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.

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.

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

Students’ age range: 12-14

Main subject: Sciences

Topic: Saving Energy in Schools and Households.

 

Description: Students reflect about forms of saving energy. They brainstorm ideas.
The teacher asked students to bring articles about the benefits of using renewable resources. The teacher asks them to read the articles and to read the Learn and Save booklet (pages 36 to 43)
Students bring articles about the benefits of using renewable resources. Students take notes in order to participate in the seminar.
Students read the Learn and Save booklet p. 36 to 43
The teacher asks students to form a circle with their chairs.
The teacher reviews the rules of a Socratic Seminar.
The teacher guides the Seminar by asking questions.
Students form a circle with their chairs. They listen to the teacher talking about the rules of a Socratic Seminar.
Students answer the teacher’s questions and take notes to prepare themselves to participate.
The teacher asks students to participate in the Socratic Seminar and to make an essay about the forms of saving energy in schools and houses.
Students participate actively in the seminar. They are respectful to their classmates and ask questions.
Students make an essay about the forms of saving energy in schools and houses.

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