Every day we use energy and every
day we waste it. If we don’t consume it in a responsible way, energy, or
rather, the lack of it, will consume us, so I think it’s vital to make our
students be aware of the dangers that may come from a bad use of energy (global
warming Earth, e. g.), and what we can do to prevent the damage and save our
planet .
AIMS:
Become aware of a responsible
use of energy and know some energy saving and security tips are the most important
learning objectives of my unit.
LEVEL AND SUBJECT:
The unit is part of the syllabus
of Science for 5th of Primary
in a bilingual school. Although it is aimed at 10-11 year old kids, some
activities may be carried out either with younger or older learners. It will
depend on the level of difficulty.
METHODOLOGY:
The methodology approach is
based on AICLE. The activities are designed to supply children the scaffolding
they need to build their learning by themselves.
FINAL TASKS:
To make this learning
visible and make children apply all their knowledge in a practical way, the
unit suggest 4 final tasks as challenging goals:
- Do a project that include information about different energy uses, renewable and non renewable sources and how to save energy.
- Design their own ecological house or solar/electric car.
- Help the town
council decide where a wind farm should be built (Where will it work?: http://www.eon-uk.com/EnergyExperience/152.htm)
- Stay on budget to spend on building materials to make
sure that the school is as energy efficient as possible (Our new school: http://www.eon-uk.com/EnergyExperience/159.htm. This task is
specially interesting because children must apply Science, Maths and English
skills (three in one) to overcome the challenge.
LESSONS & ACTIVITIES:
The
activities will be carried out in 10 lessons of 45’each.
The structure of the lessons
is as follows:
1.
Presentation of content
and key language
2.
Practice
3.
Reinforcement
4.
Extension
MATERIAL, RESOURCES AND TOOLS
As you can see, I have used
four kinds of materials or resources:
Videos:
Introduce the topic or
something related to it, establish the context and the reference frame of
learning; they also awaken arose children’s interest and motivations for learning. They are part of presentation.
Besides the same objectives as
videos, animations include interactive exercises, so they let children build
their own learning about the unit contents and practice the main vocabulary and
structures. They may be part of presentation, practice or reinforcement stage.
Texts
for reading:
May be used before or after
the videos or animations in order to present, support or reinforce the
necessary language content to understand the specific subject content. It is
part of presentation stage.
Worksheets (diagrams, charts, mind maps, riddles, fill in blanks, crosswords, wordsearch, jumble word and sentence,…):
Worksheets (diagrams, charts, mind maps, riddles, fill in blanks, crosswords, wordsearch, jumble word and sentence,…):
They are used at the
reinforcement stage in order to understand, analyze, increase or reinforce the
specific knowledge about the subject’s topic.
ORIGIN OF MATERIAL
AND RESOURCES
Most materials have been taken from http://www.eon-uk.com/energyexperience/. I discover them thanks to the social bookmarker Diigo and they make up the main scaffolding over which the activities are supported. In relation to the on line interactive exercises added to the unit later as a task of the INTEF course, they were created with EDUCAPLAY. It is an easy -use tool to integrate subject content and language. I would like to know all the possibilities that the rest of tools shown in the course offer, but I need more time.
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