WORLD LANGUAGES/STEM MODULE COVERSHEET Aventuras en...

WORLD LANGUAGES/STEM MODULE COVERSHEET Aventuras en energía

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Target Language: Spanish Grade Level: 4 and 5

Proficiency Level: Junior Novice Low – Junior Novice Mid

Enduring Understanding: Humans interact daily with their natural environment and over time, their actions affect the Earth.

Essential Question: What can communities do to sustain their lifestyle while protecting natural resources and the environment?

Module Duration and Lessons:

Lección 1: ¿Dónde está la Isla de energía? Lección 2: ¿Cómo puede una persona hacer una diferencia?

Lección 3: Nuestros recursos naturales nos dan energía.

Context and Storyline: Through the story called Isla de energía, students will examine how the island of Samsø in Denmark became energy independent. They will learn how energy and fuels that we use every day come from natural resources, some renewable and some non-renewable. Students will learn the steps that Maryland and the United states are taking become more energy-independent.

NOTE: This module is based on the book, Energy Island.* It is available in Spanish. You may choose to read the story directly from the book, and/or tell the abbreviated story using the PowerPoint presentation provided. Throughout the lessons in this module, the page numbers of Energy Island are referenced using the notation, [p.__.]

*Energy Island used with permission by Allan Drummond, author and Frances Foster Books, publisher.

Standards Targeted

5C’s – World-Readiness Standards for Learning Languages

NGSS/STEM Standards

Communication: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

● Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions about energy resources and conserving energy.

● Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics, including renewable and nonrenewable natural resources and how to conserve energy.

● Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics (such as

NGSS Obtain and combine information to describe

that energy and fuels are derived from natural resources and their uses affect the environment (4-ESS3-1).

Obtain and combine information about ways individuals and communities use science ideas to protect the Earth’s resources and environment (5-ESS3-1).

STEM

Apply integrated science, technology, engineering, and mathematical content to answer complex questions, to answer global issues, and to develop solutions for challenges and real world problems (2B).

Communicate effectively and precisely with others (3F).

Ask questions to identify and define global


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energy resources and conserving energy) using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Cultures: Interact with cultural competence and understanding

● Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

● Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations. ● Making Connections:

Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively related to natural resources and their conservation.

● Acquiring Information and Diverse Perspectives:

Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

issues, challenges and real world problems (4A).

Engage in critical thinking (5A).

Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas (5C).

Listen and be receptive to ideas of others (6C).

Knowledge: Students will know… Skills: Students can…

Vocabulary (both linguistic and content areas)

Content obligatory language:

recurso natural

el molinete

la turbina de viento

no renovable

I can:

Oral language:

Say what wind turbines do

Describe Samsø, Denmark, and compare it to Maryland

Say what people in Samsø, Denmark like to do and compare those activities to what


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renovable

la energía

el petróleo

el calentador (la calefacción)

el sol/solar/el panel solar

el agua

la hidroelectricidad

la paja

la biomasa

el gas natural

el carbón

el viento

el petróleo de biomasa

la colza

Content compatible language:

Dinamarca

El Océano Atlántico

El Mar Kattegatt

la isla

el viento

la granja

la vaca

la oveja

la cosecha

encender las luces

encender el calentador

usar agua caliente

regular

utilizar

la comunidad

Maryland

Los Estados Unidos

predecir/pronosticar

cambiar de opinión

la tormenta

la electricidad/ el electricista

ocurrir

fingir

el visitante

la conferencia

Expressions

¡Agárrate a tu sombrero!

Puedo conservar/ahorrar energía cuando yo…

people in Maryland like to do

Give examples of nonrenewable energy

Say how people like me can save energy

Identify different members of a community

Identify how people used renewable resources

Identify renewable and nonrenewable resources

Tell the main ideas in the story of Samsø

Tell people how Maryland can become energy independent

Compare Samsø to the state of Maryland

Literacy

Distinguish main title from subtitle by size of print

Identify root words

Locate Samsø Denmark, on a world map

Read and interpret a pie chart about energy use in the United States

Make predictions about what will happen in the story based on what we know so far

Read a pie chart showing use of renewable and nonrenewable resources in Maryland

Identify a beginning, middle, and end to a story

STEM and Other Subject Areas:

Recognize that energy and fuels that humans use are derived from natural resources

Identify how humans use energy in their daily lives

Identify natural resources that are nonrenewable

Describe energy independence

Identify renewable and nonrenewable natural resources

Compare how much renewable and nonrenewable resources the United States uses

Name renewable and nonrenewable resources

Compare renewable to nonrenewable resources used in Maryland

Show how renewable energy can be used today


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o abro las ventanas. o cierro las puertas. o apago las luces, el agua, y la

televisión. o reciclo latas, botellas, papel y

plástico. o uso bolsas de tela para comestibles. o uso bombillas que ahorran energía. o tomo una ducha rápida. o monto en bicicleta. o desenchufo/desconecto los

dispositivos electrónicos.

