Activity 1: Drafting a project proposal

Sofía Margarita García Ríos

Master’s degree in English Language Teaching, IEXPRO University

MEI11311: Projects and Assignments in English
Teacher: Miss Andrea Juárez Gómez

Sunday, July 9th, 2023.

SAVE
The Earth
Project Prepared for
CEFR Level C1
Junior High School Students

Prepared by
Ms.Sofía García

How are you

taking aim at a July 9th, 2023.

better tomorrow?
Table of
Contents
Project Overview 05

My Teaching Context 06

Creating a good classroom atmosphere 07

Introduction & Requirements 08

Project Criteria 09

Timeline for Tasks 10

Objectives of the Project 11

Choosing an Issue 12

Brainstorming the Issue 13

Support your Solution 14

Impact of your Solution 15

Outline of the Story 16

Storyboarding 17

Prepare for your Tasks 19

Project Presentation 20

Creators Checklist 21

Insights & Inspiration 22

References 23
PROJECT Overview
Title Content

Project name: Save the Earth

Subject: English C1
Details
Teacher: Sofía García
Grade: 7th, 8th & 9th graders (Ages 12 to 14)

Project Students will conduct research, produce, and distribute one-minute videos
Description that highlight significant environmental issues in their local areas.

It has the goal of identifying and supporting students who are interested in the
Objective topics of activism and environmental protection. It will give them the
opportunity to express themselves and use their creativity to address
environmental issues.

Driving
How are you taking aim at a better tomorrow?
Question:

Students choose a local environmental problem that they are enthusiastic

about and propose ideas to tackle one local environmental problems it
focusing in these topic areas and thinking of original solutions.
Restore the ocean
Clean the Air
Content &
Reduce Waste
Skills
Protect Nature
Standards to
Address Climate Change
be addressed:
Students think about methods for making an emotional impact and
motivating action.
They reflect on their learning experience, consider their motivations,
recognize their achievements, and analyze the challenges they faced. They
are encouraged to share insights to inspire others to act.

Duration: 3 weeks (50-minute daily class)

Phase 1: Research and Data Collection
Timeline Phase 2: Preparing Data Presentation
Phase 3: Presentation
Phase 4: Evaluation
Teaching
Context

I am working at Centro Educativo Via Reggio,

A.C., a private school. It is in Culiacán in the
state of Sinaloa. There is a preschool,
elementary school, and junior high school at
our institution. I work in the junior high division. I
coordinate the English language program and
teach English as well. Our school offers a
SCHOOL CYCLE 2022-2023

bilingual curriculum, with half of the lessons

taught in Spanish and half in English.

Students in my class have an English proficiency

level of C1 and they are grouped according to their
English proficiency levels for the English classes
after taking the Cambridge English Placement Test.
My group is made up of 16 students who are in
seventh, eight and nine grade, they range in age
from twelve to fourteen. They take 50-minute
classes from Monday to Friday.
Creating a good
Classroom
Atmosphere
Set up the environment physically
Gather the desks together into four groups and
assign each team a place to sit in the classroom.
Orient each desk in such way that everyone can
see the board.

Encourage collaboration
Tell students that they will work on this project in
groups of four. Clarify the expectations and
reasons for collaboration before allowing them
to work in teams. Explain this makes sure that
everyone may participate and lead on particular
tasks to improve engagement and learning
outcomes.

Positive & welcoming atmosphere

Set up each working table with a image
addressing an environmental issue and the
leading question: How are you taking aim at a
better tomorrow? Start a discussion and take
note of students comments.
 OPENING

Introduction
WHAT IS THE OBJECTIVE OF THE SAVE THE EARTH PROJECT?
It has the goal of identifying and supporting students who are
interested in the topics of activism and environmental
protection. It will give them the opportunity to express
themselves and use their creativity to address environmental
issues. The project is targeted toward students between the
ages of 12 and 14.

WHAT WILL STUDENTS DO?

They will conduct research, produce, and distribute one-minute
videos that highlight significant environmental issues in their
local areas. The student will receive guidance and have access
to tools that will help them complete the research, planning,
production, and submission phases of the project.

Exp
l
p ro a i n t h i
je c t s

Requirements
15 % w ill
of th b
g ra eir f e
de in a
l
t ri m o f t h e
es te
r!

Students must work in groups of 4.

