LEARNING PORTFOLIO UNIT 1

SESSION 1 (Date:___6/10/2023___)
PLASTIC POLLUTION GUIDED QUESTONS
1. After watching the video ‘Plastic
Pollution’ WWF International to
introduce the topic and learning aim
of the unit, answer the questions.
This is an activity to see what you
know about plastic and its effects on
the environment. Answer the
questions and afterwards answer the
question of session 1 the SPC2 part
of the learning portfolio:

a) Do you think that all the plastic that we use is recyclable?

91%
91% is not recyclable.
b) What is plastic made of?
Plastic is petrol
c) Is plastic responsible for climate change?
Yes it’s.
Yes it’s. 99%of plastic causes climate change
d) Which are the most endangered animals because of plastic?
Marine animals and seabirds
e) Do seabirds die because of eating plastic?
Yes
Yes ,they do. 1milion seabirds die every day
f) Where can we find traces of plastic?
 LEARNING PORTFOLIO UNIT 1

In the sea, in food, in tap water, in the air.

g) What important and necessary habit can be dangerous for us?
Breathing, drinking and eating
h) Is air pollution related to the production of plastic?
Yes, the production of plastic pollutes the air.
i) Where does the major part of plastic come from?
50% of the plastic in the world comes from Asia
j) Are you the only ones that can reduce plastic?
No
No we aren’t. Governaments, retailers and manufacteurs can also
tackle plastic pollution.

SESSION 2 (Date:__9/10/2023____)
FORMATIVE ASSESSMENT C1. LISTENING
Watch and listen to a video called ‘What really
happens to the plastic you throw away’. I will play
the subtitles to help you understand it. It is very
visual, so pay attention to the images. Then, do the
following activities individually and then we will
comment some aspects with the whole class.

ACTIVITIES:

1. Order the following key words as they appear in the video.

2. Add a word to each one related to it. For example: OCEAN 
Atlantic.
3. Where do the bottles end up? Write bottle 1, bottle 2 or bottle 3 next
to a word.

Landfill ( 3 ) Food chain ( 6 ) Manufacturing plant (

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Trash Productor 2 )
Factory
1–2–3 1–2–3
1–2–3
Poison (leachate) ( 4 ) Three plastic bottles( 1 ) Great Pacific Garbage
 Story Patch ( 5 )
Pacific Ocean
1–2–3 1–2–3
1–2–3
Truck ( 7 ) Micro plastics ( 8 ) Raw materials ( 9 )
Vehicle Contamination Basic material

1–2–3 1–2–3 1–2–3

4. Listen again and answer the multiple-choice questions. Sometimes

there is more than one option.
a) Plastic is made from molecules of ….
1.gas 2.oil 3. petrol
b) The plastic is melted in manufacturing plants and reformed in ….
1.malls 2.moulds 3. mills

c) The first bottle is wrapped, shipped, bought, opened, consumed and ….

1.thrown away 2.dumped 3. discarded

d) The turtles eat plastic from the ocean and feel they are full. They are not
full, so they starve to (es moren de gana) ….
1.dead 2.die 3.death

e) The toxins of the plastic are passed up the food chain because ….
1. Lantern fish are eaten by the squid, the squid is eaten by the tuna,
and the tuna are eaten by us.
 LEARNING PORTFOLIO UNIT 1

2. The squid eats the tuna, the tuna eats the lantern fish, and we eat
lantern fish.

3. Answer the following questions.

a) How many plastic landfills (plastic-gyres) are there in the world’s

seas?
There are 5
b) What are micro plastics?
They are smaller bits of plastic.
c) How is plastic recycled? Mention the main parts of the process.
They smash the plastics and then they shred it, next they
clean plastic and finally they melt it to make new things.

d) What is recycled plastic used for? Give some examples.

Bottles, tuppers, bags, the tape of notebooks…

SESSION 3 (Date:__16/10/2023____)

Watch and listen again to the video ‘What really

happens to the plastic you throw away’.
Complete this checklist and then create a mind map
about the video.

CHECKLIST: HOW WELL DO YOU KNOW THESE WORDS?

