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Students will present and use vocabulary learned.

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Energy efficiency isn't just easier on the environment; it also saves you money! When you invest in an energy efficient home, the benefits are tremendous. However, it's important to ensure you're getting the best value for your money when purchasing energy efficient products. To help you make smart buying decisions, we've put together a list of our favourite products for energy efficient homes.

Smart Power Strips

Most people are familiar with power strips. The handy devices allow you to connect multiple appliances to a single electrical outlet. Though with traditional power strips, devices plugged in often consume electricity even when you aren't using them.

This results in larger electrical bills and poor home energy efficiency. Smart power strips solve this problem by cutting power to connected items in standby mode. In an average home, this can save you 5-10 percent of the energy you consume.

Charging Stations

Did you know that smartphones plugged into the wall continue to use energy even when they're charged? Similar to traditional power strips, you're wasting valuable energy every time you plug in your device.

The solutions are something called "smart" charging stations. These stations allow set charging schedules that cut power when the connected device is fully charged. Or, you can purchase a station with an on/off switch. Flipping a switch is considerably easier than remembering to unplug your phone after charging.

LED Lights

One of the best value-for-money options when making your home energy efficient is replacing your existing lights with LED bulbs. Lighting accounts for 25 percent of the average home's energy costs, which lets energy efficient LED lights really impact your savings.

While it's true LED lights are more expensive than regular bulbs, they make up for the initial cost by lasting much longer.

Smart Thermostats

In recent years, smart thermostats like the NEST have really taken off in popularity. Their ability to save owners both power and cash have made them appealing to those looking for an easy way to save energy.

The thermostats work by adjusting the temperature in your house based on whether or not you're home, and which rooms are in use. How much money smart thermostats save varies, but most claims fall just short of $150 per year.

Energy Saving Apps

There's an app for almost everything these days, so why not have one for optimizing your home's energy efficiency? Apps like Homeselfe ask a few quick questions about your energy habits, and then generate a comprehensive report that provides ideas on how to improve your efficiency. You can even see how much each suggestion will save you over the course of a year (or a lifetime!).

Smart Fridges and Kitchen Appliances

Some people complain about smart fridges because of their high price tag, and many wonder how you improve efficiency on a device that constantly runs. The answer, is that smart fridges save you money by consuming less power during peak demand cycles.

The fridges can also encourage your utility company to provide incentive payments, reducing your costs as a homeowner and putting less stress on your local grid.

Energy Efficient Plumbing

Energy efficient toilets provide another excellent way to reduce your energy consumption, this time by saving water. If your toilet was made earlier than 1994, replacing it with a high-efficiency model can save you more than 4,000 gallons of water per year.

High Efficiency Laundry Machines

Washing your clothes uses significant energy and water. However, using an ENERGY STAR certified washer can lower your costs up to 25 percent when compared to standard washers.

Using a combination of energy efficient products and smart devices will help make your home home environmentally friendly, and lower your current costs. Look out for these innovative products the next time you decide to revamp your home's energy efficiency.

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The Top 8 Products for the Energy Efficient Home - HomeSelfe

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Energy efficiency isn't just easier on the environment; it also saves you money! When you invest in an energy efficient home, the benefits are tremendous. However, it's important to ensure you're getting the best value for your money when purchasing...

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Uses of Renewable Energy in Daily Life. Increase Renewable Energy Use.

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When we consider the way in which we needlessly use energy, we could all do a little more. Taking stock of where we can benefit from using renewable energy in daily life can help our transition to cleaner sustainable energy. What's more, if we can make a switch to renewable energy, we can also save money.

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5 Resources to Support Culturally Diverse, Linguistically Diverse, or Exceptional Students

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5 Resources to Support Culturally Diverse, Linguistically Diverse, or Exceptional Students

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1. Students will present which will allow English Language Learners to develop their English Language.
2. Anchor Charts will be displayed in order to support visual learners.
3. Collaborative Learning will be incorporated for linguistically diverse learners.
4. Videos will be presented to support visual learners.
5. Ideas on renewable resources used will be presented to support culturally diverse communities

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Published: Tues., Feb. 3, 2015

When a group of two or more students work together to complete an activity, discuss a question, or collaborate on a task, we call it collaborative learning. The intended consequence of accomplishing tasks together is to help students learn the complexities of solving a problem and promote deeper learning through doing.

Group work not only helps students learn the course material better; it also provides opportunities to develop additional skills. While working in groups, students need to harness group members' strengths, address group learning needs, manage time, divide a large project into small tasks, cooperate, negotiate, resolve conflicts, and reach consensus. These are useful skills in collaborative workspaces and future careers.

What group work doesn't do is save time for the instructor. Effective group work is carefully structured to achieve specific learning outcomes: learning outcomes and student expectations must be clearly formulated, directions must be well written, and instructor support must be available throughout the task. Subsequently, it may take more planning time to effectively design a group work task than it does to lecture. In other words, it's counter-productive to assign group work just because it's easier to do that than give a lecture, or because you won't have to grade as much. Group work shouldn't be a shortcut for instructors. Keep in mind that the effort is worthwhile!

