- Ask the students to go to page 47 in the student’s book and describe the animals they see in the pictures. Let them list some information about the environment where they
live and the food they eat. Remind the students that they have to use the present simple tense.
- Ask each student to choose an animal and to create a fact- file about it. Then collect all the fact files that the students created and group it in one book . Call the book (Class…. Animal’s encyclopedia) and donate the book to the school library where other students can use it to learn about the animals.
- Make sure that the students write correct and appropriate descriptions of the animal, and show the students in advance the criteria on which their work is going to be evaluated.

 - Draw a spider map on the whiteboard and write the
word (Energy) on it . Ask the students the following question (why do we need energy?) Elicit some answers from the students and write them on the board.
- Introduce through a T chart the renewable and nonrenewable sources of energy.
- Write the nonrenewable resources on the whiteboard. Tell
the students that they will discover the nonrenewable resources by completing the charts individually.
- Ask each student to compare their answers to a classmate's answers.
- Divide the students into groups of three and ask them to do further research in order to choose the most suitable renewable resource to be used in Jordan . Ask Each team to create their own plan and presentation using different tools in order to present their ideas in front of their classmates.
- Finally, based on the presentations, students will vote to choose the best renewable resource of energy to be used in Jordan.

- Ask, the students the following question (why do you think Jordan faces a serious shortage in water resources?), and elicit some answers.
- Guide the students to read the text silently and answer the questions that follow in groups, then ask the same group to write the script of a TV talk show where the guests discuss whether we should use greywater to save water or not.
- Show the students’ some examples of the first conditional sentences which they can use to present their argument .
- Allow the students to record their debate through using their parents’ mobile phones, and encourage them to use their computer and animation skills to make their video interesting. Finally, take the students to a room where there is a screen and watch together the talk show episodes that the students created.

- Show the students the image of a rooftop garden and ask the students to work in pairs to use the search engine and find more information about how people look after the plants, and what plants can be grown there. Guide the students to work in teams and create a design for their rooftop garden. Each team designs and constructs two model buildings using foam core board, one with a "green roof" and the other with a black tar paper roof. They measure and graph the ambient and inside building temperatures while under heat lamps and
fans. Then students analyze the data and determine whether the rooftop gardens are beneficial to the inhabitants.
- Exhibit the models created by the student in the open day in your school, and ask all the teams to talk about the models they have created and to list the benefits of the rooftop gardens to the audience.