WORD DON’T KNOW HAVE A GUESS CAN USE IT IN A
AT ALL ABOUT ITS SENTENCE
MEANING
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discarded X
end up X
refinery X
landfill X
junk X
rainwater X
toxic X
leachate X
groundwater X
soil X
stream X
poisoning X
ecosystem X
garbage patch X
debris X
plastic gyres X
seabirds X
entangled X
starve X
food chain X
tuna X
microplastics X
raw material X
LEARNING PORTFOLIO UNIT 1
 LEARNING PORTFOLIO UNIT 1

SESSION 4. (Date:___20/10/23___)
FORMATIVE ASSESSMENT C3 (SPEAKING, USING STRATEGIES TO INTERACT)

Stand up and gather with the peers with the same letter (A,B,C,D,E). You can use the mind map of session 3 to recall some
vocabulary. Discuss with your partners what we should or not do to reduce plastic waste. (35 minutes)

 Exchange ideas and discuss about your habits. Comment on environmentally friendly habits and recycling.
 Complete the bubbles with the beginning of a sentence to make affirmative or negative statements.
 Talk about your habits and what do you do.
 Then give advice using ‘should or shouldn’t’

“We never, sometimes…” “We usually, always…”

-We never evit products of envases -We usually us excessive bags of

plastics---------------------------------------------
-Somentimes we use bottles of
-We usually recycle the
plastics------------------------------------------
rubish----------------We allways try to don’t
-Sometimes we evit bags of
throw away papers,plàstics...in the
: clothings.----------------------------------------
street------------------------------------------------
----------------------------------------------------

“We should…” “We shouldn’t…”

-We should buy more in bulk --We shouldn’t use plastic
products---We should wear recycled or bags-------------We shouldn’t fly for a
second-hand two-day
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1. Go back to your seats and share your ideas with your working group. Compare your ideas and add more to each
bubble.
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SESSION 5 (Date:______)

1. Read the sentences and match the beginnings with the endings.
Write the letter next to the beginning.

If global warming continues to get a) it will be too late.

worse, (…i.)
If we take showers, (…f.) b) we won’t save the environment.
If we waste electricity, (…b.) c) if we stop polluting the air?
Polar bears will lose their habitat (…d.) d) if sea levels rise.
If we don’t do something now, (…a.) e) will it help the environment?
What will happen (…c.) f) we will save water.
If I use a reusable bag, (…e.) g) if I a walk to work?
Will I save money (…g.) h) we will use more renewable
energy.
When technology gets better, (…h.) i) sea levels will rise.

2. Watch the video https://youtu.be/-igqJwYGhuU and complete the

chart with the uses of 1st conditional and its form. Fill in the cloud
too.

 While watching it, check that the sentences of the previous

exercise are matched correctly.

IF+ subject + ...simple present…, subject

+ ...will/won’t ...+ verb

 We use 1st conditional sentences to talk about:

Future predictions Possibilities Past actions
 Which part of the sentence expresses possibility?

 Which part of the sentence expresses effect?

 LEARNING PORTFOLIO UNIT 1

 Can we start with the ‘If clause’ that expresses possibility?

 Can we start with the clause that expresses effect?

 What punctuation mark do we use to separate the ‘If clause’ and the effect?

 What modals can you use to express possibility or give advice? You can
replace will/won’t by…..

 When we replace ‘if’ with ‘when’ to describe something that is certain to

happen?

3. The Consequence Game

The last part of the video is to practice conditional sentences to express
possibility. You read a question like “What will happen if we pollute the
air?”, and then in groups, answer the questions expressing possibility.
Write the answers here. Share your answers with the whole class.

1.If we pollute the oceans, the ocean life will gradually die.
2.If we continue to burn fossil fuels, the air will be unbreathable.
3.If we don’t protect the rainforests, we won’t be able to breath
4.If we don’t recycle, we will get drown in rubbish
5.If we plant more trees, the air quality will improve in the end.
 LEARNING PORTFOLIO UNIT 1

SESSION 6 (Date:______)
FORMATIVE ASSESSMENT. C6 READING COMPREHENSION ACTIVITY.

