ENERGY

               Subject:   Physics and Chemistry

               Title of the Unit:  Energy                         

               Course / Level:   3^rd ESO

          

1. LEARNINGOUTCOMES

1. To recognize that energy is the ability to produce transformations or changes.

2. To identify the different types of energy that occur in everyday phenomena.

3. To know and to compare the different energy sources used in daily life.

4. To assess the role of energy in our lives and to recognize the importance of saving energy for sustainable development.

5. To know how electricity is generated, transported and used in electrical household appliances.

2. SUBJECT CONTENT

1) Energy and its unit.

2) Properties of energy.

3) Types of energy.

4) Conventional and alternative sources of energy

5) Energy and power. Responsible energy consumption.

6) Electrical energy.

3. LANGUAGE CONTENT / COMMUNICATION

3.1. Vocabulary

Nouns: energy, work, joule, battery, resource, coal, biomass, oil, gas, forms of energy, chemical reaction, nuclear reaction, uranium, fuel, moving object, electric circuit, power station, renewable energy sources, insulation, hydrocarbon, energy conservation, energy needs, energy sources, waste, energy saving, electricity, advantage, disadvantage, nuclear power station, turbine, solar panel, environment, chart, choice, subtitle.

Adjectives: kinetic, potential, strain, light, electrical, nuclear, store, thermal, chemical, renewable, non-renewable, available, expensive, cheap, important, common, each.

Verbs: recognize, state, describe, store, release, burn, transfer, evaluate, compare, explain, produce, waste, generate, harm, pay for, consume, can, provide, analyze, discuss, argue, review, understand, rebuild, classify.

Prepositions: from, for, because of, by, to, beneath, against.

Adverbs: how, when, individually, sometimes, always, never.

3.2. Structures

Routines: fill in the blanks …, complete the table by writing …, explain how …, write the correct statement …, study the chart and decide if …, write sentences of your own …, on the other hand, look for information, such as …, work in pairs, work in small groups, discuss with your classmates, to be transferred from …to.

Grammatical content: comparative structures (less … than, more … than, the most, the least, as much … as), simple present, present progressive, future simple (will), modal verb (can).

Classroom management: can you ...?, may I ...?, do you know ...?, to be able to, with regard to, to be careful, in my opinion, I mean, this is right, that is wrong, I agree, I disagree, in English.

3.3. Discoursetype

Exposition, definition, description, argument.

3.4. Languageskills

Reading, writing, listening, speaking and social interaction.

4. CONTEXTUAL (CULTURAL) ELEMENT

As we consider that energy is what allows everything to change, any student is constantly immersed in an energy context: from all movements and tasks we have to perform, up to multiple devices that exist today and help us in our daily activities: machines that make our work easier (laptops, phones), machines that provide us with leisure time, heating and cooling systems, etc.

5. COGNITIVE (THINKING) PROCESSES

Know the properties of energy and its different types.

Understand the concept of energy and the need to save energy.

Analyze the differences between the different energy sources.

Apply the knowledge acquired to solve different tasks.

Evaluate knowledge and skills acquired through self-assessment.

6. (A) TASK(S)

They have to work on a webquest (in Spanish), and to write a paragraph (in English) comparing and evaluating several energy sources, choosing the resource they think is best for the place where they live, and explaining the reason for their choice.

6. (B) ACTIVITIES

Listen to a video with subtitles, and read afterwards the subtitles (individual activity).

Look for information on the Internet (small groups).

Use words to complete sentences (individual or small groups).

Describe, in writing, different forms of energy transfers (individual activity).

Recognize different forms of energy (individual or small groups).

Analyze a chart using comparative structures (individual task).

Summarize and discuss with classmates topics covered in the videos (the whole class).

7. METHODOLOGY

7.1. Organization and classdistribution / timing

This unit will help students to understand some important energy topics. It will also help them develop skills in English. The activities will contribute to practice both aspects at the same time, within an active methodology.

We will provide scaffolding that will allow students to build their own knowledge progressively.

We will try to promote individual autonomy using dictionaries, Internet and cooperative tasks.

