Is our life sustainable?

Welcome to a new learning adventure in which we are going to improve our Sicence skills and your ICT ones, also we are going to learn some English skills. This project is about the your energy, what the different types of energy are and how we can be sustainable with the use of energy in our daily lifes. Try to do your best and to enjoy your learning process.

ColiN00B. Bombilla (Public Domain)

Along this resource we will work on energy, we will start learning about what energy is. Then we are going to learn the different kinds of energy and its production. Finally we are going to focus our attention into Sustanaible Development Goals and how to be sustanaible in our daily life.  We are going to review some English contents like modal verb CAN to express what we can do. 

Along this project we are going to have different short tasks which we will join at the end in a great final product. We will work individually but also we will have pair and group working.

SCAFFOLDING

We also offer to the teacher a section of SCAFFOLDING to help them to support the language input along the unit. In this project scaffolding section deals about CAN. This will be useful to work with it, in case you consider, you can do it before the final task. At this task we will use this modal verb to tell what we can do to be sustainable. 

Itinerary

Along this project we will follow this itinerary:

Open Educational Resource by EDIA Project - Cedec.

CLIL Science. Primary Education.

Author: Javier Ramos Sancha

Licensed under the Creative Commons Attribution Share Alike License 4.0

Breaking the ice

Thinking routine: Looking ten times two

We are going to start a new project which is going to take us around two weeks of our Science lessons. To start with it we will do the following thinking routine to discover all the things we know about energy and how to take care of our world.

The routine it is called Looking ten times two (download in editable odt format, download in pdf).

Observe the following picture along 30 seconds.

Try two write 10 ideas into the graphic organizer. The ideas could be sentences, words, adjectives, etc...

Share your ideas with your mates.

Observe again the picture along another 30 seconds. 

At the second part of the graphic organizer write ten new ideas using all the information your partners have shared with you. 

Nikolabelopitov. Contaminación (Public Domain)

Thinking about my learning

One of the most important thing in our learning processes is to reflex about it to improve as much as we can. For that purpose we can create a Learning Diary in which yoweu are going to reflect about how everything is going along this project. 

For the learning we can choose different options:

Create a shared document with our teacher. 

Use any tool like padlet to show our progress.

Use a notebook in which we can write. 

Everyday at the end of each lesson we will write on your Learning Diary answering the following questions:

Date.

What have I done?

What problems did I have? How did I solve these problems?

What have I learnt?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give us some feedback to help our improvements. 

What is energy?

What is energy?

Sometimes defining energy it is not easy because it is not something we can touch or see. But in general we can consider or describe energy like "the ability of work", everything that happens around us is due to energy. 

This is why we can consider there are different kinds of energy:

Electrical energy

Kinetic energy

Heat energy

Light energy

Chemical energy

Mechanical energy.

...

PIROD4D. Lámpara (Public Domain)

Task

The best way of showing the organization of a living thing is a visual thinking mind map. In this task we have to create a mind map using the technique of visual thinking. We need to draw and show all our knowledge about the topic in a visual way. At the following link and video we can find more information about the different levels of the organization of living things:

Explore 8 types of energy for kids by Smartclass 4Kids

Peekaboo Kidz. Energy (Public Domain)

Maybe we don't have enough ideas or resources to work with visual thinking. Here we have a great article about what is Visual Thinking and how to work on it. 

¿Qué es visual thinking? y para qué usarlo en educación by Garbiñe Larralde. 

Garbiñe Larralde. 10 beneficios del Visual Thinking (CC BY-SA)

The best way of working with Visual Thinking is our pencil, our rubber, our colours and a piece of paper. But in case we want to work with any web tool we can use:

Popplet  --  Videotutorial:  Popplet. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera

Bubbl.us -- Videotutorial: Bubbl.us. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera.

Our work will be assessed by the rubric to assess Visual thinking Mind maps (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. Remind that everyday at the end of each lesson we will write on your Learning Diary asking the following questions:

Date

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give us some feedback to help our improvements. 

Sources of energy

Different sources of energy

As we have learnt in the previous step ENERGY is something that we can't see but it is almost everywhere.