Integrated Performance Assessments

Interpretive Task

Students will listen to statements related to natural resources and identify the image that is described.

Presentational Task

Working with a group, students will create and present a family from Samsø in the method of their choice.

Interpersonal Task

Students will share how they can change their behaviors to become more energy-responsible.

Materials/Resources:

o Energy Island by Allan Drummond o PowerPoint o a hat o paper or cardstock (one 4”x 4” and one 8”x 8” per student) o unsharpened pencils with erasers (two per student) o straight pins (two per student) o scissors (one pair per student) o crayons and markers o electric fan or blow dryer o 10 large cookies o 2 dinner plates o game markers for board game (one per student) o one die for each group of students o poster paper o markers o video recording device o computer with Internet access o Resource 1a: Hacer un molinete o Resource 1b: Rubric for Presentations o Worksheet 1a: Todo sobre energía o Worksheet 1b: Experimento con un molinete o Worksheet 1c: Recursos renovables y no renovables o Worksheet 1d: Recursos naturales en Maryland o Worksheet 1e: Hoja informativa de recursos naturales


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o Worksheet 2a: ¿Cómo es una galleta como un recurso natural? o Worksheet 2b: Recursos naturales en los Estados Unidos o Worksheet 2c: Juego de planeta tierra o Worksheet 2d: Ahorro de energía o Resource 3a: Carnets de identidad de Samsø o Resource 3b: Family Presentation Rubric o Worksheet 3a: Mi familia de Samsø o Worksheet 3b: Encontrar las familias de Samsø

STEM Background for Teachers:

Renewable resources such as sunlight, air, and wind, are resources that are continuously available, can be replenished naturally, and whose quantity is not noticeably affected by human consumption. Though many renewable resources do not have such a rapid recovery rate, they are susceptible to depletion by over-use. Resources are classified as renewable only so long as the rate of replenishment or recovery exceeds that of the rate of human consumption.

Non-renewable resources such as coal, oil, and natural gas, are finite resources that are not renewable at a

sustainable rate based on current human consumption. Minerals and fossil fuels are the most common non-

renewable resource.

A significant amount of offshore wind energy potential exists on the Atlantic coast. The offshore wind power could generate at least 36 percent of Maryland’s current electricity generation, displace about 23.7 million metric tons of carbon dioxide, and power approximately 1.6 million average homes annually.

Maryland’s electricity generation created 29.1 million metric tons of carbon dioxide in 2008. Carbon dioxide is a greenhouse gas that can cause climate change and ocean acidification. Burning fossil fuels, like coal, oil, and natural gas causes climate change and ocean acidification. Source: http://oceana.org/sites/default/files/Maryland_0.pdf

Maryland’s General Assembly passed the Maryland Offshore Wind Energy Act of 2013. The bill provides $1.5 billion, incentivizing projects like the construction of 40 turbines 10 miles off the coast of Ocean City and requiring 20% of Maryland’s electricity to come from renewable sources. In addition to powering a third of the homes on Maryland’s Eastern Shore, this 200-megawatt project could generate 850 jobs in manufacturing and construction and reduce carbon dioxide emissions by upward of 378,000 tons per year. The same day the Wind Energy Act passed in Maryland, Charles County Commissioner Ken Robinson was the hosts at a ribbon-cutting ceremony celebrating the Renewable Energy Center at Crain Memorial Welcome Center, a tourist rest stop on US 301 near the Potomac River. A 12-kilowatt turbine there will fuel an electric car-charging station and assist in keeping the center off the grid. A destination in itself, the project is the first of its kind in Maryland and one of a handful globally.

Source: Written by Sierra Gladfeller for Bay Journal News Service April 14, 2013

One of Spain’ Canary Islands, El Hierro, plans to completely sever ties with the traditional power grid and move entirely to renewable energy. The island plans to become completely self-sufficient when its 11.5 megawatt wind farm kicks into gear. El Hierro already has a water turbine that generates electricity, and the added wind power will enable the island to go totally off-grid. El Hierro is the smallest of the Canary Islands. The population of El Hierro is double that of Samsø.

http://oceana.org/sites/default/files/Maryland_0.pdf

http://inhabitat.com/urban-green-energy-uge-unveils-next-generation-vertical-axis-visionair3-wind-turbine/


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Source: Spanish Island to be Powered by 100% Renewable Energy | Inhabitat - Sustainable Design Innovation, Eco Architecture, Green Building

Lesson 1- Where is Energy Island?