The project must center on a local environmental problem. They will propose
their ideas to tackle one of the following topic areas:
Restore the ocean
Clean the air
Reduce waste
Protect nature
Address climate change
Each video can only be one minute long, and files can only be 200MB in size.
The video must be upload it to Schoology.

Students are free to use any camera—even their phones—but videos

should be shot in horizontal (landscape) format so they may be easily
shared.
 TOPIC
ORIENTATION

Project Criteria
INDICATOR YES/NO SCORE
These criteria will be used to evaluate student submissions.

The video and solution address an environmental issue related to one of the
five topic areas. The video presents a strong, fact-based argument for why 2.25%
the subject is important.

The video increases empathy, giving viewers a reason to care and act. 2.25%

The solution outlines a unique and/or creative way of resolving the problem. 2.25%

The video lasts one minute and is in landscape mode. The audience can
properly understand the video and audio. The video uses unique storytelling
2.25%
techniques (such as shot kinds and styles) that provide an engaging
message.

The solution is clear, achievable, and realistic. The solution has a significant
2.25%
and quantifiable impact.

The problem is explicitly addressed, and the community members are

2.25%
brought in as collaborators.

A brief, direct-to-camera video that demonstrates your reflective process.. 1.5%

Total 15%
 TOPIC

TIMELINE
ORIENTATION

for your tasks

This timeline will give you a better idea of the steps you
need to take to complete the project.

Class 2 Choosing an Issue

Class 2 Brainstormig the Issue

Phase 1: Research &
Data Collection
Class 3 Support your Solution

Class 4 Impact of the Solution

Class 5 Outline of the Story

Phase 2: Preparing
Class
Storyboarding Template data presentation
6&7

Class Prepare your Tasks

8, 9, 10

Class Presentation Phase 3: Presentation

11 & 12

Class 13 Evaluation Checklist

Phase 4: Evaluation

Class 14 Reflective Video

 TOPIC

Objectives
ORIENTATION

of the Project
Students choose a local environmental problem
that they are enthusiastic about.
They dig farther into the problem and think of
original solutions.
When working in a group, they employ
procedures for group decision-making to
guarantee general agreement on their main
theme.
They think about ways to elicit hope and
optimism in order to encourage action that will
lead to their goal of making a good impact on
the selected problem.
Students think about methods for making an
emotional impact and motivating action.
They decide what they want the viewers of their
video to do, think, and feel.
Before engaging in storyboarding procedures
to map their production, they choose a creative
approach for the development of their
narrative.
They select a style of video that matches their
needs, resources, and skills.
They think about their important responsibilities
to assist them in the creative process, which
may entail producing an animation, live-action
video, or using different visual storytelling
techniques.
They choose and use an editing program to put
together their final content.
They reflect on their learning experience,
consider their motivations, recognize their
achievements, and analyze the challenges they
faced. They are encouraged to share insights to
inspire others to act.
 RESEARCH
& DATA

Choosing
COLLECTION

an Issue
What is important to you?
Your video can be motivated by your own life experiences, the stories of other people, or
an event that has an influence on your neighborhood. A sincere passion will captivate
your audience and inspire them to take action. Give everyone in your team the chance to
voice their opinions and participate in decision-making. Make sure that everyone on the
team participates in the choice-making process and is at comfortable with it.

One of the following topics should be

THINK LOCAL
covered in your video:
Research information about the area in
TACKLE CLIMATE CHANGE which you live and work in order to better
Reducing carbon emissions to understand the causes, effects, and
combat climate change. solutions of any issue. Pay attention to
the people in your neighborhood, the
RESTORE THE OCEAN problems you notice, and the steps you
Reducing pollution and supporting and your neighbors may do.
sustainable ocean usage
REDUCE WASTE
Finding creative methods to
repurpose garbage and minimize it RESEARCH
PROTECT NATURE It will take some investigation to develop
Global conservation and a story that conveys the "real" image of
improvement of wildlife habitats the problem you have chosen. Consult
different sources. Conduct surveys or
CLEAN THE AIR interview locals.
Lowering the pollution we emit and
figuring out ways to remove it.