Seagul. Renewable energy (Public Domain)

There are different sources of energy:

Renewable energy

Solar energy

Wind energy

Hidro energy

Geothermal energy

Biomass energy

Non-Renewable energy

Fuel

Coal

Gas

Nuclear energy

Investigation about sources of energy

As we have discovered  there are different sources of energy depending on how it is produced. In this task we are going to work and investigate about the different sources and create an infographic about them.

The infographic should have:

Three Non-renewable sources of energy.

Three renewable sources of energy.

Each of the six sources of energy should have a picture and a short explanation about it. 

The following links could be really helpful for you to identify different sources and to find the information about it. 

Energy by Kids Britannica

What is renewable and non renewable energy? by BBC Bitesize

Smile and Learn. Types of energy for kids - Renewable and non renewable sources of energy (CC BY-SA)

We can create a poster or infographic using some web tools as Canva, Piktochart or Genially. Or if we prefer we can create a poster in a big piece of colorful paper. 

Our work will be assessed by using the Rubric to assess an infographic (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. Remind that everyday at the end of each lesson we will write on your Learning Diary asking the following questions:

Date

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give us some feedback to help our improvements. 

SCAFFOLDING: Modal Verb CAN

CAN / CAN'T: Talking about abilities

We use can to express our abilities about doing something. It is a modal verb so there isn't any change with the third person. In the negative form we use can't.

For example:

I can speak English but I can't speak Chinese. 

Let's learn a bit more about this modal verb by the following video. 

Armagan Citak. Sports, actions and Can/Can't

Let's practise it a bit

We will never learn better the grammar than practising it several times. The following links can help us to do it.

Learn English - British Council: Modals Can and Can't

Agenda Web: Can exercises. 

Live Worksheets: Cartoon Characters - Action Verbs & Can - Can't

Writing Time

As we have learnt we use can and can't to express our abilities or the action we are able to do. With this task we are going to create a comic with six cartoon following this structure.

First slide: Intoduce ourselves by your name. 

Three next slides: Introduce three of your abilities or actions you are able to do it.

Two next slides: Introduce two actions you are not able to do it. 

The following webtools could be useful for the task:

Pixton

StoryBoardThat

Also there is the possibility of creating our comic stripe with a piece of paper and our coloured pencils. At the end, our teacher could create a book with all the student's comic stripes by using the webtool:

Book Creator.

Aitoff. Comic (Public Domain)

Our work will be assessed by using the Rubric to assess a comic   (download in editable odt format, download in pdf).

Sustainable energy for our lifes

Sustainable Development Goals: Sustainable energy

Some years ago, the United Nations decided we need to work together in this world if we want to achieve big things. So they purposed to the world the Sustainable Development Goals for 2030. They are different actions and staments to be achieved at the year 2030. These 17 goals look for a better world in different aspects. Have you ever heard about them? Do you want to learn a bit more?  There is one of them which deals with energy and sustainability Do you know which one it is?

Let's watch the following videos and afterwards we can create a big word cloud with the main words they suggested to the class. By learning this way we can inspired new ideas one to each other. 

The Global Goals. The World largest lesson

What can you do?. SDG 11 Sustainable Cities

Our teacher or we can use the following tool to create the Cloud of words. WordArt

Thinking about sources of energy

When we talk about sources of energy we discovered there are two kinds of sources of energy: Renewable and non-renewable sources. In this task we want to choose one source of each group and we are going to do a thinking strategy called Compare and Contrast.

Let's use this graphic organizer: Thinking routine Compare and Contrast  (download in editable odt format, download in pdf).

Graphic Mama Team. Detective

What do you think is the best source of energy in terms of sustainbility of the Earth?

What can I do to be more sustainable?

By this moment you have reflexed and learnt we should be aware about how to be more sustainable in order to take care of our world. Sometimes it could be not really easy to it, but we need to try. 

In this task we are asked to create a short video in which we explain three actions we can do in our daily lifes to be more sustainable with energy uses.

STEP 1: Think about three possible actions to be more sustainable (for example, use our bike to go to school).