¿Dónde está la Isla de energía?

Lesson 1 of 3

Objectives I Can:

Oral language:

Say what wind turbines do

Describe Samsø, Denmark, and compare it to Maryland

Say what people in Samsø, Denmark like to do and compare those activities to what people in Maryland like to do

Give examples of nonrenewable energy Literacy

Distinguish main title from subtitle by size of print

Identify root words

Locate Samsø, Denmark on a world map


Recognize that energy and fuels that humans use are derived from natural resources

Identify how humans use energy in their daily lives

Identify natural resources that are nonrenewable

Describe energy independence


recursos naturales

la energía

renovable

no renovable

el carbón

el sol

el petróleo

el viento

las luces

la calefacción

el agua caliente

los coches/los carros

el molinete

la turbina de viento


las personas/la gente

los niños

los chicos

http://inhabitat.com/an-island-in-the-canaries-is-about-to-become-entirely-energy-independent/#ixzz32GVIcFq1



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Dinamarca

El Oceáno Atlántico

El Mar Kattegatt

la isla

la granja

la vaca

la oveja

la cosecha

encender

encender

usar

regular

Expressions

¡Agárrate a tu sombrero!

Materials/Resources o Energy Island by Allan Drummond pages 1 - 11 o PowerPoint presentation slides 1-24 o Internet access o computer lab o flip camera and/or presentation tool or app o Resource 1a: Hacer un molinete o Resource 1b: Rubric for Presentations o Worksheet 1a: Todo sobre energía o Worksheet 1b: Experimento con un molinete o Worksheet 1c: Recursos renovables y no renovables o Worksheet 1d: Recurs naturales en Maryland o Worksheet 1e: Hoja informativa de recursos naturales o a hat o 4”x 4” square piece of paper or cardstock (one per student) o 8”x 8” square piece of paper or cardstock (one per student) o unsharpened pencils with erasers (two per student) o straight pins (two per student) o scissors (one pair per student) o ruler (one per student) o crayons and markers o electric fan or blow dryer

Lesson Storyline Students will visit Samsø, Denmark, through the story of Energy Island to learn how the people of the community lived. They will meet Søren Hermansen, who led the effort to make Samsø almost completely energy independent with the help of the wind. Their example shows the potential for Maryland to become more energy independent through initiatives to build a wind farm off the coast of Maryland.

NOTE: This module is based on the book, Energy Island. It is available in Spanish. You may choose to read the story directly from the book, and/or tell the abbreviated story using the PowerPoint presentation provided. Throughout the lessons in this module, the page numbers


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of Energy Island are referenced using the notation, [p.__.]

NOTE: One of Spain’ Canary Islands, El Hierro, plans to completely sever ties with the traditional power grid and move entirely to renewable energy. The island plans to become completely self-sufficient when its 11.5 megawatt wind farm kicks into gear. El Hierro already has a water turbine that generates electricity, and the added wind power will enable the island to go totally off-grid. El Hierro is the smallest of the Canary Islands. The population of El Hierro is double that of Samsø. Source: Spanish Island to be Powered by 100% Renewable Energy | Inhabitat - Sustainable Design Innovation, Eco Architecture, Green Building

Key Elements Lesson 1 Procedures

Engagement

● Object, event or question used to engage students.

● Connections facilitated between what students know and can do

Introducir recursos naturales

Vocabulary introduced: los recursos naturales, la energía, el carbón, el petróleo, el sol, el viento, las luces, la calefacción, el agua caliente, los coches, la turbina de viento, el molinete, las personas/la gente, los niños, los chicos

PPT 1 [cover] T: ¿Qué ven?

Students respond.

T: ¿Qué es una isla?

Students respond.

T: ¿Qué quiere decir « Agárrate a tu sombrero?»

Demonstrate.

T: ¿Cuándo debemos agárrarnos a los sombreros?

Students respond.

T: ¡Exacto! Cuando hace viento. T: Pues, ¿qué es la gran historia de esta isla pequeña?

Students respond.

PPT 2-5

T: Vamos a cruzar el Océano Atlántico para visitar esta isla. Invite students to read the text on the slides.

Engage students in choral repetition and discussion about the pertinent locations: (Europa, el Océano Atlántico, Dinamarca, el Mar Kattegatt, Samsø)

PPT 6 [p.2] Invite a student to read the text on the slide.

