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explain energy conservation and analyse processes in terms of energy changes and dissipation

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PW7, PW8 and E&S6 - these LOs are relevant to PW6 because they ask students to look at our energy consumption and the future needs of the Earth which links to energy conservation.

NOS7 and NOS8 - these LOs are relevant because they allow the research new ideas and analyse them.

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give a detailed account including reasons or causes

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study or examine something in detail, break down something in order to bring out the essential elements or structure; identify parts and relationships, and interpret information to reach conclusions

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Resources I gathered while teaching this topic

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Resources I gathered while teaching this topic

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Video

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Video

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How To Save Energy for School Teaching - 25SDA

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Potential/Kinetic energy worksheet

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Types of energy

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Sankey diagram questions

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Fill in the blanks

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Key skills (KS) abbreviations

BC: Being Creative

BL: Being Literate

BN: Being Numerate

C: Communicating

MI&T: Managing Information and Thinking

MM: Managing Myself

SW: Staying Well

WWO: Working with others

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Throughout the 12 classes I ensured that these skills were implemented. The students will apply these skills when doing group work, pair work or the jigsaw method. These skills are important in order for students to fulfill their social needs according to Maslow

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Students will be creative in all classes. They will be given time to ask questions and share their ideas in all classes. In some classes they will make posters or do mind maps which will allow them show case their creativity.

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Students will be literate in most classes as they will be watching videos, getting ideas from PowerPoint slides/images. They will be numerate whilst carrying out energy questions using formulas, for example when calculating energy efficiency. They will also be numerate while drawing Sankey diagrams.

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Students will use this skill in all classes. One lesson where they will use this skill for the duration is when they are doing an activity using the Jigsaw method. They will have to read articles and choose the most beneficial information to relay to the classmates in their home groups

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Ways to save energy at home in order to save money on energy bills

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Ways to save energy at home in order to save money on energy bills

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I used information from this for the Jigsaw method activity

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You can save around $115 per year by washing clothes in cold water. You can also save by making sure you select the shortest appropriate washing cycle. Wait until your machine is full before starting a washing cycle. Clothes dryers use lots of energy.

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Information you could bring into the class / Useful websites 

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Information you could bring into the class / Useful websites 

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The SEAI website has a section to aid teachers in teaching Sustainable Energy

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The SEAI website has a section to aid teachers in teaching Sustainable Energy

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Here at the SEAI, we're working with people across Ireland, from homeowners to large industry, to transform how we think about and use energy.

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News article that I linked to when teaching about renewable energy

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News article that I linked to when teaching about renewable energy

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The Government has pledged to generate 70% of the country's electricity supply from renewable sources by 2030.

The figure is up from the current target for the period, which stands at 55%.

The commitment will form part of the new climate action plan that is being overseen by Minister for Communications, Climate Action, and the Environment Richard Bruton.

Mr Bruton said there would be little point in moving towards electric vehicles if the source of that energy was not clean.

He also said that Government would have to work with people to persuade them that wind farms, including offshore projects, were the right thing for their communities.

"There is no doubt that if we want to decarbonise our economy we are going to have to change things," Mr Bruton said.

The Government believes this move will require major investment and the costs will be greater than those that exist currently.

"We are not going to be able to deliver renewable sources of power at nil cost," Mr Bruton added.

He said, however, that while fossil fuels were a cheap source of energy they were causing catastrophic damage to the environment.

However, the government's decision to block a Climate Emergency Bill that seeks to end fossil fuel exploration in Ireland has been described as a "sabotage of the democratic will of the Dáil" by People Before Profit TD Richard Boyd Barrett.

His colleague, Bríd Smith, said their climate bill was being "held hostage" by Fine Gael - even though it had been supported by a majority in the Dáil in February 2018.

The party says its bill is currently before the Oireachtas Communications, Climate Action and Environment Committee, where Fine Gael TDs and Senators are preventing it from proceding to the next legislative stage - something Ms Smith described as "total hypocrisy".