STEP 2: Write down the actions using can: If you want to be more sustainable, you can........ (ride your bike to school).

STEP 3: Write down the script of your video:

Hello my name is..................... Do you want to be more sustainable to take care of the Earth?

If you want to be more sustainable, you can........

If you want to be more sustainable, you can........

f you want to be more sustainable, you can........

Let's try it will be worthy. Thanks for watching. 

STEP 4: Prepare everything for recording. Which materials will we need to record the situations we will explain in the video?

STEP 5: Record the video with the help of our mate. 

TIPS FOR RECORDING: There are lots of tools for recording, just in case we need any help we can use use Flipgrid.

For a normal video in which we can record yourself explaning the poster: How to record and submit a video by Flipgrid Help Center

Teacher's resources for starting with Flipgrid: Educators getting started with Flipgrid by Flipgrid

Geralt. Sustainability (Public Domain)

Our work will be assessed using the Rubric to assess a video  (download in editable odt format, download in pdf).

Thinking about my learning

It is time to reflect about our learning today. Remind that everyday at the end of each lesson we will write on your Learning Diary asking the following questions:

Date

What have I done?

What problems did I have? How did I solve these problems?

What have I learn?

How can I improve my learning for the next lesson?

Do I want to learn a bit more about something?

Our teacher will check it and give us some feedback to help our improvements

There is an special document to reflex about all the process of learning we have done along this project. With the following document we will be able to think about what we have done and how we will use it for.  

How does my knowledge grow? The ladder of metacognition (download in editable odt format, download in pdf).

- Didactic guideline -

General guidelines for teachers

This project is made up of four different missions whose main topic is the Energy and Sustainability. There are activities to do individually or in pairs. 

This project is part of a set of some projects designed to  cover all the learning standards of the Natural Science curriculum of Primary Education are published at the BOE (March 1st 2014), pages 17 - 21.  With this project you will be able to let your students be autonomous learners and guide them through their learning.

There are activities which involve both individual work, collaborative pair work.

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each challenge successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of the mission.

For example: 'At the end of the mission each student will have had to finish the presentation, which will be checked by the teacher'.

Each project is student-centred and has several areas of interest:

In each project, students have to accomplish a task, in order to learn by doing.

There is also a challenge in each task, where they have to collaboratively design a product. They are expected to actively work with information and communication technologies. There should be a portfolio to show all their knowlegde along this set of tasks. 

Students also have to complete a learning diary, using a sharing document using the different tips we offer to the students at the end of each mission.

We strongly recommend student to have a personal portfolio,  where they have to reflect on the different contents they are working on, they have to upload the different audios and videos they produce, and they can share. This could be done by a blog, shared document or board. 

To sum it up, they are going to work on all the contents of the syllabus of their level with a project-based learning orientation.

Assessing

For assessment, both you as a teacher, and your students, are expected to use the the following rubrics:

Rubric to assess Visual thinking Mind maps

Rubric to assess an infographic

Rubric to assess a comic 

Rubric to assess a video

This project is designed to be assessed following this pattern:

The Teacher will evaluate the portfolio with all the products produced during the project following the rubrics. It will be 40% of the final score.

The partners will carry out peer assessment the work and grade about how their teamwork has worked. It will be 20% of the final score . The students can generate the different criteria or items to be assessed.

Students will self-assess the final task using the rubric. It will be 20% of the final score.

The final score will also include a 20% for the teacher to evaluate how the students have been involved in the project or tackled the different activities.

At the end of the project the student will have been able to:

Know what energy is and different kinds of energies.

Recognise the sources of energy and differenciate between renewable and non-renewable sources. 

Reflex about Sustainable Development Goals.

Identify good actions to be more sustainable in terms of the use of energy. 

Curricular references

Contents

Contenidos siguiendo el Curriculo del  BOE (March 1st 2014), pages 17 - 21.

Bloque 1. Iniciación a la actividad científica. 

Iniciación a la actividad científica. Aproximación experimental a algunas cuestiones.

Utilización de diferentes fuentes de información (directas, libros).

Lectura de textos propios del área.

