Differentiate between renewable and nonrenewable
The most important takeaway on day four is the differences between the two types of resources. This day would be more focused on activities that incorporate their knowledge rather than introducing new concepts. Students will be able to describe the differences between the renewable and nonrenewable resources, their drawbacks, and trade-offs. This will help them in the activities on day 5.
At this point we have talked a lot about renewable and nonrenewable resources. We know that renewable resources are much better for the environment and the people living in that environment. Students have learned that nonrenewable resources are not only limited but they can harm water, air, and living things. Renewable resources may be expensive to start up, but there are fewer externalities with these than nonrenewable resources. It is cheaper to use all the technology we currently have to extract nonrenewable resources than to create new technologies to harness renewable energy. However, the externalities that come with nonrenewable resources are detrimental to the health of people and the earth.
Without a revolution in energy, we will not be able to act with the speed and scope demanded by the climate change emergency we face. With this revolution, we will be able to create sustainable and just economic development required for world peace (Individual Responsibility).
After the previous day, the students should have a good understanding of the differences between renewable and nonrenewable resources. They will start out with a worksheet which will ask them which resources belong to which category and then to explain this differences. This is to get them ready for a game. There are two games that I think the students could benefit from on this day and the teacher would decide between the two based on their class dynamic. The first is just a 'this or that' game. On one side of the room the teacher would put RENEWABLE and on the other side the teacher would put NONRENEWABLE. They would then name a resource and ask the students which category it belongs to. They would then have to defend their answer. This would get them moving around the room and require on the spot critical thinking skills. Another game that would be done this day is "jeopardy" or "game show". The teacher would create the questions and the students would be allowed to form teams and work collaboratively. This is fun because it also promotes good social skills. Following day 4, students will be able to differentiate between renewable and nonrenewable resources.
At this point we have talked a lot about renewable and nonrenewable resources. We know that renewable resources are much better for the environment and the people living in that environment. Students have learned that nonrenewable resources are not only limited but they can harm water, air, and living things. Renewable resources may be expensive to start up, but there are fewer externalities with these than nonrenewable resources. It is cheaper to use all the technology we currently have to extract nonrenewable resources than to create new technologies to harness renewable energy. However, the externalities that come with nonrenewable resources are detrimental to the health of people and the earth.
Without a revolution in energy, we will not be able to act with the speed and scope demanded by the climate change emergency we face. With this revolution, we will be able to create sustainable and just economic development required for world peace (Individual Responsibility).
After the previous day, the students should have a good understanding of the differences between renewable and nonrenewable resources. They will start out with a worksheet which will ask them which resources belong to which category and then to explain this differences. This is to get them ready for a game. There are two games that I think the students could benefit from on this day and the teacher would decide between the two based on their class dynamic. The first is just a 'this or that' game. On one side of the room the teacher would put RENEWABLE and on the other side the teacher would put NONRENEWABLE. They would then name a resource and ask the students which category it belongs to. They would then have to defend their answer. This would get them moving around the room and require on the spot critical thinking skills. Another game that would be done this day is "jeopardy" or "game show". The teacher would create the questions and the students would be allowed to form teams and work collaboratively. This is fun because it also promotes good social skills. Following day 4, students will be able to differentiate between renewable and nonrenewable resources.