PLASTIC AND THE ENVIRONMENT

Plastic is a material we use every day. The first plastics were made more than
100 years ago from parts of plants. Plastics are now made from oil, coal and
natural gas. We are using up these things so fast that the Earth’s supplies
may run out. Because of this, scientists are investigating new ideas for making
plastics from plants such as sweet potato, bamboo and flax. (1)

Things made from plastic can be useful for people but bad for the planet. Some
plastic can last for a long time without wearing out and can be difficult to get
rid of when they are not needed. They can remain in rubbish dumps called
landfill sites for hundreds of years. Landfills can be smelly, ugly, and harmful to
our planet. (2)

Recycling is a good way to get rid of unwanted plastics. Recycled waste

materials can be used again to make new products. This can be difficult as
different types of plastic need to be recycled in different ways. Some kinds of
plastic can be melted down and used to make new things such as bags and
bottles. Others can be made into fibres (strands of material) for clothing. (3)

Another way to protect the environment is to use canvas bags for shopping
rather than plastic ones. A lot of plastic objects can also be reused. Plastic
bottles can be refilled many times, rather than throwing them away once they
are empty. Unwanted plastic such as CDs and toys can be sold or given to
charity shops. (4)

www.eslcourses.com
 LEARNING PORTFOLIO UNIT 1

ACTIVITIES:

1. Vocabulary and key words. Look at the pictures projected on the

board to help you guess the meaning of the words from the box.
They are words from the text. Translate them to remember their
meaning.

Coal (n) = Carbó flax (n)= Lino rubbish dumps/landfill sites (n)
=Escombreries/abocador harmful (adj)= que fa mal smelly (adj)=
apestos sweet potato (n) =moniato canvas bags (n)= Bosses de
reciclatge waste (n)= Malbaratament

2. Match the definitions with the words from the box. The verbs are in
bold in the text. Read the sentence carefully to guess the meaning.

use up (v)= wear out (v)= get rid of Supply

gastar desgastar (v)=desfer-se de (n)=Proveïr
run out (v)= melt down (v)= refill (v)=
esgotar Desfer-se emplenar

a) To throw away something.

b) To become liquid; for example, if you heat ice, it becomes water.
c) To disappear.

d) To make something empty become full; for example, to put water into
an empty bottle.

e) To not have enough of something; there is less quantity of something

than a few years ago.
f) An amount of something that is available, natural resources like oil,
coal or natural gas.
 LEARNING PORTFOLIO UNIT 1

3. In which paragraph can you find this information:

a) Other ways to recycle and protect the planet. 4

b) Ways of recycling. 3

c) Introduction to the plastic and the problem of using it. 1

d) Reason why plastic is harmful to the planet. 2

4. Read the text and say if these sentences are true or false. Justify
your answers if they are false.

a) The plastic that we use today is made from parts of plants. False

b) The Earth’s supplies cannot be extinguished. False

c) Some plastic is difficult to recycle and can be in the landfills for a long
time. True

d) The plastic can remain in the landfill for only fifty years. False

e) The only way to recycle plastic is to melt it down make new bags. False

f) A good way to reuse plastic objects is for example to refill empty bottles.
True
 LEARNING PORTFOLIO UNIT 1

SESSION 7 (Date:______)
THE FISHER GREEN SCHOOL EXPERIMENT

Watch a video of the Fisher Green School experiment

https://youtu.be/GIO_vecpsSw and answer in groups the listening
comprehension questions.

 At the end of the class, complete the part of session 7 of your learning
portfolio. (individually)
 You will watch the video once with the whole class. Then you can
watch it two more times if necessary, with your headphones. It is
posted on the Moodle course.
 This activity is going to help you generate ideas for your poster.
 You can play the subtitles on and use online dictionaries to solve
vocabulary problems: www.wordreference.com ,
www.yourdictionary.com , https://dictionary.cambridge.org/

a) What items of trash can you see in the introduction of the video? (minute
0-1:12)
b) What is the objective of the IXG mission?
c) What are the 3 ‘green’ mottos the school has?
d) What did they start using to become green at school?
e) Mention some of the actions and activities that they do to reduce waste
at school.
f) What does Chris Wolpe say? (minute 3:36)
 LEARNING PORTFOLIO UNIT 1

g) Do all the students of different levels take part in the project?

h) What other areas or subjects are included in the project? How? (Mention
some of the activities they do and what subjects are related to.)
i) What are the 3Rs?
j) What percentage of trash has the school reduced?
 LEARNING PORTFOLIO UNIT 1

SESSION 8 (Date:______)
FORMATIVE ASSESSMENT. C4/C6: READING COMPREHENSION
ACTIVITY AND USE OF DICTIONARIES
 You are going to read a text from a website called Green Education
Foundation GEF:
 http://www.greeneducationfoundation.org/nationalgreenweeksub/
waste-reduction-tips/tips-to-use-less-plastic.html
 The text is called ‘Tips to Use Less Plastic’.
 Carefully read the box below to learn about the use of imperatives.

