Lesson 1

1.       Organizational stage

Students are organized on groups of 4-5 students.

Before the lesson, students receive materials for the individual study using the class Padlet page (links no 1-3).

2.       Building arguments

The groups are randomly divided for building arguments pros or cons on using Hydrogen as fuel. Applying the class information from the unit Hydrogen, using the materials received for individual study, students have to organize the data on arguments. The structure of each argument fallows the template: statement, explanation, illustration, impact. Teacher assists the students work, helping them interpret correctly the data, from a scientific point of view.

The groups with pros arguments as well as the groups with cons arguments are then joint in two teams. The new formed teams analyze all arguments, prioritize and decide what and how would be used during the debate.

Three communicators from each team are appointed to participate in debate.

3.       Preparing the debate format

Teacher presents to the students the debate format: the role of communicators, how to do counter-argument, teams’ interaction, the importance of used language as well as nonverbal-language.

Lesson 2: 

4.       Debate

The debate is organized using the model of the World School Style Debate (link no 4).

Two students are appointed to fallow the teams’ performance using an evaluation grid containing items for both the use of scientific data as well as the coherence of reasoning and communication.

The communicators of the two teams present the own arguments and interact with each other after the presented rules.

The appointed students helped by the teacher deliberate the win team.

Students are invited to express ideas about the process of debating.

The teacher presents the conclusion.

Lesson 3:

5.       Reflection and Applying

Students receive 2 videos for watching before the lesson (links no. 5 and 6).

Teacher emphasizes that the problem of using Hydrogen as fuel is very actual, in the context of the environmental problems of the nowadays society due to the combustion gases products.

Working in the first groups, students identify the effects on the air pollution due to the fuels combustion in the area they live and propose aspects of limiting them, from two perspectives: decision makers and citizens. Each group presents the ideas to other students.

Using Book creator or Aurasma, students are invited to create a “book” or a poster on the topic How the world looks like tomorrow in two different scenario: a positive and a dramatic one, according to the people behavior on environmental issues.

The created materials will be posted on the class Padlet page.