=lp0Sxn42TGs

 

Past

 

Present

 

Future

 

1.

2.

3.

…..

 

 

 

 

Understanding phase  

 

Task 2 Jigsaw puzzle cards were created by the teacher using images from the movie. Students must put them in order chronologically and display the environmental problems in the Aral Sea region.

Analyzing and Creating phases

 

Task 3 Investigate the problem, develop workable solutions, and create your posters.

Worksheets will be given to the learners, who will be arranged into small groups. They will then have about 30 minutes to provide just one solution to the issue in the Aral Sea region. For instance, there are a variety of factors that contribute to pollution, and using plastic bags is just one of them. They could provide them some fixes.

 

Lesson 2: Outer influential issues of The Aral Sea

 

Remembering phase

 

Task 1 Discussion. There are three tasks on printed handouts that the teacher is required to distribute. In order to remind students on the subject of the preceding lesson, the teacher should provide important terms related to the Aral Sea.

 

Analyzing and evaluating phases  

 

Task 2 Learners should browse international organizations' websites while online, listing projects that were held for The Aral Sea (teachers should offer resources). They list the key explanations why foreigners are drawn to the Aral Sea after careful observation. Learners work in small groups.

 

Creating phase

 

Task 3 Learners must change the way they think about the problem and then use online tools to produce a project that can be shared with their neighborhood or maybe the entire world. For instance, they can develop interactive games utilizing tools like Google Workspace and Kahoot.com.

Lesson 3: Health care Issues

 

Understanding, Applying and Analyzing phases

 

 Task:  An online interview with physicians (endocrinologists) who created presentations for students will be organized by the teacher. Doctors ought to discuss illnesses, respond to queries, and illustrate certain general themes.

 

 

Process

Lesson 1

Task 1

  • Describe the issue.
  • Determine the primary causes of the Aral Sea's disappearance.

Task 2

  • Choose a place and a period, then learn about the particular circumstances.

Task 3

  • Examine the problems' current solutions.

 

Lesson 2

Task 1

  •  Encourage students to describe their level of awareness of the subject.

Task 2

  • Give students a template or organizer chart to fill up with pertinent information regarding the problem's definition and significance.
  • Distribute texts and materials to students so they can do their own investigation and gather data.

Task 3

  • Assess the information collection and transformation procedure.

Lesson 3

Task 1

  • Draw attention to the necessity of preserving the Aral Sea and inspire others to act.
  • Show the connection between nature and human wellness.
Evaluation

Their critical thinking abilities, creativity, and level of active participation in the activity will all be taken into consideration while evaluating them.

 

Conclusion

Learners will have a better understanding of how to support The Aral Sea while also being aware of the impact of the following concerns on their environment. Because every environmental concern affects every human, it is preferable to discover answers collectively rather than individually. Sharing experiences helps teachers improve transformational learning approaches, which is an excellent approach to this topic.

Credits
  • Before I started the WebQuest, I prepared certain questions to be answered throughout lessons.

Essential questions:

  1. What happened to the Aral Sea?
  2. What happened to all the water?
  3. What kinds of health issues do individuals in the regions face?
  4. How many countries are affected by the Aral Sea changes?
  5. What makes multinational organizations want to work in this field?
  6. What was the primary industry in Aral Sea towns twenty-five years ago?
  7.  What is the primary industry in the Aral Sea communities now?
  8. What are some of the environmental issues in your neighborhood? 
  9. Have you observed any regions nearby where there is environmental damage?

After the lessons all these questions should be easily answered.

  • Some tasks require equipment like stationaries, gadgets and furniture.
  • In lesson 3, teachers should plan an appointment with a regional physician (endocrinologist) ahead of time to speak with students.
Teacher Page

ISTE

Learner:

Learners critically construct knowledge through researching the Aral Sea's history, performing research, and analyzing data to develop their understanding of its environmental impact.

Designer:

Technology is used by students to design, develop, and build solutions. They use their skills and imagination to develop posters and posts in order to propose unique ideas.

Collaborator:

Learners work with peers online and in person to exchange ideas, discuss obstacles, and complete projects relating to the Aral Sea and its environmental issues. To widen their understanding, they engage in debates, share information, and seek viewpoints from diverse populations.

Communicator:

Learners develop presentations using digital tools and multimedia materials to demonstrate their comprehension of the subject as well as their ability to effectively express complicated ideas.

SAMR

Substitution: Learners replace traditional research and presenting methods with digital resources such as online research and presentation software.

Modification: Technology enables major work redesign, enabling collaboration, multimedia production, and interactive interaction.

Redefinition: Technology alters work, opening us previously unimagined potential for worldwide cooperation, real-time data analysis, and creative expression.