RAISE AWARENESS
It's important to draw attention to the
BRAINSTORMING issue. People will want to take action to
Use the brainstorming worksheet to improve the world if you can instill hope
consider the causes and effects of the in them by persuading them that they
issue you have picked in your can make a difference.
community. The impacts the issue has on
the natural and human world are
represented by the leaves, while the
causes are represented by the roots. BREAK DOWN THE PROBLEM
Once the diagram is finished, use it to Break down the issue and choose a
concentrate your video on a single single area to concentrate on. Create an
reason that you want to address with emotional connection with your audience
your solution. by demonstrating the impact of their
actions. It matters what they do!
 RESEARCH

Brainstorming
& DATA
COLLECTION

the Issue
Think about the causes and impacts of the problem you have chosen in your
community.
Your call to action:

IMPACTS How does your issue impact both the natural and human worlds?

Problem:

CAUSES What are some of the causes of this issue?

 RESEARCH

Support
& DATA
COLLECTION

your Solution
Once you have identified your problem and its root causes, choose the root cause that you are going to
address in your community. Use the questions to guide yourselves.

The problem:

My Community:

Main Cause & its details: Sources:

Our Solution in detail:

QUESTIONS TO GUIDE YOU:
How does your solution solve
the issue?
What are the benefits of your
suggested solution?
Is your solution appropriate for
your neighborhood?
How long will it take you to
solve this?
Does your solution require a
large budget?
Can the community easily
How the main cause will be addressed by our
participate in your solution?
solution: Is your solution original?
Who in the neighborhood can
help in putting this plan into
action?
What resources or traditions
does your community have
that it may benefit from?
 RESEARCH

Impact
& DATA
COLLECTION

of the Solution
To illustrate how your solution will affect your
Word bank:
community, use the diagram below.
People Things First, make a list in the Word Bank of the
persons it will affect and the potential
changes. Use the internet to research what
that impact might be.

Impact Impact Impact

Who/What: Who/What: Who/What:

How: How: How:

Solution

Impact Impact
Who/What: Who/What:

How: Impact How:

Who/What:

How:
 Outline
PREPARING
DATA
PRESENTATION

of the Story CHOOSE A

It's time to pay attention on what you want your audience to think, feel, VIDEO STYLE:
and do, and to develop a story that motivates these changes. You can Live-Action
develop your story's outline and use the resources in this section to do Animation
so. Create an original concept for your video using this sheet. While
Images & Text
creating your video, refer back to this sheet to make sure you're on the
right track.

1. What is the problem?

2. What is your solution?

3. How will you communicate this information to your audience? What information
should your audience know about this particular topic?

4. How will you engage your audience with your topic?

5. What do you want your audience to do? What can people do to solve this issue?
 PREPARING

Storyboarding
DATA
PRESENTATION

Storyboards are a valuable tool for making sure your video goes
smoothly. They help to explain ideas, conceptualize each shot, and
set up the appropriate resources. Keep in mind that you should
catch your audience with your issue in the introduction, elicit an
emotional response in the middle, and conclude with a clear call
to action.

SHOT NUMBER
Order your shots and refer to them when setting
up/directing/editing.

IMAGES/VIDEO/GRAPHICS/TEXT
Make a rough sketch of what will be visible on the screen at this
moment in the video. It doesn't have to be perfect. Stick figures are
acceptable as long as you can convey your message.

DESCRIPTION
Describe what is happening in the shot, including what your
characters are doing and all the important information about the
background or scene. You can specify whether the camera is
close to the characters, as well as any movements you wish the
camera to make (zoom in, zoom out, pan left, etc.).

AUDIO/SPEECH/VOICE-OVER/MUSIC
Record the audio that will go along with the pictures, videos, or
graphics

TIMING
You must make an educated guess as to
how long this scene, image, video, or graphic
will be displayed here.

The following page has a template you

can use for your storyboard.
Storyboard
PREPARING
DATA
PRESENTATION

Template
Video Title:
PREPARE
PREPARING
DATA
PRESENTATION

for your Tasks

It's time to consider the many tasks and responsibilities involved in making a video. This
can be an opportunity for you to improve your abilities or try something new! Consider
your preferred video style as well as the tasks you must do.

Write a script expressing your Make sure the main point is well
point originally. Pay attention to communicated and that every
what you want your audience to part of the video flows together.
think, feel, and do. Remember you Involve imagination into the script,
have one minute. sound, and camera methods.

Filming include using the camera Organize your creation process,

and creating the video. It keep up to the schedule, and stick
demands concentration, attention to the project's rules. Set up the
to the various shot types and necessary tools, materials, and
lighting, as well as experience with filming sites.
your equipment.