People Before Profit are to bring a motion to the Dáil this week to try and ensure that their bill can move on to committee stage.

Meanwhile, Solidarity TD Paul Murphy has warned there will be "substantial protest and opposition" if the Government proceeds with its plans to introduce a carbon tax.

He said the public simply "didn't trust the Government" on the environment - claiming the Taoiseach, Leo Varadkar, "pretends to care" but was "exactly the same as Enda Kenny."

A carbon tax is expected to form part of a substantial climate report being finalised by the Oireachtas Communications, Climate Action and Environment Committee which will consider final amendments tomorrow and Wednesday - ahead of its publication by the end of the week.

Ms Smith, who sits on the committee, said it was "more than likely" there would be a minority report, because essential measures to tackle climate change were being "watered-down" by the Government.

Mr Boyd Barrett said the school protests on climate were calling for "system change, not climate change", adding "we don't want to have to fight with the Government - it would be far better if they just got on with it."

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Govt increases renewable energy target to 70%

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The Government has pledged to generate 70% of the country's electricity supply from renewable sources by 2030. The figure is up from the current target for the period, which stands at 55%. The commitment will form part of the new climate action plan that is being overseen by Minister for Communications, Climate Action, and the Environment Richard Bruton.

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News article that I linked to when teaching about renewable energ

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News article that I linked to when teaching about renewable energ

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The Sustainable Energy Authority of Ireland has said Ireland is facing a significant and urgent challenge to reduce the use of fossil fuels, which still account for over 90% of all the energy use here.

In its latest report, the SEAI says despite a record level of wind energy last year, Ireland still has a considerable way to go to meet its renewable energy targets for 2020.

Last year, thanks to the operation of the Corrib gas field, domestically-produced gas in Ireland was at its highest level ever, equivalent to almost five million tonnes of imported oil.

The amount of electricity generated by wind turbines also hit record levels - as high as 72% on one occasion during April, with wind alone saving €278m in fossil fuel imports.

The result was a dramatic fall in the requirement to import our energy, down to 66% from 88% two years ago.

Yet the SEAI says Ireland still faces huge and urgent challenges.

As the economy expands, energy demand is continuing to grow.

Transport dominates, accounting for 43% of energy used in Ireland and rising.

Total mileage by private cars here is now over 35 billion kilometres per year, a 52% increase since the year 2000.

SEAI Chief Executive Jim Gannon said we need a rapid transition from diesel and petrol to electric vehicles.

He said Ireland is well suited to electric cars and we must make sure that it is considered to be a real option for the majority of new car purchases from now on.

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Fossil fuels account for over 90% of energy used - SEAI

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The Sustainable Energy Authority of Ireland has said Ireland is facing a significant and urgent challenge to reduce the use of fossil fuels, which still account for over 90% of all the energy use here.

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Renewable energy in 2018 - wind turbines in Scotland provide 44% extra power to National Grid

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Renewable energy in 2018 - wind turbines in Scotland provide 44% extra power to National Grid

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Wind turbines in Scotland provided a 44 per cent increase in power to the National Grid during the first quarter of 2018, environmental groups say.

The rise in electricity compares with the same period in 2017.

In January alone, renewable wind from onshore turbines powered the equivalent of more than five million homes.

Analysis of WWF wind power data by WeatherEnergy found wind turbines provided over 5,353,997 MWh of electricity to the grid during the quarter.

This is enough power to provide the equivalent of approximately five million homes with electricity on average over the quarter.

Dr Sam Gardner, WWF Scotland's acting director said: "Renewables have provided an incredible amount of power during the first three months of this year.

"An increase of 44 per cent on the record-breaking equivalent period in 2017 is clear evidence the investment made in this technology has paid off for the economy and the environment, putting Scotland at the forefront of the fight against climate change."
The best day for wind power was March 1 when 110,149MWh was generated.
The statistics for the first quarter of 2018 follow data showing that 68 per cent of Scotland's overall electricity demand was from renewables in 2017.

