ECOLOGY OF HOUSES PATCHWORK PLAN.

Name: Yanet Segovia. Teacher: Carla Chvez. Edi 511-Methodology 2. Faculty of Education Via del Mar. Chile. 2012

Patchwork lesson plan.

A patchwork consists in a sequence the three elements ESA: engage, study, and activate, this element is necessary for can teach to. But the patchwork has a schema longer before engage and then activate, came back activate, activate to study, study to activate, activate to study, study and engage, finally engage and activate. Table of general information for identify the centre of the reading: an ecology of houses.
PURPOSE: to study and to be informed. To read to obtain an information in general. To extract global ideas of the text. To read to obtain a precise information. To read to locate, from the beginning, a certain topic and to read later this topic especially. And to finish for reading for pleasure. The Argumentation bases in defending an idea by means of information and reasons or arguments. It is structured of the following form: 1. Thesis: idea that the author defends. 2. Arguments: opinions and concrete information that justify the thesis. 3. Conclusion: summary of everything above mentioned.

TYPE OF THE TEXT Argumentative text.

TOPIC

ACTIVATE PRIOR KNOWLEDGE

COGNITIVE STRATEGIES

It is a question basically of the ecology of the houses as an act of salvation of the not artificial nature, opens areas as that of the natural sciences, topics of conversation scientific, political and economic and of global reality and parts of the psychology it humanizes. The teacher was showing two comparative images it brings over of the reading then to do critical questions. Key words, scanning and self-testing. Elaborate

METACOGNITION READING STRATEGIES USE

Personal reflections, debate, vocabulary, grammar. Skimming and Scanning. reading and Post reading. Pre-reading, while-

PATCHWORK LESSON PLAN Title of the reading: the ecology of houses. Level: intermediate. Activity 1: Engage The teacher will show students two images representing live with nature and live in another place full of buildings, houses and pollution. This activity engages to the students (teacher try to arouse the students interest and involve their emotions). Remember this activity corresponds to the strategy of pre-reading. Objective: Guess the topic of the reading meanwhile the observation of pictures. 1. A Look at the both pictures. What represent both imagines?

1.1. Activity 2: Activate. The teacher will do some questions about two pictures for to get to the students to do critiques about the images and come to infer the topic of the next reading. This activity also corresponds to pre-reading. Students will use language and communicate, they get to try out real language use. Objective: Discuss and compare information specific according to the pictures. Infer ideas about of the topic of the next reading. 1.1. A Compare the imagines and respond the questions. Give your opinions. 1. Which two pictures is better live? Why? 2. Could you think any representative word for each picture? Vary Answers: Environment, Ecology, Nature, Pollution, And Urban Population.

1.1.1 Activity: Activate The teacher will write the following title on whiteboard:

Ecology of houses
The students will have to observe the written and then give opinions about they imagine. Then, they will have to write your predictions or opinions in their copybook: what do mean ecology of houses, what do refer it? Objective: Infer general information. Write opinions or predictions about the title or topic. This activity corresponds to pre-reading. 1. Observe the following title. Can you guess about the content general of the next reading?

Ecology of houses
2. Write your opinions or predictions about it. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. Activity: Activate. The teacher will give the reading to the students for read. The teacher will distribute each one. Then, she will explain first both read together. Second them alone, while she will be writing vocabulary that they can understand. An Ecology of Houses
Guest blog post by Kevin Burke. When I think of nature, I conjure up an image of a landscape unadulterated by human presence. In my mind, I am standing in an open grassland with a pristine forest in the not-too-distant background and I hear birds chirping and mosquitoes buzzing in my ear. Others may picture thick tropical foliage where bright flowers pop out against a background of varying greens, set to a soundtrack of running water that snakes through seemingly uncharted territory. The exact image probably varies from person to person, but I think it's a safe bet that humans are conspicuously absent from these landscapes, or, at most, they are visualized as a few hunter-gathers roaming a forest in search of food. The image doesn't include people in either their make-shift encampment or permanent residence the same way we might picture a bird in its nest. Nature, it is thought, is not our houses, nor does it exist in our backyards or along the banks of a polluted or drying-up river. Despite the fact that we are currently facing enormous environmental problems, we have inherited an th image of nature invented by 19 century American romantics, who were writing not long after Native Americans were forcefully removed from the landscape and put onto reservations. This is one way in which nature has been constructed - in our imagination. However, nature is (and always has been everywhere humans have ever lived) at least partially constructed by human activity in a very real sense, and this process has (and has had) implications for human evolution by altering the process of natural selection.

