5. Managing Resources Day#4. Lesson plan
Effective Strategies to Boost AICE Environmental Management Exam Success: Energy Resources and Food Security
As AICE Environmental Management teachers, our primary goal is to equip our students with the knowledge and skills they need to excel in their exams. Two critical topics in this course are Energy Resources and Food Security. By focusing on these areas, we can significantly improve our students’ understanding and their chances of passing the AICE Environmental Management Exam.
Objectives
- Review
- 5.2 Energy resources
- 5.1 Food security
Materials
- Lecture/Notes (PPT – slides 1-5)
- Student Guided Notes
- Activity 5.6 Energy sourcing: mineral oil sands and tar sands – page 209 (Coursebook)
Vocabulary
- Energy security: the uninterrupted availability of energy sources at an affordable price.
- Long-term energy security: The assurance of a sustained and reliable energy supply over an extended period, typically several decades or more. Long-term energy security involves planning and implementing strategies to diversify energy sources, increase energy efficiency, and promote renewable energy.
- Short-term energy security: The immediate availability and adequacy of energy supply to meet the current demands. Short-term energy security focuses on managing sudden disruptions, maintaining reserves, and responding to temporary fluctuations in energy supply and demand.
Bellringer
- Bellringer#4
- Alternative: List and describe two effects of energy insecurity.
Lesson Outline
Hook
- Begin the lesson by showing a short video clip or image slideshow that highlights the mining of oil/tar sands and the impact on the environment.
- Have students complete Activity 5.6 Energy sourcing: mineral oil sands and tar sands – page 209 (Coursebook)
Instruction
- Small group activity – Practice questions AICE Style (5.2)
- Practicing AICE-style questions is essential for exam preparation. Here’s how to incorporate this effectively into your teaching:
- Integrate AICE-style questions into your regular lessons. Start with simpler questions and gradually increase the complexity. This builds confidence and familiarity with the exam format.
- Conduct timed practice to simulate exam conditions. This helps students manage their time effectively and reduces exam-day anxiety.
- Encourage students to exchange their answers with peers for review. This promotes collaborative learning and provides different perspectives on answering questions.
- Provide model answers for AICE-style questions and discuss them in class. Analyze why certain answers are more effective, focusing on clarity, structure, and content.
- Practicing AICE-style questions is essential for exam preparation. Here’s how to incorporate this effectively into your teaching:
- Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
- Have students share their answers.
By incorporating these strategies into your teaching, you can make the topic of energy resources and security more engaging and accessible for your students. Active learning techniques, real-world examples, and collaborative activities not only enhance understanding but also help improve exam performance. With these tools in hand, you’re well on your way to boosting your students’ success in AICE Environmental Management.
Happy teaching!
Homework
- The sole homework task assigned to my students revolves around meticulously transcribing notes in the Student Guided Notes format. They meticulously replicate content by hand from the Lecture/Notes (PPT – slides 25-36) presentation.
- This approach ensures that during class time, while I continue to deliver lectures and expound on topics, students have their notes already compiled. Consequently, they can actively engage, ask questions, and delve deeper into understanding rather than merely being preoccupied with note-taking. This strategy efficiently liberates valuable class time, allowing for engaging activities and practice Cambridge style questions.
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