Environmental groups say renewables overtook nuclear as the second biggest source of power UK-wide in quarter 4 of 2017.

But they also called for the UK Government to stop excluding cheaper power such as onshore, wind and solar from the market.

Karen Robinson of WeatherEnergy, which provided the data for WWF said: "It's great to see renewables continuing to power Scotland, adding to the year on year evidence that greater investment in both renewables and storage is the way forward."
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Wind power provides 44% extra energy to National Grid in first quarter of 2018

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Wind turbines in Scotland provided a 44 per cent increase in power to the National Grid during the first quarter of 2018, environmental groups say. The rise in electricity compares with the same period in 2017. In January alone, renewable wind from onshore turbines powered the equivalent of more than five million homes.

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Video I told students to watch at home if they were interest

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Video I told students to watch at home if they were interest

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Energy Conservation | National Geographic

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I used the jigsaw method while teaching this topic. Here is some information I found after the research I did before carrying out the jigsaw method

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The method, its advantages, variations you could add

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The "Jigsaw Method" is a teaching strategy of organizing student group work that helps students collaborate and rely on one another. This teaching strategy is effective for accomplishing multiple tasks at once and for giving students a greater sense of individual responsibility. Here is the basic way this popular teaching strategy is used in classrooms:

1. Students are broken down into groups.

2. Each student within the group is assigned a specific role or task.

3. As the group works, students contribute their role/task to the group's overall efforts.

With this simple approach to group work, each individual has something unique to contribute to their group's outcome. No one else in the group is doing the same task, so each student experiences a higher sense of ownership and accountability to the members of their group.

The jigsaw method allows the teacher to break students into groups and assignments into smaller pieces, all for accomplishing tasks with more detail and collaboration. "Jigsaw" draws a direct image to a jigsaw puzzle. Just as the final image of a puzzle is constructed from many separate pieces fitting together, so too are academic tasks completed when members of the team offer unique, jigsaw-cut efforts to the group.

As The Jigsaw Classroom puts it, "If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective." When working independently, students are accountable strictly to themselves. The jigsaw method gives students a sense of ownership and belonging - feelings hard to experience when working alone.

In addition to having shared responsibility to the group setting, students gain the benefit of learning from those different from themselves. While individual students could be required to do the entirety of a project on their own, the fact that they have the opportunity to listen to the perspectives of others enhances the quality of their education. Jigsawing requires students to listen and learn, and the group is rewarded when each individual contributes their skills and knowledge to the whole. Not only is learning improved, but tolerance and understanding is as well. Tolerance.org even shows how the jigsaw method could be used to improve conversations related to what makes students different from one another.

Elliot Aronson - one of the early pioneers of the jigsaw method - explains that the jigsaw approach creates a cooperative classroom rather than a competitive one. "In the cooperative classroom, the students achieved success as a consequence of paying attention to their peers, asking good questions, helping each other, teaching each other, and helping each other teach." Students are not pitted against one another in competitions to earn the teacher's limited time and attention. Instead, they are encouraged to embrace the knowledge from individuals all around them.

This method could also improve the quality of teacher instruction as well. Students are not so reliant on listening to every word the teacher says. Instead, they enjoy a higher sense of ownership themselves and a greater trust in their peers. Teachers do not have to lecture on every detail they want students to understand. Rather, teachers can put the responsibility for learning on the student, and travel through the room offering support and insights where they are needed most.

A Simple 6-Step Process

If you're interested in running a jigsaw activity in your classroom, follow this simple six-step guide (or check out a similar 10-step guide by the Jigsaw Classroom):

Step 1: Organize students into a group of 4-6 people.

Step 2: Divide the day's reading or lesson into 4-6 parts, and assign one student in each group to be responsible for a different segment.