The distribution of the activities in the class is shown in the previous paragraph.

This unit is designed to be developed in 6 or 7 sessions.

7.2. Resources / Materials

Textbook, digital board, photocopies, dictionaries, Internet, laboratory equipment, overhead projector, PowerPoint or OpenOffice presentations, interactive Web pages.

Some Internet links:

- Understanding the concept of energy (in English and in Spanish):

http://conteni2.educarex.es/mats/121416/contenido/unidades/unidades/energia/unidad_in.htm

- What is energy?

https://www.youtube.com/watch?v=8qGyD9Y7SJA#t=0

- English grammar:

https://www.ego4u.com/en/cram-up/grammar/simpre-prepro

- Fill in the blanks:

http://en.educaplay.com/en/learningresources/1883355/forms_of_energy.htm

- Crossword:  http://learningapps.org/1430912

7.3. Key Competences

Linguistic competence: acquisition of specific scientific language of the unit for proper oral and written communication (L1 and L2). Text comprehension will also be worked (L1 and L2).

Knowledge and interaction with the physical world: acquisition of knowledge about energy and the principle of conservation of mechanical energy to understand and interpret many of the physical phenomena of daily life.

Mathematical competence: we will use the mathematical language to quantify diverse types of energies and to interpret graphs related to energy.

Information management: apply specific methods to search, select, process and present information using the network to acquire knowledge about energy.

Social and civic competence: understand and explain problems of social interest, such as the importance of energy saving and energy efficiency for sustainable development.

Autonomy and personal initiative: develop the ability to solve certain activities related to energy creatively, learning from mistakes, seeking solutions and putting them into practice.

Learning to learn: by becoming aware of their own abilities and through a self-assessment that allows them to learn from their own mistakes.

8. EVALUATION (CRITERIA AND INSTRUMENTS)

Evaluation criteria:

1.1. Define energy as a physical magnitude expressing it in the corresponding unit of the International System of Units.

1.2. Relate the concept of energy to the ability to produce changes.

2.1. Know some types of energy.

2.2. Identify some types of energy of daily life.

2.3. Explain the energy transformations.

3.1.Know different sources of energy.

3.2. Know the advantages and disadvantages of different energy sources.

4.1. Perform simple calculations about energy consumption.

4.2. Being able to analyze different forms of energy saving.

5.1. Know the different processes of energy transformation in a hydroelectric plant.

5.2. Understand the energy transformations in home electrical appliances.

Evaluation instruments:

- Observation (avoiding nervousness and anxiety of written tests)

- Review of the activities of the pupils (evaluating comprehension and writing levels).

- Problem solving on the blackboard by the pupils (to stimulate activity and to detect mistakes).

- Use of ICT.

- Written tests.

- Final task (the project).

- Self-assessment.

ACTIVITIES ABOUT "ENERGY"

ACTIVITY 1:  WHAT DO YOU KNOW ABOUT ENERGY?

We, the whole class, are going to comment on something, or answer the questions, that appear in the drawing (in English or Spanish).

v  Note: you can use the following expressions.

In my opinion, …     With regard to …      I don´t know much about …       I agree.       I disagree.

We can see in the picture …    I don´t understand …    It´s difficult to say because …

That´s wrong.        That´s right.          To be wrong.           How do you say in English …?

ACTIVITY 2:  UNDERSTANDING "ENERGY", "TYPES OF ENERGY" AND "ENERGY CONSERVATION LAW"

 

2.1. Analyse carefully the PowerPoint presentation understanding the concepts that appear in it. Click here.

2.2. Write a sentence, individually and in English, for each of the words or expressions that appear in red color in the previous presentation. It cannot be exactly the same phrase that appears in the presentation.

v  On this website you can study energy topics: click here.

v  This Web page includes a glossary of energy terms: click here.

v  You can use the following English-Spanish dictionary: click here.

2.3. First, watch the video and then take the test.  Click here.

2.4. Fill in the blanks of the following text about different forms of energy by choosing the correct word.

Click here.