This process, which is called ecological niche construction, views an organism as embedded in an environment that the organism itself is capable of altering[1]. These modifications then change selection pressures on that organism, and they change selection pressures on other evolving organisms too. Since the 1980s, the primary cause of the changing landscape in the United States has been suburban sprawl i.e. the construction of strip malls, roads, and, particularly housing along the outskirts of cities in a seemingly haphazard and unplanned fashion[2]. Selection in this environment has been for increasing profits and economic growth as opposed to a strict biological interpretation of fitness. In many ways, it is Darwinian, but is it natural (in terms of Natural Selection')? Whenever construction of this sort is mentioned, the word economics is usually mentioned in the same breath. This is probably more so now than ever, especially with the recent downturn in the economy that resulted from the collapse of the housing market, whose boom and subsequent bust was caused by speculative trading on Wall Street. Ecology usually isn't mentioned in this regard, and I doubt the trading floors of Wall Street enter into the image of a fictitious nature for anyone. However, it is interesting to note that the words economy and ecology share the same word part, eco-, which actually comes from the ancient Greek word oikos, meaning house. Starting in the 1950s, major US industrial cities saw a decrease in population size as middle class (primarily white) Americans fled the cities for the suburbs. While some cities (such as New York) maintained their population as the US economy shifted from industrial capitalism to finance capitalism, many cities continued to lose residents, who moved into newly constructed houses outside of the city. Land that was previously used for farming or was covered with forest has increasingly been converted to residential neighborhoods, which has a major impact on the local and global environment. Globally, sprawl has contributed to global warming due to increased emissions from cars, which are the primary mode of transportation outside of urban areas, and increases in energy consumption for the heating and cooling of spacious suburban houses[3]. This consumption is also a primary driver behind resource extraction including oil drilling, hydraulic fracturing (a.k.a. fracking') for natural gas, and coal mining - all of which have major implications for the local environments from which they are taken[4]. Probably the most notable consequence of resource extraction for local environments is water contamination. Unfortunately, the number of cases is steadily increasing, but one only needs to recall the BP Deepwater Horizon disaster from 2010 to get a feel for the scale of environmental contamination we are talking about. Besides indirectly causing contamination, sprawl is directly linked to water depletion. For example, water supply is not only becoming a concern for cities in deserts such as Las Vegas, which saw major development throughout the 90s and early 2000s, but also other metropolitan areas that are experiencing major population growth. As a case in point, the Raleigh-Durham-Chapel Hill area in North Carolina experienced a drought in 2007-08 that was exacerbated by the increased pressure on water supplies due to residential development[5]. In light of the environmental problems we are facing, it is necessary that we rethink what natural selection is. Instead of being analogous to Adam Smith's invisible hand, we must realize that there are very real hands at work that construct the environment and alter the course of evolution for humans and non-humans alike. This construction, however, should not only be for short-term economic growth. The romantic image of nature that we have inherited sees nature as some entity detached from humans. This view is (and probably always has been) a bit anachronistic, only really existing in the time before modern Homo sapiens evolved and dispersed around the globe. A more contemporary version of nature makes humans an integral part of it. I don't mean to suggest that we should completely forget romanticism and reduce nature's beauty to simple (and selfish) utilitarian calculations. I am, admittedly, a bit of a romantic myself who loves a good ramble in the woods every now and again. It is simply a reminder that part of what is so beautiful about a clean river and expansive forests is that we depend on them. We simultaneously construct and are constructed by the environment; we envelop and are enveloped by it. If the environment we build for ourselves is only for the short term, then that's how long it'll last.

[1] Laland KN, Boogert NJ (2010). Niche Construction, Co-evolution and Biodiversity. Ecological Economics 69: 731-736. [2] Wade AA, Theobald DM (2010). Residential Development Encroachment on US Protected Areas. Conservation Biology 24: 15161. [3] Gonzalez G.A. (2005). Urban Sprawl, Global Warming and the Limits of Ecological Modernization. Environmental Politics 14: 344-362. [4] Finer M, Jenkins CN, Pimm SL, Keane B, Ross C (2008) Oil and Gas Projects in the Western Amazon: Threats to Wilderness, Biodiversity, and Indigenous Peoples. PLoS ONE 3(8): e2932 Palmer MA, Bernhardt ES, Schlesinger WH, Eshleman KN, Foufoula-Georgiou E, Hendryx MS, Lemly AD, Likens GE, Loucks OL, Power ME, White PS, Wilcock PR (2010). Mountaintop Mining Consequences. Science 327: 148-49. [5] Rohe, W.M. (2011). The Research Triangle. Philadelphia: University of Pennsylvania Press.

2.2 Activity: Study. The reading itself. It should be noted for this activity is based on the strategies of skimming and scanning. This activity corresponds to while-reading. The students will have focus on information. Objective: Find general information and ideas while of the strategy of skimming. Instructions 1. Underline the words that relate to the title of the reading quickly. Students must write in his reading. Answers: Nature, a landscape, a forest, and ecological, polluted, global warming, environmental problems. 2.2.2 Activity: Study The teacher will ask them if they found the main idea of the first paragraph and the last paragraph of reading. This activity should be written in your notebook or revised by the teacher orally. However, before passing this activity the teacher should explain that the main ideas of a paragraph and how they can find them. All of the above refers to the strategy skimming. Objective: Find main ideas of the reading.

