Lesser controlled speaking activity.
Location: Computer room
Topic: Global Warming
Language Focus: Modals of obligation
“CO2FX is a web based multi-user educational game which explores the relationship of global warming to economic, political and science policy decisions. The game is driven by a systems dynamics model and is presented in a user friendly interface intended for the high school user.”
Download and print off enough copies of the CO2FX Global Warming Simulation role cards and print a copy for each 3 learners in your class and cut each card out.
- If you are in a connected classroom its a nice idea to have the game on the board to help you illustrate the situation. If you don’t, don’t worry.
- Explain to your class that Brazil has decided to deal with the global warming issue and brainstorm in open class a few ideas how they might do this.
- Divide your class into 3 groups or 3 tables (blue, orange and green) of advisors together (see right). Give out the science advisor (blue) cards to one table, the Policy advisor (orange) cards to the other and the Economic advisor (green) cards to the last table. Ask them to read the cards then turn them over and summarize the card to the person next to them.
- Now they make notes on what arguements they might use to achieve the challenge they have been set.
- Ask your learners to stand up and form a group of 3 consisting of one person from each table (see left) and then go to the computer room.
- Learners sit in their groups of three at a computer. Because the game itself is not very intuitive it’s a very good idea to get your learners to read the gameguide. It may be a good idea to explain before hand that because of the serious nature of this game that they may not get a chance to play it until next time. This time is dedicated to understanding how the game works.
- Learners take notes from the game guide on parts of the game that are relevant to their role.
- Learners sit in the groups they were in when they read the game guide in the computer room (see advisors gaming diagram above) and compare their ideas on how the game is played. They may use any notes they took from last class.
- In their groups you return to the computer room and play the game.
- The advisors all sit together on three separate tables (see Advisors Together diagram above).
- They compare their success at the game and try and establish the best way to play the game. This will involve feedback on not only their role in the game but those of the other advisors.
- Each table makes a ‘strategy guide’ consisting of a list of tips on how best to play the game.
- Learners return to their computer game teams (see advisors gaming diagram above) and compare their ‘strategy guides’.
- In open class decide on the best tips and write them on the board and learners copy it down. (You could do this as a relay dictation).
Return to the classroom and play the game using the ‘strategy guide’ from step 5 in Post Play.
Learners use the ‘strategy guide’ from step 5 in Post Play to play the game at home. They could then report to the class and find out who did the best. That person then tells the class what it was that they that made them do so well.
We should . . .
It has to be . . . lowered raised kept the same
We must . . .