Topic: Protect nature

Target group

4th‑grade students of elementary school

Core curriculum

General aim of education

The students exchange forms of nature protection applied in Poland and justify the need to protect nature

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• explain what biodiversity is;

• exchange and characterize selected forms of nature protection (natural monument, reserve, national park);

• indicate selected areas and protected objects in your neighborhood or in the vicinity;

• justify the need to protect nature.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers;

• kits for domino games.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The teacher gives the topic, the goals of the lesson in a language understandable for the student, and the criteria of success.

Realization

• The teacher asks pupils to try to explain why nature should be protected - all ideas are written on the board.

• Students analyze ideas and indicate (by assigning points) the best in their opinion.

• The teacher asks pupils to carefully read the abstract, paying special attention to the definitions of forms of nature conservation, which is printed on the board: national park, nature reserve, natural monument, protected species, strict protection, partial protection.

• The teacher displays the students' classification scheme of nature conservation forms.

• The students are paired up. Each pair receives a domino set consisting of the concepts and definitions they have learned. The pair who is the first to correctly arrange the entire domino wins.

Summary

• The teacher asks students to carry out the recommended interactive exercise themselves.

Homework

• Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Protect nature

In the present world, there are few natural areas left, that is, unaltered by man. Unfortunately, people in a short time have led to the extinction of thousands of species of living organisms. We forget that every organism is an important element of its environment: for some organisms it is a source of food, for others it is a predator that hunts for them.

We must not forget that we are also dependent on the nature around us in various ways. For example, we breathe oxygen produced by plants, we catch fish and other sea animals.

We can protect nature in a variety of ways. For this purpose we have, among others, national parks, reserves and landscape parks. You can also protect individual species of organisms – these species are known as protected. Sometimes individual trees are also protected - to this end they are established as natural monuments.

In designated areas, where nature is undamaged and extremely valuable, national parks are created. They often contain plants and rare animals or animals that are threatened with extinction. In addition, these areas are characterized by extremely beautiful landscapes and rare forms of inanimate nature, such as caves, waterfalls, gorges, cliffs.
National parks have an area of over 1000 ha. All nature, both animated and inanimate, is protected in this area. Strict protection is applied.

In nature reserves all nature or only some of its elements may be protected, for example specific species or inanimate nature. The area of the reserve is smaller than a national parks. The whole area of the reserve or its part may be subject to strict or partial protection. Due to the purpose, forest, faunistic (or animal‑protecting) reserves, landscape and other reserves are distinguished.

Individual valuable specimens of animate or inanimate nature and their clusters can be protected as natural monuments. They can be trees, waterfalls, rocks, boulders or caves, if they are distinguished by special features, such as huge size, aged age or unique shape. Natural monuments are marked with green plaques.

In places with an interesting and unique landscape, landscape parks are created. They serve tourism and education. There are over 120 landscape parks in Poland.

• The highest form of nature protection in Poland are national parks – areas over 1000 hectares covered by strict protection.

• Nature reserves are protected areas smaller than national parks, where nature is subject to strict or partial protection.

• Individual nature creations or their clusters can be considered natural monuments.

• Other forms of nature protection include landscape parks and Natura 2000 areas.