Class Set-Up

The layout of your classroom space can affect group work. If you're in a room with tables or desks that are easy to move, it's easier to create groups that work together for a sustained duration of time. Rooms with set seating, like an auditorium, make it more difficult, but you don't need to eschew group work because of classroom limitations. There are ways for groups to work together in rigid setups: small groups of three or four can sit together in a row; larger groups (6-8) can split in two, with half of the group sitting in the front row and turning around to face the others in the second row.

While the examples of group work listed below won't all work in every classroom, you can find one or two that will work, or adapt the assignment to work for your students' needs. If you're doing a quick exercise like Think-Pair-Share, it's easy to have students turn to whoever's sitting beside them. For more complex tasks that work with groups of three to five students, assign groups that don't single out individuals.

More extensive group work can happen outside of class, too. This is helpful whether you're teaching a lecture or thinking about a big end-of-semester assignment for a smaller class. Students can meet outside of class in person, or collaborate online to complete a task.

In-Class Group Work

The University of Waterloo has great resources for in-class collaborative learning. Here we've selected a few that you might consider using in your class:

There are a few less formalized (and therefore quick) activities that support collaborative learning. Try grouping students into buzz groups, dyads (for Think-Pair-Share), circle of voices, rotating trios, snowball groups/pyramids, jigsaw, or fishbowl.

One clear task for students is to find a solution to a specific problem that can be solved in a number of ways. The problem should relate directly to the material you're covering and, as much as possible, have a correlation to real-world problems or tasks. For example, students in a marketing class can be asked to come up with a product pitch targeting a specific demographic.

Like problem-based tasks, case studies are based on real-world problems. But rather than asking students to produce a tangible product, students discuss the issue at hand, find a number of possible solutions, list the merits of each, and outline their favorite solution. UNL's Center for Ethics has a robust list of case studies for teaching moral reasoning and ethical decision making, for example.

Encourage review by assigning groups the task of writing quiz questions based on specific material. To write the quiz, students need to review what they've read about, pick the main ideas, and consider how they fit together. Divide the material among groups and have each group quiz the others. This gives students a chance to show what they know, and introducing a little competition will encourage students to give the task their best effort.

Challenges Related to Group Work

Because group work requires a special set of skills and often requires students to negotiate personality differences and different work styles, groups or individuals within the group may challenge the task or ask to be reassigned. While it's important that the learning goals related to the task are achieved, it's also important for students to learn to work effectively with one another-even in instances where there's a personality difference. When possible, see how you can help the group work effectively together. It may be a simple case of students not having negotiation skills, or not being good at developing a plan that accurately accounts for how much time a given task will take. Rather than stepping in and restructuring groups, take a step back and assess what particular skill can help the group function more effectively. Then provide the resources students need to acquire that skill.

Additional Resources

Team-Based Learning: A Transformative Use of Small Groups, edited by Larry K. Michaelsen, Arletta Bauman Knights, and L. Dee Fink. 2004. See also Team-Based Learning Collaborative ( TBLC).

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Published: Tues., Feb. 3, 2015 When a group of two or more students work together to complete an activity, discuss a question, or collaborate on a task, we call it collaborative learning. The intended consequence of accomplishing tasks together is to help students learn the complexities of solving a problem and promote deeper learning through doing.

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One of the best, most effective tools for the classroom is anchor charts, although you won't find Anchor Charts 101 on most teacher training programs' syllabi. If you're new to teaching, you may have lots of questions about what anchor charts are, what purpose they serve, how to get started, and when to use them. So we've created this primer to help you out! Also included is a huge list of anchor chart roundups to use as a resource. Once you get started, we're pretty sure anchor charts are going to be one of your favorite go-to strategies.

What is an anchor chart?

An anchor chart is a tool used to support instruction (i.e., "anchor" the learning for students). As you teach a lesson, you create a chart, together with your students, that captures the most important content and relevant strategies. Anchor charts build a culture of literacy in the classroom by making thinking-both the teacher's and students'-visible.

How do I create anchor charts?

You really don't need any special materials or artistic skills-just chart paper and a colorful assortment of markers.

It's easy to incorporate anchor charts into your lesson plans. All it takes is a clear purpose and some pre-planning.

Typically, you will prepare the framework of your chart ahead of time, giving it a title, including the learning objective, and creating headers for the main points or strategies you want to highlight. It's very important not to create the entire poster ahead of time. They are best used as an interactive tool with students.

As you model a lesson or learning strategy and interact with your students through discussion, you fill in the blank spaces of the anchor chart. For an awesome tutorial, check out this blog and template from third grade teacher Michael Friermood.

After your chart is created, it can be displayed as needed-for a short unit, as a one-time reference tool, as something you continue to add to, or as something that stays up all year-like your classroom procedures or behavior expectations.