IMPERATIVE FORMS

When we give orders or commands, we use the imperative form of the

verb:
- Sit down please.
- Turn lights off after leaving the class.
- Throw the rubbish into the bin.

Notice! There isn’t a subject and the verb is used in infinitive.

When the orders or commands are negative, we use don’t + infinitive:

- Don’t sit down.
- Don’t turn the lights off after leaving the class
- Don’t throw the rubbish into the bin.

VOCABULARY AND READING COMPREHENSION ACTIVITIES:

1. Read the tips and write words related to the key words below
(nouns and verbs). You can use online dictionaries to look up for
 LEARNING PORTFOLIO UNIT 1

vocabulary. www.wordreference.com , www.yourdictionary.com ,

https://dictionary.cambridge.org/

 If you find more than 2 or 3 words, you can write them.

Key words Nouns Example (imperative

form):
Reusable (3
words)

Container (2
words)

Packaging (2
words)

Food (3
words)

Shops (2
words)

Restaurant (2
words

2. From all the tips, mention two (write the number) that talk about:

a) Packaging and types of food to buy in the supermarket. ________

b) What to do at the restaurant with the dishes that you don’t finish. ______
c) Alternatives to plastic bottles. _______
d) Saving money and producing less waste. ________
e) Cleaning products. _________
 LEARNING PORTFOLIO UNIT 1

3. Do you do some of these tips? Which ones? If not, which ones do

you think you could easily start doing?
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SESSION 9, 10 & 11: PLASTIC POSTER CREATION: GUIDANCE BASE

SPC2: LEARNING TO LEARN / SELF-REGULATED LEARNING

SUMATIVE ASSESSMENT DC2

After brainstorming and sharing idees, complete the table below with your
working group.

From all the activities we have done, collect the necessary information to
include in the poster. Think of the questions below and select the key words.

QUESTIONS SHORT DESCRIPTION KEY WORDS

‘What’s the
problem?’

‘What should we
do?’

‘Why?’

‘What tips are

necessary?’
 LEARNING PORTFOLIO UNIT 1

This is the checklist I will use to make sure you have included everything.

UNIT 1: HOW COULD WE REDUCE PLASTIC WASTE? YES NO

POSTER’S MIND MAP (BRAINSOTRMING IDEAS)
Title of the poster/Driving question
Problem
Key words of plastic waste
Solution/ What to change or improve at school
Solution/ What to change or improve personally
 LEARNING PORTFOLIO UNIT 1

SESSION 12 & 13: PLASTIC POSTER’S ASSESSMENT

SUMATIVE ASESSMENT DC2 (PEER ASSESSMENT) & C4 (READING COMPREHENSION)

Read the poster of one of the groups and mark with a cross the level of achievement.

RUBRIC PEER-ASSESSMENT

DC2: Using text editing, multimedia presentations and spreadsheet applications to produce digital documents. (summative assessment)

Creators of the Poster:

UNIT 1: HOW CAN WE REDUCE PLASTIC WASTE?

Assessment Criteria Level 1 NA Level 2 AS Level 3 AN Level 4 AE

Students design a poster Students design a poster Students design a poster

(text and images) using using some standard with the standard Students design a
Students design a poster using available
basic functions with short functions with an functions with a lot and poster using available
functions of Canva to inform about plastic
information about the acceptable amount of diverse information about functions to inform about
waste.
problem. information about the the problem. plastic waste.
problem.

Guidelines NA (0 points) AS (1point) AN (2 points) AE (4 points)

Driving question There isn’t a title with a There is a title with a driving There is a title with a There is a title with a
 LEARNING PORTFOLIO UNIT 1

driving question with the question, but it doesn’t driving question, but the driving question that
format of a title. catch the reader’ss format used is attracting easily catch the reader’s
attention. enough. attention.

Introduction There isn’t any introductory There is a short introductory There is a fairly developed There is a detailed and
section. section. introductory section. fairly develop
introductory section.

