Lesson Plans - Details

Teaching to promote critical thinking skills in sustainable energy management in the home and classroom

  • 18 October 2017
  • Posted by: Ried Iten
  • Number of views: 5169
Teaching to promote critical thinking skills in sustainable energy management in the home and classroom
Students’ age range: 12-14
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 thought. a) New and renewable energy manufacturing b) How can we do more work by using less energy? c) Saving energy saves the planet d) Make a lifestyle change conserve energy Students are encourage to dialog while teacher moves from group to group posing probing questions e.g. if ______________then____________condition statement. How could _____________? How would___________? What if _________________?

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