To increase the impact of your if your video contains animation,

video, sound editing requires think about using sound, text,
selecting appropriate music and and/or images to communicate
effects. Make sure the best audio your message. You might need to
is recorded by listening for be familiar with a particular
background noise while filming. program.

Memorizing a script, practicing, You might need to finish your

and being at ease in front of the video with editing software.
camera are all necessary for Gather your audio, video, and
acting. An actor could be live in- other materials to put the story
video, or audio on a voice-over. together and produce the finished
work.
 PRESENTATION

Project
Presentation
Video Submission
Each team must upload their video to the
Schoology platform. Files can only be 200MB in
size.

Formats Submission
The team must turn in the following worksheets.
Brainstorming the issue
Support your solution
Impact of the solution
Creating the video
Storyboard template

Reflective Video
Each team member must upload to the
Schoology platform, a brief, direct-to-camera
video that demonstrates the reflective process.

Video Presentation
Each team will have 20 minutes to present their
work to the class. You are required to explain
how you came up with the iea and why you
chose that topic.
Support your answers
Mention sources
CREATORS
EVALUATION

Checklist
You can use this checklist to make sure you've covered everything and to understand
the key elements of the Save the Earth Project. Use the questions to direct your final
evaluation once you have all of your content.

ISSUE COMMUNICATED EFFECTIVE USE OF

EFFECTIVELY VIDEOMAKING TECHNIQUES
Does the video and solution
address an environmental issue Does the video lasts one minute?
related to one of the topic areas?
Does the video present a strong, Is the video in landscape mode?
fact-based argument for why the
topic is important? Can the audience properly
understand the video and audio?
EMOTIONAL IMPACT
Does the video use unique
Does the video increase empathy, storytelling techniques (such as shot
giving viewers a reason to care and kinds and styles) that provide an
act? engaging message?

UNIQUE/CREATIVE
Does the solution outline a unique CALL TO ACTION
and/or creative way of resolving
the problem? Is the solution is clear, achievable,
and realistic?

COMMUNITY CONNECTION Does the solution have a significant

and quantifiable impact?
Does the solution clearly address a
specific issue in the community
and involve community members
as collaborators?
 EVALUATION

& Inspiration
Insights
EVALUATING THE PROJECT

To help you reflect, use the following

questions. You can also add your own.

WHAT MOTIVATED AND INSPIRED YOU?

The most important aspect of any Why are you passionate about your
issue?
learning process is reflection. It
What do you want your audience to
gives you a chance to reflect on
think, feel, and do?
your development and your future
plans. People who hear about your
WHAT HAVE YOU LEARNED?
personal reflections are able to
How will this impact different areas of
peek inside your head and are your life?
motivated to act as well. What advice would you give to others
involved in the project?
Record a brief, direct-to-camera
video that demonstrates your WHAT WILL YOU DO NEXT?
reflective process.. You can make How will you continue to work for
one on your own. This is not change on your issue? What is your
teamwork. next step?
References
Career Trend Team (2020) Classroom. How to Create a Positive
Classroom Atmosphere Weblink:
https://classroom.synonym.com/create-positive-classroom-
atmosphere-2241604.html [Read: July 4th, 2023]
Robinson D. (June 24th, 2023) EARTH.ORG 15 Biggest Environmental
Problems of 2023. wEBLINK: https://earth.org/the-biggest-
environmental-problems-of-our-lifetime/ [Read: July 5th, 2023)
Boss S. (March 18th, 2010) Edutopia. How to Design Student Projects
Like a Pro. Weblink: https://www.edutopia.org/project-learning-how-
to-IDEO [Read: July 3rd, 2023)
Boss S. (October 19th, 2007) Edutopia. How Does Project-Based
Learning Work? Tools for understanding the process of planning and
building projects. Weblink: https://www.edutopia.org/project-based-
learning-guide-implementation [Read: July 3rd, 2023]

Universidad IEXPRO. (n.d.). Tasks and Projects. Chapter 1: TASK-

BASED LEARNING
Universidad IEXPRO. (n.d.). Tasks and Projects. Chapter 2:
PSYCHOLINGUISTICS AND TASKS
Universidad IEXPRO. (n.d.). Tasks and Projects. Chapter 6: PROJECTS