It took place  on April 27, 2021

 Name : Marijana Vuković

The learning scenario (LS) implemented : http://steamit.eun.org/energy-resources-in-the-household/

I have chosen this Learning Scenario for the Secondary school Biology students ( First class). They have just started doing Unit Ecology , subject theme – The Maintenance of the Balanced State .

There are 25 students in the class and this scenario I have used  for the 4th group called –Economise .

The teaching is carried out online in the virtual classroom by using the Zoom application .Before this Unit the students have calculated their personal Ecological Footprint. The results have encouraged them to think about the analises and ideas how to reduce their personal Ecological Footprint . Taking into consideration the results , the students are divided into 5 groups and every group has 5 students.

The 1st group: Reduce-reduce the waste amount –Students have researched the ways how to separate the waste properly and presented it to its collegues.

The 2nd group: Recover, Recycle Reuse – use it one more time – they have made the pillows by using the old shirts; recycle or rework.

The 3rd group: Educate – educate and become aware:students have organised to take part in the radio show on the subject of Ecological Footprint. The aimed group : collegues and citizens  

The 4th group:  Economise – reduce the expenses, research the biggest electrical energy consumers (Anex 3) from LS, as well as the biggest water consumers in their household.  

The 5th group: Enforce – apply the law in practice using web page of the association ODRAZ, research the pubblication New challenge –Sustainable development global goals up to 2030.

https://drive.google.com/file/d/1Bs147Cvh88oHdQGCEB0iQVE-4aKKVeZx/view

 Learning Outcomes:

B. 1.2.The student analyses the maintenance of the balanced state in nature bringing together it own behaviour and the responsability with sustainable development.

B.1.2.2. The student analyses the antropogenic influence on the dinamic balance of nature and discusses about the ways of preventing and/or refurbishing of the contamination/ pollution

D.1.1 The student applies the basic principles and methodology of the scientific research and describes the development of scientific thought during the history

In order to encourage students and their families to a rational water consumption , it would be a good idea that students together with their families do a rational water consumption in a period of a month ( later they can compare their bills before/after the rational water consumption ). Except this way of calculation , students can visit the closest water storage where the pumps waste/spend the electricity while pumping water in order to be delivered to our homes. They need to calculate the electricity consumption in this process and to compare the electricity consumption with solar panels. The attention should be payed also to the city infrastructure itself ( the age of the plumps, irregularity of the water-gauge ).

Teaching outcomes:

To motivate students, except the results of the Ecological Footprint , they can use the next link :

Motivation video link :

Video clip about global warming  – National Geographic©: https://www.youtube.com/watch?v=oJAbATJCugs

Some of my students’ work:

https://drive.google.com/file/d/1_uVVcioMlpeOAAO0mVP8MbkicRxkC6lS/view?usp=sharing

The visuals belong to the Author – Attribution CC-BY