1. Divide the students into groups of 3-4 individuals. 2. Provide each group with cards depicting images of natural phenomena (forest, river, ocean, mountains) and pollution items (garbage, smoke, waste). 3. Instruct the groups to discuss what they see in the pictures and the associations these images evoke. 4. Ask a representative from each group to share their thoughts and associations with the rest of the class. This task corresponds to the interpersonal type of intelligence according to the theory of multiple intelligences proposed by Howard Gardner. This is because the task is aimed at developing communication skills, the ability to work in a group, and discuss ideas with partners.

1. Provide each student with a short excerpt of a song dedicated to environmental protection for them to listen to. 2. Ask the students to pay attention to the musical instruments, rhythm, melody, and lyrics of the song. 3. Divide the class into groups and instruct each group to create a brief musical composition (using available instruments or simply their voices) reflecting their perspective on environmental issues. 4.Have each group present their musical composition and briefly share their inspiration and ideas embedded in the music. This assignment promotes the development of the musical type of intelligence by allowing students to evaluate and analyze the musical aspects of the song and express their thoughts and emotions through creating their own musical composition.

1. Divide the class into groups and provide each group with a set of words related to the topic of environmental protection. 2. Ask each group to create logical puzzles where the words will be key elements. 3. Use crosswords, charades, or exercises to form sentences using the given words. 4. Allow groups to exchange puzzles and solve each other's creations. This exercise will help develop logical thinking and analytical skills in students using words and terms related to environmental protection.

1.Divide the class into small groups and ask each group to choose an environmental issue that concerns them the most. 2. Instruct each group to prepare a presentation about the chosen issue, including key aspects, potential consequences, and proposed solutions. 3. Allow each group to present their findings to the class. 4. After the presentations, permit other students to ask questions or provide comments. This task will help reinforce the vocabulary and understanding of the environmental protection theme through research, preparation, and presentation of information, suitable for developing interpersonal intelligence.

1. Ask each student to describe how their own body functions in terms of sleep, nutrition, and survival. 2. Ask the students to summarize the knowledge gained and suggest ways they can apply it in their daily lives to foster a more responsible relationship with the environment. This task promotes using naturalistic intelligence. They explore the interconnection between the body and the environment, enhancing the ability to apply this knowledge to improve interactions with the surrounding world.