21CLD Learning Activity Cover SheetNAMA GURU: MAY EZANE BINTI HJ JAMILSEKOLAH : SMK MAJAKIR, PAPARNO. TELEFON: 011-266-87394EMAIL : telipasaging@gmail.co m

1. Title of Learning Activity & Average Age of Students

Title: PRESERVATION AND CONSERVATION OF THE ENVIRONMENT

Average Age of Students: 15 years old

2. What did you hope your students would learn from this learning activity? a. Analysing balance in nature

- The meaning of balance in nature b. Analysing the effects of environmental pollution

- Identify the sources of environmental pollution - Explain the effects of environmental pollution - Describe global warming

c. Synthesising the idea of preservation and conservation of the environment and pollution control - State the importance of preservation and conservation of the

environment

d. Practising responsible attitudes to preserve and conserve the environment ( Collaboration and Knowledge Construction ) - Awareness campaigns on reducing, reusing, and recycling - Making a new product by using a recycle things

- Reduction and reuse are the most effective ways you can save natural resources, protect the environment and save money.

( Collaboration, Knowledge Construction and Self-Regulation )

3. Did you have learning goals from more than one discipline (for example, literature and history, or science and math) for this learning activity?

This activity has learning goals in language arts, arts, and science.

For language arts, students are asked to practice their skills for writing a reports, flyers, and scrapbook.

For arts, students are asked to practice their skills on drawing a poster and design a product by using the recycle things.

For Science, students will identify how to prevents pollution caused by reducing the need to harvest new raw materials. Also, Reduces greenhouse gas emissions that contribute to global climate change.

( Knowledge Construction )

4. Were students required to work in pairs or as a group on any part of this learning activity?

Yes. Working in group was required.

a. Each student took on a role within a small group

b. They had to work separately on researching their particular field and also come together to make conclusions based on their findings

5. Were students allowed to work with technology (ICT) such as computers or digital cameras for any part of this learning activity? Please describe.

Yes. Students were required to use technology for this activity.

a. Students used the internet for research and find more useful information

b. Students used digital cameras for evidence and documentation

c. Students used game based-learning for example Kahoot to get a feedback.

( The use of ICT for learning )

6. What criteria did you use to judge the quality of students’ work on this learning activity? Were students aware of the criteria in advance of completing the learning activity?

For this activity, I developed a rubric for this project, which outlined what I expected the students to accomplish in their roles, including how well their collecting data, research, findings, writing the documentation ( report and flyers )

( Real world problem solving and innovation )

7. How long did their learning activity take?

a. Required one week or more to complete

8. What verbal instructions did you give to students?

a. The students need to do the research about the important how to prevents pollution

b. The students need to produce an artifact such as report, posters, scrapbook (frogvle) and the recycle product.

9. Is there any other information you would like to include to help another educator using this learning activity be successful?

The final product will be a report, flyers, scrapbook ( Frogvle ) and the recycle product.

REVERSE WATER HEATER PROJECT

Objektif Projek:-

1. Menghasilkan air panas daripada haba yang terhasil daripada penghawa dingin.

2. Mengoptimumkan penggunaan tenaga 3. Mengurangkan kos tenaga eletrik

Carta Alir Reverse Water Heater.

Penghawa Dingin Melepaskan haba

Kitar semula haba

Salurkan tenaga haba ke dalam tangki air

Air Panas terhasil dan dapat digunakan oleh pelajar asrama untuk mandi

HASIL DAPATAN.

Sejam penghawa dingin menggunakan 500 watt.Jika penghawa dingin digunakan selama 8 jam. Tenaga yang digunakan ialah 4000 watt.

Pemanas Air menggunakan 1500 watt sejam. JIka pemanas air digunakan secara purata 8 jam, maka tenaga yang digunakan ialah 12,000 watt sehari.

Secara kesimpulannya, “Reverse Water Heater” hasil daripada penggunaan penghawa dingin dapat menjimatkan penggunaan tenaga eletrik dan sekali gus membantu sekolah untuk mengurangkan kos pembayaran eletrik