Embedded Files
Target Age Group - Year 5 (Low Level)
Objectives
Objectives
Expand students knowledge of Renewable and Non-Renewable energies
Reinforce the use of key words of the module in preparation for test at end of module
Help extend students knowledge of how to use these words by explaining the qualities of the fuels
Activity 1: Students are introduced to renewable and non-renewable energy types using a powerpoint (7mins)
Equipment needed: Computer and whiteboard
Role of the teacher and language assistant: Teacher uses the computer to navigate the slides while the Language Assistant explains the slides. As can be seen, each slide has some pictures with the word above it. These will be the keywords from the students textbook to link the lesson with what the students are learning. Language Assistant must explain the words clearly so class has an understanding of pronunciation.
Activity 2: Students are given worksheet to affirm this knowledge (10 mins)
Activity 2: Students are given worksheet to affirm this knowledge (10 mins)
Equipment needed: Worksheet (provided by Learning Assistant), non-solvent glue and scissors (classrooms should already have this)
Role of the teacher and language assistant: The worksheet has pictures that were utilised in the powerpoint so the students can easily identify each. The students must cut out the pictures, stick in their books then write what each picture is. Teacher and Learning Assistant go around the classroom, monitoring students progress and helping if needed. Once the 10 minutes are up, Learning Assistant goes through the answers by asking for the students' answers; this keeps the class engaged while listening to the answers.
Worksheet can be found here: https://docs.google.com/document/d/1x7LKa25fS3c7jM_iygqnmNlvwFKW-FQT72wu9YUmNzA/edit?usp=sharing
Activity 3: Guessing game (5 mins)
Activity 3: Guessing game (5 mins)
Equipment needed: Computer and whiteboard
Role of the teacher and language assistant: With students already introduced to the keywords and with this in their school books, the class now plays a game. Using the same pictures again, the whiteboard powerpoint flashes up with a picture, but no accompanying word. Asking for hands raised, the Language Assistant now chooses students to answer the question. Importantly, the class is divided into two halves to give the game a competitive edge. With added stakes, students will be more willing to answer questions to help their friends. This should minimise students not participating or trying in the classroom. While split into two, the students should not move chairs or tables to keep up social distancing in the classroom. When covid-19 has passed, the class can be divided into smaller groups to increase the competition. In this case, the powerpoint will need to be extended or more pictures mixed up.
Activity 4: Deeper Analysis of the Keywords (7 mins)
Activity 4: Deeper Analysis of the Keywords (7 mins)
Equipment needed: Completed worksheet from Activity 2 and pages 14-15 and 18-19 from 3-5PRI LL NAT SCI textbook
Role of the teacher and language assistant: Hopefully by this stage the students have a confident grasp on linking the pictures to the words. Depending on the language level of the class, this stage may only be reached when time has ran out. If so, begin next lesson with this activity.
Students must use their observation skills from the previous activities to find in these pages a type of energy soure chosen at random by Language Assistant. Language Assistant will ask a question based upon the text boxes labelling the energy source. For example:
on page 18, "What animals are wind farms dangerous towards?"
"Windfarms can be dangerous for birds"
Go through each energy source until all completed.
Why is This Important?
Why is This Important?
At the end of this module the students will be assessed on their undertsanding of these terms. This will show how well the students will have understood this lesson. Indeed, these terms will be repeated in future lessons of this module multiple times but this stands as a good starting point for students scientific understanding of renewable and non-renewable energy.
The frequent questions and answers with students should develop an understanding of the pictures with the accompanying label. This is crucial as some pictures look similar to each other. Activity 4 is the stepping stone between levels as it begins the transition to description-based understanding.
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