T: ¿Qué es la energía? ¿De dónde viene?

http://inhabitat.com/urban-green-energy-uge-unveils-next-generation-vertical-axis-visionair3-wind-turbine/





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PPT 7

T: La energía viene de recursos naturales. ¿Qué es un recurso natural?

Prompt students with «la naturaleza» and give an example.

Los árboles, el sol, el viento, el agua, la tierra, y las plantas son recursos naturales. Así que el carbón y el petróleo. ¿Cuál es más fácil obtener – el agua o el carbón? ¿el sol o el petróleo?

Students respond.

T: Recursos naturales son las cosas en la naturaleza que usamos cada día para vivir. T: ¿Cómo los usamos cada día? (Prompt if necessary: las luces, la calefacción, los coches, el agua caliente, etc.)

Students respond.

T: ¡Correcto! Recursos naturales nos da la energía para nuestros coches, luces, y casas.

Distribute Worksheet 1a.

Assist students as needed.

Collect the worksheets for inclusion in the ¡Agárrate a tu sombrero! folder.

PPT 8 [cover]

T: Chicos, miren al libro. ¿Qué es el título? ¿Qué ven?

Students respond.

(Point to each item and identify if necessary: las personas (la gente), los niños, los chicos, el agua, las molinas, los molinetes, las turbinas de viento)

T: ¿Qué tiempo hace en Samsø?

Students respond.

T: ¿Qué indica que hace viento? (Hair is blowing, windmills are turning.)

T: La historia de Samsø trata de cómo la isla hizo energía del viento. ¿Qué necesitamos para hacer energía del viento?

Refer to the windmills on the slide and chorally repeat. PPT 9

T: Dinamarca es uno de los productores más grandes de turbinas de viento. ¿Quíen ha visto una turbina de viento?

Students respond. T: Turbinas de viento hacen energía del viento.

PPT 10 [cover]

T: Entonces, miren al subtítulo del libro.

Ask a student to read the subtitle. T: ¿Qué quiere decir? (You may need to explain «utilizar» using a more familiar word like «usar. » Emphasize the end of the title:


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cambió su mundo.)

Students respond.

T: Sí, pronto descubriremos cómo la gente de Samsø cambió su mundo usando el viento para hacer la energía.

Exploration

● Objects and phenomena are explored.

● Hands-on activities, with guidance.

Hacer molinetes Vocabulary introduced: el molinete, girar/moverse, soplar T: ¿Podemos hacer nuestras propias turbinas de viento? PPT 11-14

● Model the construction of the 4” and 8”pinwheels. ● Distribute Resource 1a, the two squares of paper, a ruler, two

pencils with erasers, scissors, and straight pins to each student.

● Instruct students to complete Steps 2 and 3. ● Assist students as needed.

T: Uds. tienen dos pequeñas versiones de las turbinas de viento. ¿Las pueden hacer girar? Demonstrate. NOTE: For the next step, students take the pinwheels outdoors and test them on a windy day. If this is not possible, provide a fan or hair dryer to simulate the wind. T: ¿Cómo las podemos hacer girar en el viento? ¡Vamos afuera! Instruct and demonstrate the experiment with the two pinwheels. For example:

● ¿Qué ocurre cuando te conviertes el molinete en el viento? ● ¿Qué ocurre cuando te conviertes el molinete en una

dirección diferente? ● ¿Qué ocurre cuando la tienes arriba?

Provide sentence starters such as:

● Cuando me convierto el molinete ________el viento, gira más rápido/ más despaco.

● Cuando soplo de la/del______, mi molinete gira a/a la______.

Substitute frente, lado, derecho, izquierda in the sentence.)

● Mi molinete gira/no gira.

Upon returning to the classroom, engage students in conversation about their findings. T: ¿Cuándo gira el molinete el más rápido? T: ¿Cuándo no gira el molinete? Students respond.


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Distribute Worksheet 1b and assist students in the completion of Parts #1 and #2. T: Nuestros molinetes son turbinas de viento en miniatura. Cuando las turbinas giran, hacen energía. T: Vamos a observar una turbina de viento en acción. Show a brief video (available online) of a wind turbine and discuss how it compares to the pinwheels. Discuss the findings. Assist students in answering #3 on Worksheet 1b. Collect the worksheet for inclusion in students’ ¡Agárrate a tu sombrero! folder.

Explanation

● Students explain their understanding of concepts and processes. ● New concepts and skills are introduced as conceptual clarity and cohesion are sought.

