Lessons Plans

Resources Map

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What is energy?

  • 20 October 2017
  • Posted by: Ried Iten
  • Number of views: 1139
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What is energy?
Students’ age range: 14-16
Main subject: Sciences
Topic: Setting the stage – what is energy and what are its forms?
 
Description: In the form of a trivia game, use the quiz attached to test and/or strength students’ general knowledge on energy. They will participate in the trivia game to test their knowledge on energy in general. A few minutes will be taken to remind students about their tools to participate in the ACS exercise. Students will be given time to read and have their question and answer prompts ready for an effective interaction. Read your Save and Learn Booklet, p. 20 Familiarize yourself with the questioning and answering prompts to participate in the ACS activity. Students will be asked to form a circle with their chairs, have their question and answer prompts and introduce the first question: Where do we get energy from? How does our school get its energy? Seat in a big circle and prepare prompts to participate in the Academic Conversation. Allow students to continue the conversation by utilizing the prompts. The teacher will interfere as needed to provide direction to the conversation and/or clarify ideas that might not be clear. Continue the conversation using the prompts. Ask for teacher’s help if at some point you need it.
Take notes from discussions and from posters prepared by the teacher.

Energy Saving

  • 20 October 2017
  • Posted by: Ried Iten
  • Number of views: 2035
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Energy Saving
Students’ age range: 14-16
Main subject: Sciences
Topic: Saving energy in school and households
 
Description: Present the project to students and allow enough time to ask questions about the project, activities, expectations What do you know about saving energy at school and home?
Ask students to find and share their examples.
Ask students the difference between Energy conservation and Energy Efficiency. Research of the user how to save energy in schools and households.
How to make wind power and make a solar cooker with materials
Group 1: section and advantages learn and save pages 36-43. Ask students to find more information if they have books or internet available.
Group 2: section on the use of saving energy in schools and households.
Ask students to find more current information if they have books/internet available
If they assigned to a group, they would find information that will expand on the data provided in Learn and Save booklet


Saving Energy

  • 20 October 2017
  • Posted by: Ried Iten
  • Number of views: 633
  • 0 Comments
Saving Energy
Students’ age range: 14-16
Main subject: Sciences
Topic: Energy and Local Context
 
Description: Ask questions to students.
*What do you know of energy in schools?
*What do you know of energy in households?
*Why is it important to have energy in schools and in households?
* The students will have to debate the different type of energy they use in the households.
* To find out if the energy causes an effect in the natural.
To directed the class, to make use they understand the energy in schools and households.
With the help of the guides to understand : What is the energy?
How is the energy generated? The different kinds of energy?
Indicate that it is a comparative chart and ask that they fill it with the alternate name they would use. Fill the comparative table with the necessary knowledge and look for new ways to create energy that does not pollute the environment
Research on new sources of energy that do not affect the environment

Force and Energy

  • 20 October 2017
  • Posted by: Ried Iten
  • Number of views: 935
  • 0 Comments
Force and Energy
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.



Energy Efficiency and Conservation

  • 18 October 2017
  • Posted by: Ried Iten
  • Number of views: 1237
  • 0 Comments
Energy Efficiency and Conservation
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
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