{"CACHEDAT":"2026-06-05 18:11:01","SLUG":"puente-casasola-ana-belen-ggeEqKfGIM","MARKDOWN":"# Lesson title: Contemporary history and challenges and opportunities of progress\n\n## Lesson sequence title: People and Community, Responsibility and conscience\n\nLesson no. 2\n\nSSI: Atmosferic Pollution\n\n# Subject: (Social Sciences) History, Politic and Ethic\n\n## Subject-specific learning goals / competences / curriculum content\n\nLanguage (discuss): mother and foreign language\n\nCheck who is behind the information / Pause before you click / List different source types\n\nIdentify the claim: cross check the claim\n\nCheck the science and check your stand\n\nCompare arguments\n\nWalk the walk\n\n## Learner age range: 15-16\n\n## Year of subject learning: 10er. year\n\n# Lesson context before / after HOW activity\n\nexplain different form of mobility in the city\n\ncompare sustainable and non sustainable transport options\n\nresearch abaut public and private mobility in the city\n\ndevelopment and rise of public transport in the Industrie Revolution\n\ncompare sustainable and non sustainable transport options today\n\n\n# HOW Activity\n\n- [ ] **Introduction to Sustainable Mobility**\n\n**Topic: How do we travel and what are the consequences?**\n\n**Objectives:** Students can:\n\n* compare transport options\n* describe environmental impacts\n* use topic-related vocabulary\n\n**Short discussion: \"How did you come to school today?\"**\n\n* Why did you choose this transport?\n* Is it practical?\n* Is it environmentally friendly?\n\n  \\\n* **Group Activity:** Groups receive transport cards: private car, airplane, train, bus, bicycle\n\n**Task:** Create a poster with:\n\n* advantages\n* disadvantages\n* environmental impact\n* price\n* comfort\n\nStudents present briefly.\n\n\n## Duration in minutes: 7 hours\n\n## MSL Domain: speak out and take action\n\n## Learning goal: walk to the walk\n\n### HOW: research, reflections, express, defend and justify your opinion\n\n\n## HOW activity instruction\n\n- [x] **Topic: Should governments limit cars and flights?**\n\n\n- [ ] **Objectives**\n\n  Students can:\n  * express opinions\n  * argue in English\n  * understand political measures\n\n  \\\n- [x] **Debate Preparation / Classroom Debate**\n\n* Class divided into  groups:\n\n**Group A:** Governments should reduce car and airplane use.\\n**Group B:** People should choose freely how they travel.\n\nPossible debate questions:\n\n* Should short-distance flights be banned?\n* Should public transport be free?\n* Should city centers be car-free?\n\nTeacher moderates.\n\n- [ ]  **Discussion**\n\nQuestion on board: \"Should cities reduce the number of cars?\"\n\nStudents vote: yes, no or not sure\n\n\n- [ ]  **Reading Activity (15 min)**\n\n**Text: \"Transport and Climate Policy\"**\n\nMany governments want to reduce pollution from transport. Some cities invest in better public transportation and bike lanes. Others want fewer short-distance flights because trains are more environmentally friendly.\n\nSupporters say these policies protect the climate and improve quality of life. Critics argue that cars and airplanes are convenient and important for business and tourism.\n\nThe debate about mobility is becoming more important in many countries.\n\nTasks:\n\n* underline arguments FOR sustainable transport\n* underline arguments AGAINST restrictions\n\n\n- [ ] **Homework**\n\n**Topic: Designing the transport system of the future**\n\n\n1. **Creating Solutions:** Students write 3 arguments for their personal opinion.\n\n   develop political solutions\n\n   cooperate in groups\n\n   present ideas in English\n\n### Suggested social form\n\nGroup work and whole-class discussion\n\n### Required infrastructure\n\n internet research on smartphones, newspaper, flyer on political parties\n\n##","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><h1>Lesson title: Contemporary history and challenges and opportunities of progress</h1>\n<h2>Lesson sequence title: People and Community, Responsibility and conscience</h2>\n<p>Lesson no. 2</p>\n<p>SSI: Atmosferic Pollution</p>\n<h1>Subject: (Social Sciences) History, Politic and Ethic</h1>\n<h2>Subject-specific learning goals / competences / curriculum content</h2>\n<p>Language (discuss): mother and foreign language</p>\n<p>Check who is behind the information / Pause before you click / List different source types</p>\n<p>Identify the claim: cross check the claim</p>\n<p>Check the science