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Exploring the Impact of Rising Petrol Prices and Alternative Fuel Solutions

This educational task focuses on the implications of rising petrol prices, encouraging students to think critically about current fuel sources and future alternatives. Participants will discuss how geopolitical conflicts affect fuel prices, explore innovative alternatives to petrol, and analyze the feasibility of using garbage as a primary fuel source. By engaging in brainstorming sessions and evaluating energy choices, students will build their comprehension and analytical skills while considering sustainable energy solutions.

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Exploring the Impact of Rising Petrol Prices and Alternative Fuel Solutions

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  1. Blooms: Remember (low order thinking) Aim of this task: Retell, restate, remember information Topic: Rising petrol prices The Question Task: (small group) List 5 questions that would have “Rising petrol prices” as the answer. Extra for experts: List 2 questions that would have “overseas conflict affects petrol prices” as the answer.

  2. Blooms: Understand (low order thinking) Aim of this task: Translating and understanding Brick Wall Statement: Petrol is the only viable source of fuel. The Brick Wall Task: (small group) Dispute this statement by finding new ways to deal with the depleating stocks of petrol Extra for experts: Think of a brick wall statement for your subject at the moment.

  3. Blooms: Apply (middle order thinking) Aim of this task: Solving, showing, using Task 1: (small group) Brainstorm(low order thinking) possible alternatives to petrol as a source of fuel. The different uses Task 2: (small group) Categorise (middle order thinking) brainstorm into non-renewable sources and renewable sources.

  4. Blooms: Analyse (middle order thinking) Aim of this task: Explaining, identifying, separating, investigating Ridiculous Statement Garbage will be used as the primary source of fuel in the future The ridiculous Task 1: (small group) Complete a PMI for the statement • Task 2: (small group) • Complete a PMI using different perspectives

  5. Blooms: Evaluate (higher order thinking) Aim of this task: Rating, recommending, verifying, selecting Topic: Garbage vs Petrol as a source of fuel The variations Task 1: (whole group) Decide on 5 factors that could affect our choice of fuel • Task 2: (small group) • Think of two more factors that would affect your choice of fuel • Task 3: (small group) • Complete the DMM for each fuel and add up the totals • Task 4: (small group) • Justify, using the word because in your sentence which fuel you would use and why

  6. Blooms: Create (higher order thinking) Aim of this task: Originality, planning, proposing, risk-taking, synthesising Topic: Garbage vs Petrol as a source of fuel What if... Task 1: (small group) Write 10 questions that begin with the words “what if…” • Task 2: (small group) • Choice the best question and predict and justify an answer for it.

  7. Sequence of tasks and disussion • Task 1: Discuss Bloom’s Taxonmy (3 mins) • Teachers look at the taxonmy • Explain how to use it quickly • Task 2: The Question (7 mins) • Explain the task • Teachers complete task • Task 3: The Brick Wall (7 mins) • Explain the task • Teachers complete task • Task 4: The Different Uses (10 mins) • Explain the task • Teachers complete task • Task 5: The Different Uses (10 mins) • Explain the task PMI • Teachers complete task PMI • Explain the perspectives PMI • Teachers complete PMI from different perspectives • Task 6: The Variations (15 mins) • Explain the how to use the DMM • Brainstorm as a group the different factors • Teachers complete task • Explain how you can add in justification • Explain how students can use this to write paragraphs with • Task 7: What if… (7 mins) • Explain the task • Teachers complete task • Task 8: BQT (Be Quiet Teacher) • Teachers choose one question to reflect on

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