Utilización de las tecnologías de la información y comunicación para buscar y seleccionar información, simular procesos y presentar conclusiones.

Trabajo individual y en grupo.

Técnicas de estudio y trabajo. Desarrollo de hábitos de trabajo. Esfuerzo y responsabilidad.

Planificación de proyectos y presentación de informes.

Realización de proyectos.

Bloque 4: Materia y energía. 

Fuentes de energía y materias primas: su origen. Energías renovables y no renovables.

Fuentes de energías renovables y no renovables. El desarrollo energético, sostenible y equitativo.

Learning standards

Estándares de aprendizaje siguiendo el Curriculo del  BOE (March 1st 2014), pages 17 - 21.

Bloque 1. Iniciación a la actividad científica. 

1.1. Busca, selecciona y organiza información concreta y relevante, la analiza, obtiene conclusiones, comunica su experiencia, reflexiona acerca del proceso seguido y lo comunica oralmente y por escrito.
1.2. Utiliza medios propios de la observación.
1.3. Consulta y utiliza documentos escritos, imágenes y gráficos.
1.4. Desarrolla estrategias adecuadas para acceder a la información de los textos de carácter científico.

2.1. Manifiesta autonomía en la planificación y ejecución de acciones y tareas y tiene iniciativa en la toma de decisiones.

3.1. Utiliza, de manera adecuada, el vocabulario correspondiente a cada uno de los bloques de contenidos.
3.2. Expone oralmente de forma clara y ordenada contenidos relacionados con el área manifestando la compresión de textos orales y/o escritos.

4.1. Usa de forma autónoma el tratamiento de textos (ajuste de página, inserción de ilustraciones o notas, etc.).
4.2. Hace un uso adecuado de las tecnologías de la información y la comunicación como recurso de ocio.
4.3. Conoce y utiliza las medidas de protección y seguridad personal que debe utilizar en el uso de las tecnologías de la información y la comunicación.
4.4. Presenta los trabajos de manera ordenada, clara y limpia, en soporte papel y digital.
4.5. Utiliza estrategias para realizar trabajos de forma individual y en equipo, mostrando habilidades para la resolución pacífica de conflictos.
4.6. Conoce y respeta las normas de uso y de seguridad de los instrumentos y de los materiales de trabajo.

5.1. Realiza experiencias sencillas y pequeñas investigaciones: planteando problemas, enunciando hipótesis, seleccionando el material necesario, realizando, extrayendo conclusiones, y comunicando los resultados.
5.2. Realiza un proyecto, trabajando de forma individual o en equipo y presenta un informe, utilizando soporte papel y/o digital, recogiendo información de diferentes fuentes (directas, libros, Internet), con diferentes medios y comunicando de forma oral la experiencia realizada, apoyándose en imágenes y textos escritos.

Bloque 4. Materia y energía.

4.2. Identifica y explica algunas de las principales características de las diferentes formas de energía: mecánica, lumínica, sonora, eléctrica, térmica, química.
4.3. Identifica y explica algunas de las principales características de las energías renovables y no renovables, identificando las diferentes fuentes de energía y materias primas y el origen de las que provienen.
4.4. Identifica y explica los beneficios y riesgos relacionados con la utilización de la energía: agotamiento, lluvia ácida, radiactividad, exponiendo posibles actuaciones para un desarrollo sostenible.

Key competences

At the end of the project the student will have worked and developed these competences:

Lingüistic communication:

Student will be able to describe good practices to be more sustainable in the uses of energy..

Maths competences and basic competences in Science and Technology:

Students will be able to make an investigation about energy. 

Digital competence:

Students will be able to create a products  using an ICT Tool. (comic, infography, slide presentation, video)

Students will be able to use different links to investigate in the net.

Learn to learn competence:

Students will be able to reflex about their learning process everyday by using a tool such a Learning Diary.

Social competences:

Students will be able to work in group and asses their working along the project.

Students will be able to make group decisions to achieve the final product.

Entrepreneurship competences:

Students will be able to work automously by following the steps of the investigation. 

Cultural competences:

Students will be able to learn about the Sustainable Development Goals and the sustainability. 

