Students’ age range: 14-16

Main subject: Sciences

Topic: Energy

 

Description: The teacher will tell the students that their movement is an example of kinetic energy, which is the energy of motion.
The teacher will give them an example of kinetic energy, such as a child who is running down the street. Explain that potential energy is the energy that is stored in an object. An example of potential energy would be a child who is sitting still.
The teacher will tell the students that they will be doing an experiment and learning more about force, motion, and energy.
Students will be asked to identify the pictures that are mounted with prompt from the teacher.
Different Forms of Energy.Potential versus Kinetic Energy
Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas.

The skills include the following:
• Supporting one's ideas
• Building on or challenging another's ideas
• Applying ideas to life
• Paraphrasing/Summarizing
Students will respond to questions posed by the teacher.
Students will apply individual and collective skills.
The teacher will give the groups 5-10 minutes to discuss as smaller groups and then call the students back to the whole group.
The teacher will distribute a pencil the experiment organizer to each group.
Allow individual groups to share their ideas, and challenge other students to ask clarifying questions using the question guides.
Circulate around the groups to assist as needed.
Students will work in groups to complete their experiment.

Students’ age range: Not specified

Main subject: Language arts and literature

Topic: To explore and discover the characteristics of the elements and phenomena through inquiry processes that stimulate their curiosity by encouraging respect for natural and cultural diversity.

 

Description: Dialogue with the children of what was done on the weekend. Song: "My face". Observe slides. Recognize the senses and paint them
Form the square with plasticineAfter the initial activities we sang the song "My face" Then we organized to elaborate the planning of the Significant Situation, the same we do asking the children what they have done this weekend and Shaila told us that he liked the Song of "Mi carita" and we are based on this song for the theme of the week.
We pass a child to the front to explain each of the senses and their functions and
We ask you to observe pictures where the images of the senses are found to proceed to give them a leaf and recognize each one of the senses and then paint them red.
Next we ask that they form two columns and we go them to wash the hands to serve their respective lunch.
We deliver blue plasticine to be kneaded with your little hands and form a square.
We remember what we learned and we sing watch to go home

Students’ age range: 14-16

Main subject: Sciences

Topic: The class will focus on the strategies for energy and conservation efficiency

 

Description: Students discover ways to save energy by applying the socrative seminar method and collaborative work which ends in a project presentation.
Step 1: hangout students discover the phrase: energy conservation Step 2: teacher applies the strategy Socrative Seminar and explain to students they will be using this strategy. Ask some questions such as: Do we have behaviors that lead to saving energy? Step 3: Guided practice Teachers asks students to work in collaboration to identify the energy saving practices that can be used at school. Step 4: Independent practice: students participate in a project

Students’ age range: 10-12

Main subject: Sciences

Topic: Critical Thinking in Action

 

Description: 1. Carry students through a K.W.L activity for students to organize their prior knowledge, thoughts and questions about the topic Using and Saving Energy in the Home and School Environment.
2. Create a KWLchart on the blackboard or an overhead transparency. Ask students to brainstorm words, terms, or phrases they associate with a topic. Record these associations in the “K”column of their charts. This is done until students have exhausted their ideas.
• Begin by brainstorming everything they Know about the topic of Using and Saving Energy in the Home and School Environment. This information is recorded in the K column of a K-W-L chart.
• Brainstorm words, terms, or phrases they associate with the topic. Record these associations in the “K” column of their charts
• Generate a list of questions about what they Want to Know about the topic. These questions are listed in the “W” column of the chart.
• During or after lesson has been completed, students answer the questions that are in the “W” column. This new information that they have Learned is recorded in the “L”column of the K-W-L chart.
3. Ask students what they want to learn about the topic. The teacher and students will record these questions in the W column of their charts. This is done until students run out of ideas for questions. If students respond with statements, turn them into questions before recording them in the “W” column.
4. Students can fill out their “L” columns either during or after lesson is completed

Students’ age range: 12-14

Main subject: Foreign languages

Topic: Saving energy

 

Description: Content has been condensed from pages 36 – 43 of the text book “Learn and Save” student are ask to read this content ahead of the class Energy in our daily lives i. In the home – lighting, heating, cooling, entertainment and driving motors ii. Commercial – offices (printers, copiers) Hospitals- diagnostic machines, production of steam Hotels – large lighting systems Shopping malls- large lighting area iii. Industrial – manufacturing – producing products iv. Transport – producing a force to move from place to place Special consideration We need energy to make our lives more comfortable but we must use energy with a clear understanding that its production and use impacts the world negatively when it create waste or deplete resources Consider energy alternatives - Consider a light bulb; two things are important the light to heat ratio and the efficiency which is the relative energy required to produce the level of brightness. - What is meant be recycling and give examples of materials which can be recycled Activities Introduction – using academic conversation Teacher raises the question “what is energy?” Students are asked to write down their definition and teacher select students across the room to read what they have. Teacher asks if any other student has a similar definition. During reading the definitions, teacher records key words used in the definition on the board and uses them to stimulates a discussion General discussion During discussion students are expected to provide definition, instances of energy use in school and at home as well as work done by this energy. Teacher ask the question “do we need energy?, where do we get the energy from?, what happens when our energy gets low?” Teacher asks question “what makes energy? How is energy made? Can we see energy? How do we know that energy exist? can we run out of energy? Can all the energy in the universe be used up?” Teacher expects student to start thinking about the fact that we only experience energy when it does work and make our lives easier. How does energy make our lives easier? Teacher takes the responses to the question around the room Teacher listens to the argument of the children and guides the discussion towards energy consumption at school and at home. Focus questions: 1. Is it important to be concerned about the use of energy at home? Give reason for your answer 2. Is it important to be concerned about the use of energy at school? Give reason for your answer Focus points for extension of the discussion “I really don’t pay the energy bill at school so why should I be concerned about energy usage at school” Individual students are given the opportunity to present ideas on each focus questions. As each speaks the others take notes to: Accept content -Ask questions to learn more-Question a point made without evidence The notes are not used until each student has been given 1 minute to address the question Role of the teacher is to: a. Be an arbiter managing who speaks and when and for how long b. Assess students participation c. At the end of the discussion teacher ask students if they have increased their knowledge on importance of energy in the home and at school. Socratic seminar Student are divided into groups and each group is given a different piece of text relating to “the energy crisis” Make students know that this is not a debate but an opportunity to explore different ideas. Rather than contradict student asks questions to clarify an idea and generate new tho...