Recursos renovables y no renovables Vocabulary introduced: renovable, no renovable, el maíz, la paja, los árboles, el agua, el gas natural PPT 15 [cover] T: ¿Por qué se llama Samsø «la isla de energía»? PPT 16-18 [pp. 6-7] Invite students to read the text on the slides. Use the visuals on the slides to engage students with questions such as:

● ¿Usamos los mismos recursos? ● ¿Es el petróleo un recurso natural? ● ¿Qué usamos para nuestras luces? ● ¿Cómo calentamos nuestras casas? ● ¿Qué ponemos en nuestros coches?

Students respond. PPT 19-22 [pp. 7-11] T: Vamos a averguiar lo que pasó en Samsø. Invite several students to read the text on the slides. Use gestures and/or visuals to convey meaning if necessary. T: ¿Creen que podíamos hacer las mismas cosas aquí en Maryland? ¿Por qué o por qué no? Students respond. T: Los estudiants dicen «usar el viento para la energía». ¿Cuál es la diferencia entre usando el viento contra del petróleo? Students respond. T: ¡Exacto! El viento es gratis y hay mucho viento en Samsø. El viento es un recusco renovable. También, hay recursos que no son renovables. ¿Cuál es la diferencia?


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Write recursos naturales on the board. Then draw two columns underneath and label them renovables and no renovable.

T: Recursos renovables son aquellos que no se acaban, como el sol, el viento, y las plantas.

T: Pero, hay otros recursos que se acaban. Existieron desde milliones de años como gas natural, petróleo, y carbón.

Display the visuals and invite students to place each in the correct column on the board.

Chorally repeat for each resource: ____es un recurso ____. Distribute Worksheet 1c. T: Chicos, vamos a identificar los recursos.

Dibujen un círculo alrededor de los recursos renovables.

Marquen una X en los recursos que no son renovables.

Escriban las palabras para cada recurso. Assist students as needed. PPT 23

Use the sentence, ________es un recurso _______ in choral repetition to check students’ understanding.

Collect the worksheet for inclusion in the ¡Agárrate a tu sombrero! folder.

Elaboration

Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.

Explorar recursos naturales en Maryland

NOTE: If computers are not available, print the individual fact sheets for each group from the Maryland’s Energy Commission’s website: http://energy.maryland.gov/home.html

Students will read the information in English and complete the worksheet in the target language. PPT 24 T: ¿Cuáles recursos naturales usa Maryland? ¡Vamos a ver! Discuss and chorally repeat the percentages for each resource on the slide.

Divide students into eight groups.

Assign one of the following resources to each group:

carbón, gas natural, energía nuclear, petróleo, solar, biomasa, viento, geotérmico

Distribute Worksheet 1d as a note-taking organizer.

Allow approximately 15 minutes for students to find the information on the worksheet.

Assist the groups as needed and check for comprehension.

Allow 10 minutes for the groups to refine and practice their presentations.

Allow groups to decide how they would like to present their information and provide the necessary materials. Suggestions

http://energy.maryland.gov/home.html


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include: o a poster o a skit, performed live with props or recorded with a flip

camera o a presentation using PowerPoint or other software/app o a movie using iMovie, Movie Maker, or app

Collect the worksheet for inclusion in students’ ¡Agárrate a tu sombrero! folder.

Evaluation Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness.

Presentations

Allow five to ten minutes for the groups to practice their presentations.

Distribute Worksheet 1e for the students to take notes as they watch and listen to the presentations. Remind students that they do not need to write everything that is presented; but rather only one interesting fact in the right column.

Use Resource 1b to assess the presentations.


Teacher Reflection: Lesson 1

What worked well?

What did not work well?

What would I do differently?

Other comments or notes


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Lesson 2- How can one person make a difference?

¿Cómo puede una persona hacer una diferencia?

Lesson 2 of 3

Objectives I Can:

Oral language:

Say how I can save energy

Literacy:

Read and interpret a pie chart about energy use in the United States

Identify ways my family can save energy every day


Identify renewable and nonrenewable natural resources

Compare renewable and nonrenewable resource usage between Maryland and the United States

Vocabulary and Expressions


el petróleo

el sol/solar

el agua/la hidroelectricidad

la paja/ la biomasa

el gas natural

el carbón

el viento


Puedo conservar/ahorrar energía cuando yo… o abro las ventanas. o cierro las puertas. o apago las luces, el agua, y la televisión. o reciclo latas, botellas, papel y plástico. o uso bolsas de tela para comestibles. o uso bombillas que ahorran energía. o tomo una ducha rápida. o monto en bicicleta. o desenchufo/desconecto los dispositivos electrónicos.

