Discussion of natural disasters

An activity to activate learners’ prior knowledge and experiences about the content will be used in preparation for the project.

Task Description:

·         Talk about natural disasters in the USA or students’ home countries and share their experiences; if they had an emergency drill in K-12.

Task Type:
scaffolding
Task Time:
10 minutes

Files

Viewing the video clip of Great East Japan Earthquake (3.11)

A viewing activity of dramatic video clips of Great East Japan Earthquake (3.11) will be used as an entry event. Students will be provided with a list of key vocabulary words. Students watch a news report of other countries (in English) for culture comparison.

Task Description:

·         Learn 3 disasters (earthquake, tsunami tidal wave, and nuclear power plant crisis) and discuss the videos.

·        Students will have a vocabulary quiz to show their mastery of new words learned in this segment.

 

Task Type:
need to know
Task Focus:
content
Task Time:
1 day
Potential Hurdles:

The Japanese video is a live broadcast of 3.11 in which news casters were nervous due to earthquake trembling in the region and this affected their speaking. students will need a good amount of support to understand portions of this video.

Files

Current problems due to the disasters

Read articles to learn there are still problems due to 3.11

Task Description:

·         Read articles to learn there are still problems in Japan: electricity shortage, protest. 

·         Read an update on Fukushima nuclear plant to learn problems: contaminated water outflow, increase the drop amount of radioactive materials in air, exposure dose, and radioactive waste.

·         Read articles about various effects of the disaster across the world: debris, contaminated fish, radiation clouds, etc.

       Students will have a vocabulary quiz to show their mastery of new words learned in this segment.

Task Type:
need to know
Task Focus:
content
Task Time:
4 days

Files

Interview native speakers

Interview exchange students from Japan on GSU campus.

Task Description:

·    Grammar lecture for interview expressions.

·     Write a set of interview questions on electricity shortage using target vocabulary and grammatical form in group.

 

 

·     Conduct an interview in group.

     Write a report of the interview in group.

 

 

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Task Type:
need to know
Task Focus:
interaction
Task Time:
3 days

Files

People’s opinions about nuclear power generation.

Learn about proponent and opponent of nuclear power generation.

Task Description:

·         Grammar lecture for opinion expressions and discussion expressions.

·         Read opinions and view a video clip of proponent of nuclear power generation.

·        Read opinions and view a video clip of opponent of nuclear power generation.

·         Discuss on the articles and the video clips in group, and then write a summary of the articles and the video clips on people’s opinions about nuclear power using target vocabulary and grammatical forms.

·         Discuss and review graphs/charts of nuclear energy usage/production around the world.

·         Divide class into pro. and con. for nuclear power generation, and then discuss within groups of pro. and con. about rationales. Take notes during the discussion, and then write a summary as preparation for presentation.

·         Present each stand’s opinions with rationales. While listening, take notes to ask a question or offer a comment.

·         Online discussion: ask a question, answer a question or write a comment on class website between pro. and con. groups.

 

Task Type:
need to know
Task Focus:
content
Task Time:
7-8 days
Task Extension:

 Interview native speakers of Japanese on their opinions of nuclear power generation: exchange students from Japan on GSU campus, or university students in Japan via Skype.

Debate between pro. vs. con., instead of the presentation.

Files

Alternative energy

Research alternative energies

Task Description:

·         Research Thermal power, Hydroelectric power, Wind power, Solar power, Natural gas, etc. in both Japanese and English and write a summary of each in Japanese.

·         Read status of alternative energies in Japan. Write a summary in Japanese.

·        Students will have a vocabulary quiz to show their mastery of new words learned in this segment.

Task Type:
need to know
Task Focus:
content
Task Time:
2 days

Files

Interview native speakers

Interview exchange students from Japan on GSU campus

Task Description:

·         Write a set of interview questions on alternative energy using target vocabulary and grammatical form in group.

·         Interview exchange students from Japan on GSU campus in group.

·         Write a report of the interview in group.

Task Type:
need to know
Task Focus:
interaction
Task Time:
2 days

Files

USA energy situation

Learn Georgia energy situation.

Task Description:

·         Discuss and review graphs/charts of nuclear energy usage/production in USA. (English)

·         Research Georgia Chamber of Commerce website on their Environment and Energy policy. (English) Write a summary in Japanese.

·         Research nuclear power plant in Augusta, GA. (English) Write a summary in Japanese.

·         Field trip to nuclear power plant in Augusta, GA. (English)

·         Contrast nuclear power plants in Augusta vs. Fukushima (how old, geography, etc.) Write a summary in Japanese.

Task Type:
need to know
Task Focus:
content
Task Time:
4 days

Files

Create a webpage

Create a webpage in Japanese.

Task Description:

·         Organize all summaries have been written in tasks 1-8 to create a webpage.

·         Design and create a webpage in group.

·         Learn how to create and publish a webpage on Wikis.

 

Task Type:
driving question
Task Focus:
technology
Task Time:
3-5 days
Task Extension:

Presentation about the webpage to native speakers of Japanese: university students in Japan via Skype

Files

Assess a webpage

Peer assess a webpage of other groups

Task Description:

·         Visit a webpage of other groups and assess their webpages using a rubric provided by an instructor. Also, write feedback in English for other groups.

·         Revise own group’s webpage based on feedback provided by other groups.

Task Type:
driving question
Task Focus:
content
Task Time:
2 days

Files