Step 3: Give students time to learn and process their assigned segment independently.

Step 4: Put students who completed the same segment together into an "Expert group" to talk about and process the details of their segment.

Step 5: Have students return to their original "Jigsaw" groups and take turns sharing the segments they've become experts on.

Step 6: Have students complete a task or a quiz that's reliant on them having understood the material from the contributions of all their group members.

During this whole process, where's the teacher? At first, the teacher facilitates the arranging of groups, explaining of roles, and timing for each portion. Notice that the teacher doesn't have to lecture or be the focal point of attention. When the students are in groups for steps 4 and 5, the teacher should walk amongst the groups and lend support or explanation where necessary.

Step 4 - the putting students into temporary expert groups - is often skipped in the jigsaw process, but it is an essential step. When students encounter information on their own, they gain a limited perspective on it or may feel confused. The expert group is an opportunity for students to share their ideas so they each reach a greater understanding of their same segment. This helps confused students clarify their understanding and lean on more able peers. It also helps each student article the importance points of their segment better when reporting to their jigsaw group.

The teacher may find it valuable to appoint one student in each group as the "Leader" who can manage time, make sure each student contributes their part, and ensure the group is accomplishing the goals. The most mature student in each group might be the best option; however, teachers should consider how the disengaged, the diffident, or the problem students might benefit from being the leader.

Add Your Own Variation

Teachers use an infinite variety of jigsaw methods to boost learning and cooperation among their students. What's your favorite variation?

Reading teachers often assign each group member a different task related to a specific reading passage. Tasks might include students responsible for vocabulary, characterization, style and language, note-taking, time managing, and leading the group.

A science lesson might benefit from students learning different attributes of a given topic, then coming together to share.

If students each did something totally unique, such as reading an independent book, then jigsawing gives them a comfortable way to share what they've read and learn about other books that are out there.

A language classroom might ask students to look up various words and phrases in the target language and teach their peers about them. Or a math class might ask students to solve various equations, then jigsaw together to see that each problem was done accurately.

Whatever level or subject you teach, the jigsaw method offers you a chance to neutralize the problems of competitive classroom behaviors and build a cooperative environment. Consider how you'll use this easy technique to boost the learning, relationships, and collaboration in your classroom this year!
How do you like to jigsaw? Share your thoughts on this approach with our TeachHUB.com community in the comments below! Jordan Catapano is a high school English teacher in a Chicago suburb. In addition to being National Board Certificated and head of his school's Instructional Development Committee, he also has worked with the Illinois Association of Teachers of English and has experience as a school board member for a private school. You can follow him on Twitter at @BuffEnglish, or visit his website .

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The "Jigsaw Method" is a teaching strategy of organizing student group work that helps students collaborate and rely on one another. This teaching strategy is effective for accomplishing multiple tasks at once and for giving students a greater sense of individual responsibility.

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Background of this method, how you may do it better, some add ons to the method

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This cooperative learning strategy has been around for decades, but how well do you really know it?
Say "Jigsaw" in some teaching circles and no one will bat an eyelash. It's one of those techniques that has been with us so long, it is no longer seen as new. When considering methods to share in my collection of instructional strategies, I ignored it for a long time because I assumed most people already knew how to use it. Still, I figured it was worth including at some point.

When I finally sat down to review the steps of Jigsaw, I came across a few surprises.

Although Jigsaw is typically presented as just one in a number of cooperative learning strategies, its origin story has little to do with academics. The strategy was developed by social psychologist Elliot Aronson in 1971 in response to the racial turmoil caused by recent school desegregation in Austin, Texas. "Long-standing suspicion, fear, and distrust between groups produced an atmosphere of turmoil and hostility," Aronson recalls on his website, The Jigsaw Classroom. "Fist-fights erupted in corridors and schoolyards across the city. The school superintendent called me in to see if we could do anything to help students get along with one another."