Materials/Resources o Energy Island by Allan Drummond [pp.12 – 19] o PowerPoint presentation slides 24-36 o Worksheet 2a: ¿Cómo es una galleta como un recurso

natural? o Worksheet 2b: Recursos naturales en los Estados Unidos o Worksheet 2c: Juego de planeta tierra o Worksheet 2d: Ahorro de energía o 10 large cookies


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o 2 dinner plates o game markers for board game (one per student) o one die for each group of students

Lesson Storyline Mr. Hermansen has the support of his students, but he has to convince the people who live in Samsø that energy independence is a good idea. That takes time and a lot of talking. He finally convinces two citizens to try wind energy.

NOTE: This module is based on the book, Energy Island. You may choose to read the story directly from the book, and/or tell the abbreviated story using the PowerPoint presentation provided. Throughout the lessons in this module, the page numbers of Energy Island are referenced using the notation, [p.__.]


Engagement ● Object, event or question used to engage students.


¿Qué significa ser independiente de la energía? Vocabulary introduced: independiente de la energía

PPT 24

T: Descubrimos que Maryland usa algunos de los mismos recursos que usaba Samsø. Review the percentages, drawing students’ attention to the 7% renewable category.

T: ¿Creen Uds. que Maryland necesita elevar el porcentaje de recursos renovables?

Students respond. T: ¡Sí! De hecho, Maryland tiene un proyecto de turbinas de viento en el Oceáno Atlántico.

¿Qué occurió en Samsø? Vamos a continuar la historia.

PPT 25-26 [pp. 12-13] El señor Hermansen y sus estudiantes estaban muy emocionados acerca de la energía de viento. Pero, ¿qué hay de los adultos?

Invite students to read the text on the slides.

T: Túrnate a tu compañero y discuta por qué es difícil de decir «sí» a una nueva idea. ¿Se puede pensar en un momento en que tenías una idea nueva y sus amigos/familiares no desean intentarla? (Provide an example, if necessary.)

PPT 27 [pp. 14-15]

Invite students to read the text. T: ¿Qué significa «ser independiente de la energía»?

Students respond.

T: ¡Exacto! Crear nuestra propia energía aquí donde vivimos.

Vamos a pensar en Maryland.


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PPT 28 [pp. 16-19]

T: Por fin, después de muchos años, dos personas en Samsø decidieron intentar una nueva idea.

Invite students to read the text on the slide. T: ¿Por qué esos dos personas?

Students respond.

T: Porque una persona quería construir una turbina pequeña solamente para su casa; y la otra persona quería una turbina más grande para su granja y para ganar dinero.

Exploration



¿Cómo es una galleta como un recurso natural?

T: Las personas de Samsø pensaban que había suficientes recursos naturales y que no necesitaban cambiar.

Hold up a cookie.

T: Supongamos que esta galleta es un recurso no renovable. Invite two students to come to the front of the class and give then a plate with two cookies on it

T: Clase, si estos dos estudiantes tienen que compartir estas dos galletas, ¿cuántas galletas recibe cada estudiante?

Students respond. T: ¡Exacto! Cada estudiante recibe una galleta.

Invite two more students to come up to the front of the class and join the first two students.

T: Ahora, hay cuatro estudiantes y dos galletas. ¿Cuántas galletas receibe cada estudiante? Students respond.

T: ¡Sí! Cada estudiante recibe media de una galleta. ¿Es más o menos que el primer grupo?

Students respond.

Invite four more students to come up to the front of the class. T: Clase, ahora hay ocho estudiantes. (Instruct students to chorally count the students.) Estos ocho estudiantes tienen que compartir las dos galletas. ¿Cuántas galletas recibe cada estudiante?

Students respond.

T: ¡Muy bien! ¿Es más o menos que los otros grupos? Students respond.

T: ¡Sí! Cuando hay más personas, hay menos galletas por cada persona.

Estas galletas son como los recursos naturales en el mundo. Más personas significan menos recursos por cada persona.


Complete Parts 1 and 2 with the class.

T: ¿Qué pasa cuando un grupo or país tiene más personas que otro grupo o país?


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T: Tenemos que compartir las galletas igualmente, ¿no?

● Divide students into two unequal groups: one with four students, and the other with the rest of the class.

● Give each group a plate with 4 cookies. ● Instruct students to divide the cookies and complete Part 3 of

the worksheet. ● Assist as needed.

After students have completed the experiment: T: Esas galletas representan los recursos no renovables en el mundo. ¿Cómo es una galleta como un recurso natural?

Students respond.

T: ¡Exacto! Más personas significan menos recursos.Y no podemos reemplazarlos. Por eso, Samsø y Maryland tratan de ser más independientes de la energía con el uso de recursos renovables.


Explanation ● Students explain their understanding of concepts and processes.

