Students’ age range: 14-16

Main subject: Sciences

Topic: Magnets

 

Description: 1. Provide students with a handout on the Earth’s Magnetic Pole.
2. Have students read the handout the day before in order to prepare for a Socratic seminar.
3. Group students by fours.
4. Provides graphic organizers to be used by students to focus on Earth’s poles.
1. Students lead the discussion on the concepts of the handout on Earth’s Magnetic pole.
2. Design illustrations of the Earth’s poles making emphasis on the Magnetic poles and geographical poles.
3. Make connections that exist between a compass and the magnetic poles.
4. Make presentations on their findings in the form of a project of their choice or a format of their choice.
Divide students into groups of 4’s
Assign roles to each member
Provide each group with a compass and a bar magnet that is not labeled.
Instruct students that the task that they have is to find the north pole and the south pole of the bar magnets. Students will use the graphic organizer and the handout use in the previous session to label the magnetic bar.
Students will present how they found out which is the north and south pole of the magnet.
Other students will be expected to ask questions to the presenters.
Organize students into heterogeneous groups of fours
Provide each group with the different items that are attracted and not attracted by magnets
Give each student a graphic organizer where they would write their predictions, observations and explanations.
Video presentations Explore with magnets to find out which poles attract and which poles repel.
Make predictions, then make observations and finally explanations.
Classify objects as those that will be attracted and those that will not be attracted.
State why they think they would or would not be attracted by the magnets.
Explore with the materials making observations then explanations
Use the end of the poles to attract objects and the middle of the magnets and record their findings as to the strength of the magnet.
Explain findings while being videoed.

Students’ age range: 14-16

Main subject: Foreign languages

Topic: Regional Geography

 

Description: The teacher elicits/teaches key vocabulary on the topic of the urban economy. Students have to gap-fill on the board with the correct word to complete the text. Students work individually.
Speaker- projector- board- map. The teacher read the text, make a semi-authentic tape of the text, or use the text to show some pictures to students; The students have to do some questions about they hear. Teacher gives to students photocopies of the text with the gap, and ask them that complete with the new vocabulary.Students complete gap-fill to consolidate new vocabulary items.

Students’ age range: 14-16

Main subject: Sciences

Topic: Saving Energy in Schools and Households

 

Description: *Students learn how energy is produced and used.
*They also learn ways to conserve energy that can easily be applied in their own homes. * Students will be allowed to do additional research to find more information about the different types of energy.
*Ask questions with them to see their different ways to see the energy.
¨*Students will have their Guides about the Saving Energy in Schools and Households.
*Students will be reading about their research. * Students will read about the Saving Energy In school and Households.
*Each student will take notes on each reading.
*Students will form a circle with their chairs, bringing all the materials.
*Students will speak out loud what they have in their notes.
*Teacher will give more information if they don’t understand very well the lesson.
*Make a circle in the middle of the class with all your materials.
*Listen every carefully as each one of your classmates presents their ideas to the class.
*Raise your hand too have the word to speak in class.
*Write 5 lines will your opinion using the information you have about the Saving Energy in schools and Households.
*Students will form a circle with their chairs, bringing all the materials.
*Students will speak out loud what they have in their notes.
*Teacher will give more information if they don’t understand very well the lesson.

Students’ age range: 10-12

Main subject: Sciences

Topic: Energy use and conservation

 

Description: Ask students to define what energy is and record responses on a concept map
Ask students to give examples from everyday life of how that power is used and record responses.
Introduce the topic of renewable energy. And ask students to give a definition of the term ‘renewable’ and record the suggestions given. Define what energy is and give examples from everyday life of how energy is used.Give a definition for the word renewable. Ask students to fill out the K and W sections on a K-W-L chart about energy use and conservation.
Question students to aid in clarification of task. Fill out the K and W sections on a K-W-L chart about energy use and conservation
Respond to questions asked.Make the following statement: “ Scientists have noted that several years ago the earth was not as hot as it is today.”
Ask students to state why they think this may be so. Introduce students to global warming by showing the following video //www.youtube.com/watch?v=PqxMzKLYrZ4
Facilitate a discussion based on the video. Refer to Learn and Save booklet and ask students to suggest ways of making a difference in saving energy.Respond to question about the hotness of the earth. Watch the video then participate in the discussion.
Explain to students the need to créate a project at the end of the unit so as to sensitize persons about energy conservation.
Outline project to students then ask them to form groups Discuss project requirements with teacher.
Take notes of project information
Form groups
Provide ways of making a difference in saving energy by referring to booklet.

Students’ age range: 16-18

Main subject: Sciences

Topic: Saving Energy at School

 

Description: Ask students if they understand what is energy, its sources renewable nonrenewable and their uses, which they were learned in previous classes.Reflect about the talk during the class about The energy and how to save it. Ask questions about the process of a Socratic Seminar to have an effective and active role. Prepare your materials to use in class: pen, the folder with leaves. Make sure all the students have their copy of the Learn and Save Booklet page 36 to 43.
Ask Students to read the text and take notes of relevant information that will support their participation during the seminar Read your Save and Learn Booklet, page 36 to 43. Write the notes of you consider important, about reducing energy consumption such as turning off light and computers that are not using, use natural ventilation, replace the incandescent light with fluorescent lights allowing you to have him to have a good share of the Socratic seminar to enable it to contribute relevantly to this class.
Ask students to form groups of four and read the contents from on the part of the text speaks about saving energy at school.
Verify that possess the right materials.
Remind rules stating that a Socratic seminar is a conversation which an informed opinion on how to save energy at school in order to implement in your environment.
Give them a guide in the form of questions for students not lost the issue.
Once the groups have analyzed the issue to write on the blackboard their opinions and form a circle to start the Socratic seminar.
Form a circle and bring their material to participate in a Socratic Seminar.
Be respectful of their peers as they participate in the seminar, listened closely to the questions presented.
Participate actively asking and answering questions posed by the teacher and peers.
Finally, write a short paragraph with your opinion of topics discussed thoroughly.