Timing

This project implies the use of about ten or eleven fifty-minute lessons. The timing is, obviously, approximate. It will depend on the learning pace of the students and on their interests and the activities done in class.

Estefano. Time

The ten - eleven lessons could be used according to this guide:

The first lesson is for the Breaking the ice. 

Two of the lessons will be to investigate about energy and the different kinds of it.

Two lesson will  be use to learn about the sources of energy.

Another four lessons will be to investigate about Sustainable Development Goals and how to be more sustainable..

There is an extra lesson about Modal verb CAN for scafolding the understanding of the grammar the students will need to express their possible actions. 

And the last lesson will be a good opportunity to assess students and do the collaborative assesment. And also it would be great to evaluate the project itself.

Resources

ICT resources/apps/tools

For this project you will need the following links to different sites:

Explore 8 types of energy for kids by Smartclass 4Kids

Peekaboo Kidz. Energy

Energy by Kids Britannica

What is renewable and non renewable energy? by BBC Bitesize

Smile and Learn. Types of energy for kids - Renewable and non renewable sources of energy 

Armagan Citak. Sports, actions and Can/Can't

Learn English - British Council: Modals Can and Can't

Agenda Web: Can exercises. 

Live Worksheets: Cartoon Characters - Action Verbs & Can - Can't

The Global Goals. The World largest lesson

What can you do?. SDG 11 Sustainable Cities

Tools:

Flipgrid.

Popplet

Bubbl.us

Canva

Picktochart.

Pixton. 

Storyboardthat

Power Point

Genially, 

Google Slides. 

SWAY.

Book Creator.

WordArt

How to.

How to record and submit a video by Flipgrid Help Center

Educators getting started with Flipgrid by Flipgrid

¿Qué es visual thinking? y para qué usarlo en educación by Garbiñe Larralde. 

Videotutorial: Popplet. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera

Videotutorial: Bubbl.us. Herramientas digitales básicas para docentes inexpertos por Ingrid Mosquera.

Cómo usar Canva

Cómo crear una infografía con Piktochart by Alfredo Vela

Crear nubes de palabras . Tutorial WordArt. 

Tutorial Pixton by Ramón Formoso

Cómo crear historietas fácilmente by Alonso Ararat.

Tutorial Book Creator by Rosa Liarte

- Fact sheet and download -

Fact sheet

Title

Is our life sustainable?

Subject

Natural Science

Level / course

5th course Primary Education

Driving question or Challenge

How can we be more sustainable when we use energy?

Create a video to promote sustainability in the use of energy. 

Description

This resource will help the students to learn about the energy, the different kinds of energy, the sources of energy and how to be more sustainable. They will have some designed task to investigate about energy and it uses.  All the tasks are designed for them to work autonomously and to reflex about their own process of learning. Also along them we try to foster student's collaboration. 

Contents

Energy.

Kind of energy.

Sources of energy.

Sustainable Development Goals.

Timing

11 sessions of 50 minutes each approx. 

Download source file in eXeLearning

This resource has got a CC BY-SA license and therefore it can be used, downloaded, modified and adapted without any problem, as long as you provide the name of the creator, and in case of being transformed and publishing a new version, it has to be done under the same license CC BY-SA as the original.

To give appropriate credit of the author of the resource, you can use the following text: 

This material is an adaptation of the original resource " Is our life sustainable?" from CeDeC’s  EDIA project.

Next, we offer the source file (original resource) to modify the material with eXeLearning, free authoring tool which is available for any operating system. 

Download elp file

Credits

EDIA project. Is our life sustainable?. Cedec

Author: Javier Ramos Sancha

NIPO (web): 847-19-122-0; ISSN (web): 2695-4192; DOI (web): 10.4438/2695-4192_PE_2019_847-19-122-0; NIPO (formato elp): 847-19-138-5; NIPO (formato ePub): 847-19-137-X; NIPO (formato en línea): 847-19-136-4; DOI (formato ePub): 10.4438/2695-4192_PEePub84_2021_847-19-137-X

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Licensed under the Creative Commons Attribution Share Alike License 4.0