● New concepts and skills are introduced as conceptual clarity and cohesion are sought.

Comparar de recursos en Maryland y los Estados Unidos

T: ¿Es el uso de recursos en Maryland similar a los Estados Unidos?

PPT 29

Review Maryland’s resources.

Allow students to discuss the two infographs with partners.

Distribute Worksheet 2b.

Direct students to complete the worksheet with partners or in small groups.

Assist as needed.

Review students’ responses on the worksheet, and use additional statements such as:

Maryland usa más_______que los Estados Unidos.

_____usa más recursos renovables que _____.

Maryland y los Estados Unidos necesitan usar más recursos_________.


Elaboration


¿Qué podemos hacer para usar menos energía? Vocabulary introduced: Puedo ahorrar energía cuando yo…

abro las ventanas. apago las luces, reciclo latas (botellas, papel, plástico), apago el agua, uso bolsas de tela, tomo una ducha rápida,

apago la televisión, monto mi bicicleta, uso bombillas que ahorran energía, cierro las puertas, desenchufo/desconecto los dispositivos electrónicos.


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NOTE: Prepare the game cards and board (Worksheet 2c) for each group of four students. T: Sabemos que Maryland y Los Estados Unidos usan más recursos no renovables y renovables. ¿Qué podemos hacer para usar menos energía cada día? PPT 30-34 Invite students to read the text on the slides. Chorally repeat in context and use gestures to convey meaning. PPT 35 T: ¿Qué dispositivos usan Uds. cada día? (teléfono cellular, tableta, videojuego, etc.) Students respond. PPT 36 T: ¿Qué más se puede hacer? As students respond, document and display their responses. T: ¡Son buenas ideas. Vamos a jugar! Primero, tenemos que repasar las reglas. Chorally repeat and use gestures for the following expressions before playing the Planet Earth game. (You may wish to display these expressions for student reference.)

Te toca a ti.

Tira el dado.

Avanza ___espacios.

Retrocede ___espacios.

¡A la una, a las dos, a las tres! Display and review the directions on the game cards to ensure comprehension.

Model as you give the directions for the Planet Earth game.

Barajen las cartas y pónganlas boca abajo en el tablero.

Pongan sus marcadores en la caja EMPEZAR.

Túrnense por tirando el dado y avanzando sus marcadores según el número en el dado.

Si un marcador para en un espacio con el hombre de tierra, hay que seleccionar una tarjeta, leer las instrucciones y seguirlas.

Necesitan el número exacto de espacios para llegar a la línea de meta (con la turbina de viento.)

¡La primera persona en llegar a la caja TERMINAR es el ganador!

Distribute the dice, game board and cards.

Assist as needed, encouraging students to use the expressions and to


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read aloud the directions on the cards in the target language.

Evaluation

Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness.

Distribute Worksheet 2d.

Use the following script to assess students’ listening skills in identifying energy-saving practices:

(Read each item twice.) 1. Apago la televisión cuando salgo del cuarto. 2. Desenchufo mis dispositivos electrónicos después de jugar. 3. Ahorro el agua cuando tomo duchas rápidas. 4. Abro las ventanas cuando hace buen tiempo. 5. Reciclo botellas, latas, papel y plástico. 6. Uso bolsas de tela cuando voy de compras.


What worked well?





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Lesson 3 - Our Natural Resources Give Us Energy and Fuel Nuestros recursos naturales nos dan energía y combustible

Lesson 3 of 3

Objectives I Can:

Oral language:

Identify how people used renewable resources

Literacy:

Make predictions about what will happen in the story based on what we know so far.

Read a pie chart showing use of renewable and nonrenewable resources in Maryland


Name renewable and nonrenewable resources

Compare renewable to nonrenewable resources used in Maryland

Vocabulary and Expressions


el panel solar

la paja

el petróleo de biomasa

la colza


predecir

cambiar de opinión

la tormenta

la electricidad/el electricista

ocurrir

fingir

el visitante

la conferencia

Materials/Resources o Energy Island by Allan Drummond pages 20 - 27 o PowerPoint presentation slides 37-50 o poster paper o markers o video recording device o computer with Internet access o Resource 3a: Carnets de identidad de Samsø o Resource 3b: Family Presentation Rubric o Worksheet 3a: Mi familia de Samsø o Worksheet 3b: Encontrar las familias de Samsø


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Lesson 3 of 3

Lesson Storyline After a storm hits Samsø and almost everyone loses electricity (except for the farmer and the electrician), the town decides that renewable energy is a good idea. Now, everyone gets involved.