Rather than take a crisis management approach to the situation, which they believed would only put a band-aid on the problem, Aronson and his colleagues wanted a solution that was more organic, something built into the structure of students' everyday learning. What they came up with was Jigsaw, an instructional approach that required students to learn from each other, rather than from the teacher. Because students in a Jigsaw classroom could not succeed without one another, they had to learn to get along. "Learning from each other gradually diminishes the need to try to out-perform each other because one student's learning enhances the performance of the other students instead of inhibiting it, as is usually the case in most competitive, teacher-oriented classrooms."

For a more thorough understanding of the strategy and its history, read the Jigsaw Classroom's Jigsaw Basics white paper.

Although cooperative learning in general has been proven to have a strong positive impact on learning (Marzano, Pickering, & Pollock, 2001), researchers have found that Jigsaw in particular improves students' social-emotional learning. In studies comparing Jigsaw with traditional direct instruction, students taught with the Jigsaw method demonstrated increased feelings of autonomy, competence, and intrinsic motivation (Hänze & Berger, 2007). Another study comparing Jigsaw with cooperative learning that didn't include interdependence (a hallmark of Jigsaw) found that the Jigsaw students demonstrated improved attitudes toward their peers and reduced indicators of racial prejudice (Walker & Crogan, 1998).

Many teachers are looking for ways to help students become more independent learners who also function well in groups. If done correctly, Jigsaw can fulfill all of those needs without ever losing academic rigor.

As a teacher, I never received any formal training in this strategy, and when I tried it, I found it didn't work quite as well as I'd hoped. After studying the steps again, I realized I was organizing my groups the wrong way. Plus, I never bothered to give the quiz at the end.

Anyway, here's a video overview of the steps. If you're new to the strategy, this will show you how to do it. If, like me, you've tried it without success, this may help you fine-tune:

Want these steps written down? Click here to download a free copy (will open in a new window).

I had no clue about this! Since the original Jigsaw strategy was developed, other educators have improved on it with their own variations (Coffey, n.d):

Jigsaw II has all students read all of the material, but then specialize in one area for their expert groups. Then, when quiz time comes, students' individual scores are averaged within each group to arrive at a group score, which is then compared with other groups. This encourages groups to work harder to ensure that all members learn.

Jigsaw III builds in a group review before the final quiz.

Jigsaw IV adds a few extra components to Jigsaw III: The teacher starts by introducing the material, quizzes are given to the expert groups, and a re-teaching period is built in to address material that wasn't taught well in cooperative groups.

I should mention that clear information on these three variations was very challenging to find; with that in mind, I believe there's a need for a well-written set of instructions to help teachers give each variation a try.

So how do you like them apples? Kind of makes you want to get Jiggy with it, no? (Sorry, I couldn't help it. It was sitting right there.) If you have experience with Jigsaw and have insights or tips to add, please comment below. If you have questions about implementation, let's hear those, too.

Jiggy. ♥

References:

Coffey, H. (n.d.). Jigsaw (Educator's guides: North Carolina digital history). Retrieved from http://www.learnnc.org/lp/editions/nchist-eg/4584#noteref5

Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41. Retrieved from http://www.sciencedirect.com/science/article/pii/S0959475206001174

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.

Walker, I. (1998). Academic performance, prejudice, and the jigsaw classroom: New pieces to the puzzle. Journal of Community & Applied Social Psychology, 8(6), 381-393. Retrieved from http://uwf.edu/svodanov/AS/Jigsaw.pdf

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4 Things You Don't Know About the Jigsaw Method

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This cooperative learning strategy has been around for decades, but how well do you really know it?

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Aflatoun Active Learning Methods: The Jigsaw Method

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This website has great ideas/worksheets for teaching any topic 

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This website has great ideas/worksheets for teaching any topic 

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Tes provides a range of primary and secondary school teaching resources including lesson plans, worksheets and student activities for all curriculum subjects.