Lesson Plans - Details

Energy

  • 23 April 2018
  • Posted by: Nicola Bowe
  • Number of views: 147
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Energy
Students’ age range: 10-12
Main subject: Sciences
Topic: Renewable and Non Renewable Energy
 
Description: Definition of renewable and Non renewable energy
Categories the energy forms displayed as renewable and Non Renewable
Research each form of energy in terms of cost, environmental impact and possibility of use to replace present main energy used.
As a group present findings to the class
Questions arising from. Presentation are written on the board for everyone to address.
Every member of a group must present

Peripheral Devices

  • 23 April 2018
  • Posted by: Tanesha Wright
  • Number of views: 916
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Peripheral Devices
Students’ age range: 12-14
Main subject: Technology education
Topic: Storage Devices
 
Description: ENGAGEMENT
The teacher will write a set of questions on the whiteboard. The students will be told that they should listen to the scenario and try to catch the answers to the questions on the whiteboard. For e.g. Identify the two categories of storage
Identify the two types of storage.
Primary storage consists of two types of memory chips. What are they?
EXPLORATION
The students will be asked to give their responses to the questions given at the beginning of the lesson. These will be recorded on the whiteboard. The teacher will inform them if their answers are correct.
EXPLANATION
The students along with the teacher’s assistance will define primary storage. A further analysis of primary storage will be done. The teacher and the students will examine together to the two memory chips into which primary storage is divided. The difference between the two will be examined. The teacher will also emphasize the point that RAM on ‘volatile’. The students will say the word aloud and spell it for emphasis. They will be required to use context clues to determine the meaning of the word.
ELABORATION
The students and teacher will examine the ROM chip. The variations of ROM will also be examined. Differences between RAM and ROM will be highlighted. A definition of secondary storage will be ascertained and examples of secondary storage devices will be identified. Using the fish bowl technique the students will discuss the importance of secondary storage devices. A small group will discuss the importance while the other students will listen and join in the discussion by patting a member of the small group on his/her shoulder. The teacher will monitor the discussion to ensure that the students stay on the topic.

Reading Comprehension

  • 23 April 2018
  • Posted by: Wendy Mitchell
  • Number of views: 373
  • 0 Comments
Reading Comprehension
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: The Monkey's Heart
 
Description: The title of the story will be introduced. Students will predict what they think the story is about. Whole class discussion will be done. Students will skim and scan story for unusual words. These words will be listed on whiteboard. Individuals will be allowed to read sentences or paragrahs in which words are found and then use context clues to give meanings. Students will watch a video with one versión of the story.
Individuals, then whole class will read the story.
Students will be questioned so as to analyse the story to say who is the bad and good charácter. They will then tell whether or not their predictions about the story was correct. Socratic questioning will be done.Students will compare the two versions of the story and tell what differnces there are..


Use of Energy at School

  • 21 October 2017
  • Posted by: Ried Iten
  • Number of views: 1818
  • 5 Comments
Use of Energy at School
Students’ age range: 16-18
Main subject: Sciences
Topic: Saving Energy in Schools and Households
 
Description: Ask students about their knowledge of the availability of energy resources in the region and how long they may last. (Provide the relevant information at this point; reiterate importance at wrap up).
Ask students also about their feelings on energy use in their school, homes, and communities. (Connect relevance of availability of resources with energy use at this point; reiterate importance at wrap up).Students will briefly discuss their knowledge of the availability of energy resources in the region and how long they may last.
Students will also briefly discuss their feelings on energy use in their school, homes, and communities.
Assign reading in the Learn and Save Booklet, pages 34-35 (conserving energy); pages 36 and 37 (ways to conserve energy at school and home)
Explain Socratic Seminar.
Discuss rules of conduct during Socratic Seminar.
Initial/possible discussion questions:
• What do you think about the ways you have read to conserve energy in the school and home?
• Are they sufficient enough to make a significant difference?
• Can energy conservation in the school and home be made more efficient/effective?
The teacher will redirect the discussion where and when necessary.
Students will read the assigned pages in the Learn and Save Booklet.
• Conduct an energy audit at your school (Learn & Save, p. 43) for one week before this lesson. Use the last day of the audit to include and explain this process to the students.
Assign activities:
• Draft a paragraph of your opinion on the most efficient way to conserve energy in the school and explain why.
• In groups of 5, design an energy management action plan (EMAP). Students will complete the assigned activities:
• Draft a paragraph of your opinion on the most efficient way to conserve energy in the school and explain why.
• In groups of 5, design an energy management action plan (EMAP).
Participate in the formation of rules and behavioral conduct for the Socratic Seminar.
Students will participate in the Socratic Seminar.
Assign activities to be completed at home:
• Conduct an energy audit at your home for one week.
• Design an EMAP for your home.
Students will complete the assigned activities:
• Conduct an energy audit at your home for one week.
• Design an EMAP for your home.

Energy Waste Awareness

  • 21 October 2017
  • Posted by: Ried Iten
  • Number of views: 1509
  • 0 Comments
Energy Waste Awareness
Students’ age range: 12-14
Main subject: Sciences
Topic: Saving Energy at School
 
Description: Skit: Paying the light bill- Several students will be given electric bills, one student will have the lowest while others are high. Each student will have the same amount of money allocated to pay the bill. The cashier will call off the amount so the others can hear. The class will observe their responses. In the end, the teacher will ask why their bill was the amount…in other words what actions did they take to have such high bills, and for the lowest bill, what actions did they take to have a low bill. (allow remaining students to give input)
RESEARCH & DEFINE
Teacher’s Activities
1) Teacher will give two terms: Energy efficient and Energy conservation, and allow students RESEARCH & DEFINE
Student’s Activities
1) Working in pairs- using internet, students will find the definition of the two terms, state how they differ in meaning and give an example to support this
Teacher’s Activities
1) Teacher will show students images around the home and ask
a) How is energy being used
b) How can energy be conserved or be used more efficiently
As students share their views on energy efficiency, other students are allowed to comment if they agree or disagree with sound reason as to why. Student’s Activities
1) Students will observe images and identify the way in which energy is being used.
2) Additionally students must reason ways in which energy can be conserved or used more efficiently
Teacher’s Activities:
1) Teacher will show image of homes, businesses, factories and Street lights and ask students to Rank them based on who uses the most energy; they must give a reason for their answer.
Reveal answer at the end and reason Student’s Activities
1) Students will observe the images of homes, businesses, factories and Street lights and in groups of 4 agree on ranking scale based on who they think uses the most energy, they must give a reason for their answer.
Teacher’s Activities
1) Teacher will allow students to remain in the same groups of 4 and design a pamphlet, poster, card that informs the public about energy conservation and practices. Student’s Activities
1) In groups of 4 students will design a pamphlet, poster, card that informs the public about energy conservation and practices. Additionally, they must indicate why conserving energy is important.


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