NOTE: This module is based on the book, Energy Island. You may choose to read the story directly from the book, and/or tell the abbreviated story using the PowerPoint presentation provided. Throughout the lessons in this module, the page numbers of Energy Island are referenced using the notation, [p.__.]


Engagement

● Object, event or question used to engage students.


Una noche oscura y tormentosa… T: ¿Recuerden cómo el Señor Hermansen hablaba a las personas en Samsø acerca de cómo usar energía renovable? ¿Quién decidió intentar la energía del viento? (Refer to PPT 28, if necessary.) T: Sí, el electricista y el granjero. PPT 37 [pp. 20-21] Invite a student to read the text on the slide. T: ¿Qué ocurrió para cambiar las opinions de las personas en Samsø? Miren a estas fotos. ¿Qué ven? Students respond. PPT 38 [pp. 20-21] T: ¡Sí! Había una tormenta terrible en Samsø. ¿Qué ocurre cuando hay una tormenta terrible? Students respond. T: ¡Exacto! No hay electricidad – no luces, no televisión, no videojuegos, no calefacción. PPT 39 [p. 22] T: Eso es lo que pasó en Samsø, con una excepción. Invite a student to read the text on the slide. T: ¿Por qué tuvo luces y calefacción la casa de la electricista? Students respond. PPT 40 [p.23] Invite students to read the text on the slide. T: ¿Qué harías si vivieras en Samsø? Students respond. Discuss energy solutions.


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Exploration



Encontrar las familias de Samsø PPT 41-45 [p.24] T: ¿Qué hicieron las personas de Samsø par ser independientes de la energía? Invite students to read the text on the slides. Use choral repetition, visuals, and gestures to convey meaning. PPT 46-50 [pp. 25-31] Invite students to read the text on the slides. T: Ahora, Samsø es famosa por todo el mundo. Muchas personas vienen a Samsø de muchos países para aprender lo que pueden hacer en tus propias comunidades. T: Hoy, vamos a fingir que somos las personas de Samsø. Estamos preparando para una conferencia de energía con visitantes de todo el mundo.

Distribute one identification card to each student from Resource 3a.

Esta es tu nueva identidad. Hay _____familias en la clase. Debes:

encontrar tu familia usando la información en el carnet de identidad. ¿Qué preguntas les pides?

¿Cómo te llamas?

¿Dónde vives?


T: Siéntate con tu familia y practica la introducción a los visitantes.

Toma apuntes en esta hoja en la sección «Mi familia».

Responde así para identificarte: o Soy el hijo/la hija de_____. o Tengo _____años. o Soy estudiante. o Vivimos en_____.

Identifica el recurso de energía que explicará tu familia a los visitantes.

o Identifica lo que haces para ahorrar o conservar energía.

o Toma apuntes en la hoja mientras escuchas a los miembros de tu familia.

Assist as needed.

Allow ten minutes for the families to practice their presentations.

Collect the worksheet for inclusion in the students’ ¡Agárrate a tu sombrero! folder.


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Explanation

● Students explain their understanding of concepts and processes. ● New concepts and skills are introduced as conceptual clarity and cohesion are sought.

Preparing for the Energy Conference Interviews

T: Ahora, ¡vamos a encontrar el uno al otro!

First, instruct the families to introduce themselves to another family that uses the same energy source.

Next, instruct students to find a person of the other family that is of a similar age.

T: Habla con tu nuevo/a amigo/a acerca de cómo explicar tu recurso de energía a nuestros visitantes.

Refer students to their Worksheet 1e as a starting point.

Provide the following link (or print the necessary fact sheets) that was used for the worksheet: http://energy.maryland.gov/home.html

After 10-15 minutes, direct students to return to their own family and share their information.

Allow 10-20 minutes for the families to discuss their information and to create a visual for their interviews.

Distribute poster paper, markers and/or colored pencils.

Elaboration


Preparar para la conferencía de energía con las familias de Samsø

Allow 10 minutes for the families to practice their answers for their interview.

T: ¡Mañana es el día de la conferencía de energía! Nuestros visitantes quieren ver los proyectos que hacemos en Samsø. Cada familia compartirá su historia en la conferencía. Pueden presentar:

una obra (skit)

una presentación con PowerPoint

una película Cada miembro necesita contribuir igualmente a la presentación.

Evaluation

Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness.

Energy Conference Showtime

Allow approximately five minutes for the families to practice and set up their presentation.

Distribute Worksheet 3b and instruct students to assess each presentation using the rubric.

Use Resource 3b to assess each presentation.

Assist students in the assembly of the students’ ¡Agárrate a tu sombrero! folder.


What worked well?


http://energy.maryland.gov/home.html


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