and check your stand</p>\n<p>Compare arguments</p>\n<p>Walk the walk</p>\n<h2>Learner age range: 15-16</h2>\n<h2>Year of subject learning: 10er. year</h2>\n<h1>Lesson context before / after HOW activity</h1>\n<p>explain different form of mobility in the city</p>\n<p>compare sustainable and non sustainable transport options</p>\n<p>research abaut public and private mobility in the city</p>\n<p>development and rise of public transport in the Industrie Revolution</p>\n<p>compare sustainable and non sustainable transport options today</p>\n<h1>HOW Activity</h1>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Introduction to Sustainable Mobility</strong></span>\n</li>\n</ul>\n<p><strong>Topic: How do we travel and what are the consequences?</strong></p>\n<p><strong>Objectives:</strong> Students can:</p>\n<ul>\n<li>compare transport options\n</li>\n<li>describe environmental impacts\n</li>\n<li>use topic-related vocabulary\n</li>\n</ul>\n<p><strong>Short discussion: &quot;How did you come to school today?&quot;</strong></p>\n<ul>\n<li>Why did you choose this transport?\n</li>\n<li>Is it practical?\n</li>\n<li>Is it environmentally friendly?\n</li>\n</ul>\n<ul>\n<li><strong>Group Activity:</strong> Groups receive transport cards: private car, airplane, train, bus, bicycle\n</li>\n</ul>\n<p><strong>Task:</strong> Create a poster with:</p>\n<ul>\n<li>advantages\n</li>\n<li>disadvantages\n</li>\n<li>environmental impact\n</li>\n<li>price\n</li>\n<li>comfort\n</li>\n</ul>\n<p>Students present briefly.</p>\n<h2>Duration in minutes: 7 hours</h2>\n<h2>MSL Domain: speak out and take action</h2>\n<h2>Learning goal: walk to the walk</h2>\n<h3>HOW: research, reflections, express, defend and justify your opinion</h3>\n<h2>HOW activity instruction</h2>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled checked><span><strong>Topic: Should governments limit cars and flights?</strong></span>\n</li>\n</ul>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Objectives</strong></span>\n</li>\n</ul>\n<p>Students can:</p>\n<ul>\n<ul>\n<li>express opinions\n</li>\n<li>argue in English\n</li>\n<li>understand political measures\n</li>\n</ul>\n</ul>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled checked><span><strong>Debate Preparation / Classroom Debate</strong></span>\n</li>\n</ul>\n<ul>\n<li>Class divided into  groups:\n</li>\n</ul>\n<p><strong>Group A:</strong> Governments should reduce car and airplane use.<br><strong>Group B:</strong> People should choose freely how they travel.</p>\n<p>Possible debate questions:</p>\n<ul>\n<li>Should short-distance flights be banned?\n</li>\n<li>Should public transport be free?\n</li>\n<li>Should city centers be car-free?\n</li>\n</ul>\n<p>Teacher moderates.</p>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Discussion</strong></span>\n</li>\n</ul>\n<p>Question on board: &quot;Should cities reduce the number of cars?&quot;</p>\n<p>Students vote: yes, no or not sure</p>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Reading Activity (15 min)</strong></span>\n</li>\n</ul>\n<p><strong>Text: &quot;Transport and Climate Policy&quot;</strong></p>\n<p>Many governments want to reduce pollution from transport. Some cities invest in better public transportation and bike lanes. Others want fewer short-distance flights because trains are more environmentally friendly.</p>\n<p>Supporters say these policies protect the climate and improve quality of life. Critics argue that cars and airplanes are convenient and important for business and tourism.</p>\n<p>The debate about mobility is becoming more important in many countries.</p>\n<p>Tasks:</p>\n<ul>\n<li>underline arguments FOR sustainable transport\n</li>\n<li>underline arguments AGAINST restrictions\n</li>\n</ul>\n<ul>\n<li class=\"scilmi-task-item\"><input type=\"checkbox\" disabled><span><strong>Homework</strong></span>\n</li>\n</ul>\n<p><strong>Topic: Designing the transport system of the future</strong></p>\n<ol>\n<li><strong>Creating Solutions:</strong> Students write 3 arguments for their personal opinion.</li>\n</ol>\n<p>develop political solutions</p>\n<p>cooperate in groups</p>\n<p>present ideas in English</p>\n<h3>Suggested social form</h3>\n<p>Group work and whole-class discussion</p>\n<h3>Required infrastructure</h3>\n<p>internet research on smartphones, newspaper, flyer on political parties</p>","UPDATEDAT":"2026-05-14T12:17:53.474Z","ID":"31395869-c681-4e3d-8a89-e133e9c7abd6","TITLE":"Puente Casasola, Ana Belén"}