Posting the charts keeps relevant and current learning accessible to students, reminds them of prior learning, and enables them to make connections as new learning happens. Students can refer to them and use them as they think about the topic, question ideas, expand ideas, and/or contribute to discussions in class.

A few helpful tips:

Make them colorful and print-rich.

Use different colors and bullet points to help students discriminate between strategies and quickly access information.

Keep them simple and neat.

Use easy-to-read graphics and clear organization. Don't allow distracting, irrelevant details or stray marks, such as arrows or overemphatic use of underlining.

Draw simple pictures to complement the words.

The more ways students can access information about a subject, the better.

Don't overuse them.

While anchor charts are a super-useful tool, don't feel as if you need to create one for every single lesson. Choose carefully so the ones you create have the greatest impact.

Don't be afraid to borrow from others.

Teachers always get their best ideas from other teachers. If your teammate has already tackled a topic, use the same format. Just make sure you create your own version from scratch so your students experience the learning as you go. You'll find tons of examples at the links included below.

How do I use anchor charts in my classroom?

Now that you know the how, you may be wondering about the when and why. Here are a few ways to get the most bang for your buck.

Reach maximum engagement.

When students are involved in the process of creating learning tools, they are more likely to comprehend more deeply and remember more of what they learn. Anchor charts trigger connections with the initial lesson.

Bring lessons to life.

If you are studying a topic that lends itself particularly well to a visual aid, create an anchor chart! If you are studying plants, draw a giant flower and label all of the parts of it while you teach about it.

Support independent work.

Anchor charts provide students with a source to reference when working on their own. They support students and also save teachers from having to spend classroom time going over concepts multiple times.

Create a library of reference materials.

To help students keep information straight, you could create charts for each topic. For example, if you're teaching math concepts, you could create a chart for geometric shapes, the difference between perimeter and area, and how to multiply and divide fractions.

Reinforce classroom procedures.

Provide students with a visual to remind them of routines that make your classroom run smoothly. Some examples: how to use centers, how to line up, how to check books out of your classroom library.

Try them in shared writing.

Model how to write an introduction, the parts of a letter, and the proper use of grammar such as quotation marks, commas, etc.

Use them as a companion to read-alouds.

Create an anchor chart as you stop to make observations, ask questions, take note of story elements, or make predictions.

How can I use anchor charts to introduce new skills?

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All posts by Elizabeth Mulvahill, B.A. Liberal Arts, Certified Teacher

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Anchor Charts 101: Why and How To Use Them

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Teachers are incorporating anchor charts into their teaching in all subject areas. But what exactly are they and what are they good for?

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Students will be able to turn in their exit tickets on google classroom

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I check for the students understanding.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Renewable Energy 101 | National Geographic

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Welcome to the SDCOE Science Resource Center

The San Diego County Office of Education Science Resource Center has been developed to guide educators as they implement the California Next Generation Science Standards (CA NGSS). This website contains information about the three dimensions of the standards, searchable versions of the CA NGSS Performance Expectations, descriptions of the various K-12 course models for CA NGSS, a framework for planning and monitoring quality science programs, and other tools to support professional learning in science.

Provide Feedback on CA NGSS in Spanish

The documents below are draft versions of the CA NGSS in Spanish and may contain errors in spelling, grammer, and/or phrasing. They are provided to gather public feedback. Please complete the CA NGSS in Spanish Feedback Form to help make this resource as accurate as possible.

To aid in the review and feedback process, the performance expectations documents are organized by Disciplinary Core Idea. They are not in final form or organization.

Classroom Posters for the SEPs and CCCs Available
Use the Science Icon Posters order form to purchase a set of these posters for your classroom or school.

Updates and revisions to the SDCOE Resource Center have been funded partially through the Standards Implementation Project and made possible by a collaboration between CCSESA, the California Department of Education, the State Board of Education, and the S.D. Bechtel, Jr. Foundation.

contact us

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Home - San Diego County Office of Education

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Home - SDCOE serves our county's most vulnerable students and supports school leaders, teachers, and students across the county.

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Differences Between Renewable and Nonrenewable Resources

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Differences Between Renewable and Nonrenewable Resources

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Difference between Renewable and Nonrenewable Resources

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4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses that affect the environment.

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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Students will be asked to answer a journal prompt as an exit ticket to measure their understanding. They will be asked the essential questions and answers in at least one paragraph answer.

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Students will be asked to elaborate their thinking and present their research to the classroom. They will explain their sketch and how it is important to use around their home.

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Students will be asked to do research on renewable resources that can be used in their home or community. They will be asked to draw a sketch of the item they will use and write the type of renewable resource and describe it's importance.

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In order to get the students engaged I will have the students collaboratively work in groups and each group will create an anchor chart. The anchor chart will be divided in half where they will have examples of renewable and non-renewable resources. It will also include the definitions of both words. Then, they will be displayed around the classroom.

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I will explain the difference of renewable and nonrenewable resources and show the video to the students. Then I will explain the importance of renewable resources.

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What is the difference between renewable and nonrenewable resources? Why is it important to use renewable resources around your home or community?