Instructions 1. Read the first and last paragraph and find the main idea. Then write your opinions.
First Paragraph When I think of nature, I conjure up an image of a landscape unadulterated by human presence. In my mind, I am standing in open grassland with a pristine forest in the not-too-distant background and I hear birds chirping and mosquitoes buzzing in my ear. Others may picture thick tropical foliage where bright flowers pop out against a background of varying greens, set to a soundtrack of running water that snakes through seemingly uncharted territory. The exact image probably varies from person to person, but I think it's a safe bet that humans are conspicuously absent from these landscapes, or, at most, they are visualized as a few hunter-gathers roaming a forest in search of food. The image doesn't include people in either their make-shift encampment or permanent residence the same way we might picture a bird in its nest. Nature, it is thought, is not our houses, nor does it exist in our backyards or along the banks of a polluted or drying-up river.

Last Paragraph In light of the environmental problems we are facing, it is necessary that we rethink what natural selection is. Instead of being analogous to Adam Smith's invisible hand, we must realize that there are very real hands at work that construct the environment and alter the course of evolution for humans and non-humans alike. This construction, however, should not only be for short-term economic growth. The romantic image of nature that we have inherited sees nature as some entity detached from humans. This view is (and probably always has been) a bit anachronistic, only really existing in the time before modern Homo sapiens evolved and dispersed around the globe. A more contemporary version of nature makes humans an integral part of it. I don't mean to suggest that we should completely forget romanticism and reduce nature's beauty to simple (and selfish) utilitarian calculations. I am, admittedly, a bit of a romantic myself who loves a good ramble in the woods every now and again. It is simply a reminder that part of what is so beautiful about a clean river and expansive forests is that we depend on them. We simultaneously construct and are constructed by the environment; we envelop and are enveloped by it. If the environment we build for ourselves is only for the short term, then that's how long it'll last.

Answers: Main ideas of the paragraph: First Paragraph: the author describes how he imagines a nature without adulterate for the presence of humans. Last Paragraph: the author give an idea of built a new nature place with a large period but the construction of it with help of the human beings.

Objective: Find specific information of the reading. Define a word in form specify about to their deductions. Then have students read individually reading and complete. If there is any doubt related to the vocabulary the teacher while they are reading, he will write the English vocabulary. Once the reading. The teacher should provide development guidelines for students to answer about what they learned in reading. Note that the strategy will be to use scanning, which is working on more specific ideas of reading. The worksheets will have items such as sentences or true-false questions. Exercises literal completion of ideas. Exercises Contextual Reference Search anaphoric and cataphoric. (Observations for this activity the professor will have to explain first what both references are). Then, the students have to infer according to the reading what is ecology in their own words. The answers vary. The activity is defining and infers ideas.

Instructions 1. Put if the sentences is true (T) or false (F).Justify the false answer.
1. 2.

___ The author visualized in his dream people and houses that was included.
(false: he doesn`t include people neither houses)

___ Actually we are currently facing enormous environmental problems. ( true) 3. ___ The nature is not constructed by human activity in a very real sense.
(false : the nature is constructed by human activity)

4. ___ The primary cause of the changing landscape in the United State has been water contamination. (false: the cause is suburban sprawl) 5. ___ the global warming due to increased for emissions from cars and increases in energy consumption. ( true) 2. Contextual referencies. In the following sentences identify the anaphoric and cataphoric references. 1. Despite the fact that we are currently facing enormous environmental problems, we have inherited an image of nature invented by 19th century American romantics, who were writing not long after Native Americans were removed from the landscape and put onto reservations.

Write _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. A more contemporary version of nature makes humans an integral part of it. I dont mean to suggest that we should completely forget romanticism and reduce nature`s beauty to simple (and selfish) utilitarian calculations. I am, admittedly, a bit of romantic myself who loves a good ramble in the woods every now and again. It is simply a reminder that part of what is so beautiful about a clean river and expansive forests is that we depend on them. Write _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

3. Define the ecology in your own words.

ECOLOGY:
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

4. Activity: Engage and Activate The teacher will write questions on the whiteboard or written in power point. These are questions for discuss and reflection. Students must present their ideas to the teacher and expose their other classmates during the class. They will be able to argument why your opinions. This activity is related to step of post-reading. Instruction: 1. Discuss about the following: Do you think if we decrease the houses the world would have no problems? _______________________________________________________________________ _______________________________________________________________________

3. Watch the following video and Reflect :

http://www.youtube.com/watch?v=sNZOxB12jKw
Are they just escaping big city life for a short break, or rejecting modern civilization altogether?

Your reflection: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________