Problem The problem is not The problem is shortly The problem is shortly The problem is detailed
explained in the poster. explained in the poster. explained in the poster. and fairly explained in
the poster.

Solution The solution is not included The solution is included but The solution is included The solution is included,
in the poster. it is not visual. although it isn’t visual and it is very visual.
enough.

Facts and figures Facts and figures aren’t A few facts and figures are Some facts and figures A lot of facts and figures
included. included. are included. are included.

Total point / 5:
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 Each of you, read the poster carefully of the group you have assessed and answer the questions of the Learning
Portfolio.

C4: Reading comprehension strategies. (self-assessment)

Name:
UNIT 1: HOW CAN WE REDUCE PLASTIC WASTE?

Assessment Criteria Level 1 NA Level 2 AS Level 3 AN Level 4 AE

Students obtain and interpret general Students don’t obtain and Students obtain and Students obtain global Students obtain literal
and specific information about interpret the general and interpret general and information and identify information and distinguish
sustainable tips and recycling. specific information about specific information about main ideas about main from secondary ideas
sustainable tips and sustainable tips and sustainable tips and about sustainable tips and
recycling either. recycling. recycling. recycling.

Guidelines NA (0 points) AS (1point) AN (2 points) AE (4 points)

Global information Hardly ever identifies the Sometimes identifies the Normally idientifies the Always identifies the
global information of a global information of a global information of a text. information of a text.
text. text.
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Specific information Hardly ever identifies Sometimes identifies Normally identifies specific Always identifies specific
specific information of a specific information of a information of a text. information of a text.
text. text.

Key words Hardly ever identifies key Sometimes edientifies key Normally identifies key Always identifies key words.
words. words. words.

Meaning of new words Hardly ever elicits the Sometimes elicits the Normally elicits the Always elicits the meaning
meaning of new words by meaning of new words by meaning of new words by of new words by context.
context. context. context.

Supporting ideas Hardly ever uses own Sometimes uses own Normally uses own words Always uses own words to
words to support ideas. words to support his/her to support his/her ideas. support his/her ideas.
ideas.
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SPC2: LEARNING TO LEARN / SELF-REGULATED LEARNING

SESSION 1: (date):

1. What have you learnt today?

SESSION 2: (date)

1. What have you learnt today?

2. Write some new key words that you have learnt today.
3. What is the main problem of plastic waste?

SESSION 4: (date)

1. Do you think you are an ‘environmentally friendly’ person?

2. Have you got good recycling habits?
3. What should you do to be better at recycling?

SESSION 7: (date)

1. What does ‘Pro Green’ mean?

2. Which ideas do you like the most?
3. Which actions do you think we can put into practice at school?
4. Do you like the idea of the project?

DC2: REDUCING PLASTIC POSTER

SUMATIVE ASSESSMENT DC2
SESSION 13: (date)

1. What is the main idea of the introduction of the poster?

2. What is the problem according to the poster?
3. What solutions are proposed in the poster?
4. Do you think that key words related to the topic are used? Give
examples.
5. Do you think this unit will help us to become greener and reduce plastic
waste? Why or why not?
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ASSESSMENT GUIDES:

SESSION 8 RUBRIC

Assessment guideline NA Hardly ever AS Often AN Normally AE Always

(1 p) (2 p) (3 p) (4 p)
Makes logical associations with
key words.
Elicits the meaning of new words
by context or with consulting
tools.
Identifies the main idea of the tips.
Supports his/her answers by
giving examples.
Total
points/4

PLASTIC POSTER RUBRIC

Assessment guideline NA Hardly AS Often AN AE Always

ever (2 points) Normally (4 points)
(1 point) (3 points)
Identifies the main idea of the
introductory paragraph.
Identifies the problem
explained in the poster.
Identifies the solution
suggested in the poster.
Recognizes key words.
Total points/4
LEARNING TO LEARN DIMENSION: SPC2: Acquire and put into practice strategies and habits
that intervene in the own learning.

GUIDELINES Always Usually Never Improvement

Hardly
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ever suggestions

The student shows

interest in the learning
activities done.

The student uses tools to

organize the materials.

The student uses

metacognition tools to
show and organize
his/her ideas.

The student gives

feedback of what he/she
has learnt (self-
awareness)

The student finds a

relation to his/her real
context with the learning
activities done.

The student applies the

new knowledge to the
specific learning purpose
of the unit.