2.5. Try to rebuild the jumbled sentence.  Click here.

ACTIVITY 3:  UNDERSTANDING "ENERGY"AND "TYPES OF ENERGY"

3.1. Listen to the video "What is energy?" with subtitles in Spanish.

3.2. Listen to the video "What is energy?" with subtitles in English.

3.3. Mute the sound of the video "What is energy?" and read the subtitles in English.

This is the video:  "What is energy?"

3.4. Learn with this interactive simulation on energy conservation:  interactive simulation.

ACTIVITY 4:  UNDERSTANDING "SOURCES OF ENERGY"

v  Study the vocabulary you need on energy issues interacting with the following Web page:

Vocabulary on energy

4.1. Listen to the next video trying to understand and read at the same time all the texts that appear in it.

     

       Video.

4.2. Work individually trying to solve the next wordsearch puzzle.   Wordsearch puzzle.

4.3. Work in pairs trying to solve the interactive map.  Interactive map.

4.4. The following pie chart shows the different energy sources used by people around the world.

a)      Study the chart and decide if each of the following statements is correct or incorrect. If you think the statement is incorrect, cross out the words that are wrong and write the correct statement.

v  Here is an example to help you:

We use less ethanol than biodiesel.             We use more ethanol than biodiesel.

·         The energy resource we use the most is fossil fuels.  …………………………………………………

·         People use more solar hot water than hydropower. ……………………………………………………

b)      Now write two sentences of your own using the comparative structures "as much … as" and "the least", together with information from the pie chart.

v  First, you must study the comparative structures on the following Website:

Comparative structures.

·         ………………………………………………………………………………………………………

·         .............................................................................................................................................................

ACTIVITY 5:  UNDERSTANDING "HOW TO SAVE ENERGY"

5.1. Listen to the following video on "how to save energy in your home":   video.

5.2. Carry out this survey, individually, to know your "electric personality":   survey.

5.3. Work in small groups trying to solve this matching game:  matching game.

ACTIVITY 6:  REVIEWING ALL THE CONCEPTS

6.1. Listen to the following video and immediately afterwards, discuss it with your classmates trying to answer the question that appears in the video.    Video.

6.2. Understanding some concepts of energy (In Spanish and in English):  click here.

6.3. One crossword about energy (in Spanish):  crossword (in Spanish).

6.4. One crossword about energy (in English):  crossword (in English).

6.5. The following video reviews all the concepts covered in this unit. Listen carefully to the video trying to understand everything. It´s a good preparation for your exam:   video.

ACTIVITY 7:  PROJECT

Work in small groups to carry out the next tasks:

7.1. Work on this webquest (in Spanish) to carry out only one of the tasks suggested in the tab "tarea" (choose what you like).   Click here (WebQuest).

7.2. Using your own words (in English), write a paragraph comparing and evaluating the following energy resources: wind, solar and nuclear. At the end of your paragraph, choose the resource you think is best for where you live. Explain the reason for your choice.

v  Please, read the following Web pages before you start:

Simple present

Simple present- Present progressive

Future simple (will)

Modal verb (can), in Spanish

Modal verb (can), in English

ACTIVITY 8:  EXAMINATIONS

Now, you are going to take some examinations in energy. Good luck!

8.1. First, you are going to take an easy examination in energy (in English):   click here.

8.2. Second, a little more difficult examination (in Spanish):  click here.

8.3. Finally, a little more difficult examination (in English):  click here.

ACTIVITY 9:  SELF-ASSESSMENT

I CAN…	YES	NO	NOT MUCH
Understand what energy is.
Recognize different types of energy.
Understand the meaning of the law of conservation of energy.
Recognize different sources of energy.
Understand the advantages and disadvantages of different energy sources.
Classify an energy source in renewable or non-renewable.
Use different means to save energy.
Understand how electricity works.
Read a text about energy in English.
Express, in writing, my thoughts about energy in English.
Understand a video on energy in English.
Expose orally my ideas about energy in English.

Click here to see this unit in Google Drive.

Agustín Caballero Hurtado.