{"CACHEDAT":"2026-06-05 16:06:01","SLUG":"bude-toms-hh7t512ESM","MARKDOWN":"# Lesson title:  HTML basics - Mastering list elements\n\n## Lesson sequence title:  Energy battle \n\nLesson no. 2 / 4\n\n### SSI:  Should we continue using fossil fuels for industrial needs?\n\n# Subject: ICT\n\n## Subject-specific learning goals / competences / curriculum content\n\nMaster HTML list structures (`<ul>`, `<ol>`, `<li>`) while analyzing the pros and cons of fossil fuels vs. renewable energy.\n\n## Learner age range: 14-16\n\n## Year of subject learning: 9th year (grade 9)\n\n# Lesson context\n\n## Before HOW activity\n\n> Before touching the code, spark a quick debate. \\n\\nAsk the students: \"If Latvia had to go 100% renewable by 2030, what would we lose, and what would we gain?\"\\n\\nBriefly define the two categories for their upcoming task:\n>\n> \\\n> * Non-Renewable (Fossil Fuels): Coal, Oil, Natural Gas. High energy density, but finite and high $CO_2$ impact.\n>\n>\n> * Renewable: Wind, Solar, Hydro, Biomass (especially relevant for Latvia's forests). Infinite source, but often intermittent.\n\n## After HOW activity\n\n> The immediate goal after learning lists is for students to demonstrate they can organize complex information—like the transition from fossil fuels to renewables—using a clear hierarchy.\\n\n>\n> * Ordered Lists (<ol>): Used to rank energy sources by their $CO_2$ impact or industrial priority.\n> * Unordered Lists (<ul>): Used to categorize various renewable types (Wind, Solar, Hydro) relevant to Latvia.\n\n# HOW Activity\n\n## Duration in minutes: 10\n\n## MSL Domain: Open up your mind\n\n### Learning goal: Find more than what finds you\n\n### Outcome: Detect under-represented source types in selected information environments\n\n### HOW: Identify a specific aspect of the SSI to investigate\n\n## HOW activity instruction\n\n* **Open** your HTML editor and create a new list of energy types used in Latvia.\n* **Categorize** renewable vs. non-renewable sources using the `<ul>` tag (repetition from Geography lecture).\n* **Write** what the most popular energy sources are for producing electricity in latvia (1. being most popular, and 4th being least popular), using the `<ol>` tag based on our class debate.\n* **Validate** that every list item is correctly wrapped in `<li>` tags.\n\n### Suggested social form\n\nIndividual-work\n\n### Required infrastructure\n\n!!e.g. teacher computer, student tablets, internet access, printer!!","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><h1>Lesson title:  HTML basics - Mastering list elements</h1>\n<h2>Lesson sequence title:  Energy battle</h2>\n<p>Lesson no. 2 / 4</p>\n<h3>SSI:  Should we continue using fossil fuels for industrial needs?</h3>\n<h1>Subject: ICT</h1>\n<h2>Subject-specific learning goals / competences / curriculum content</h2>\n<p>Master HTML list structures (<code>&lt;ul&gt;</code>, <code>&lt;ol&gt;</code>, <code>&lt;li&gt;</code>) while analyzing the pros and cons of fossil fuels vs. renewable energy.</p>\n<h2>Learner age range: 14-16</h2>\n<h2>Year of subject learning: 9th year (grade 9)</h2>\n<h1>Lesson context</h1>\n<h2>Before HOW activity</h2>\n<blockquote><p>Before touching the code, spark a quick debate. <br><br>Ask the students: &quot;If Latvia had to go 100% renewable by 2030, what would we lose, and what would we gain?&quot;<br><br>Briefly define the two categories for their upcoming task:&lt;br&gt;&lt;br&gt;\\&lt;br&gt;<em> Non-Renewable (Fossil Fuels): Coal, Oil, Natural Gas. High energy density, but finite and high $CO_2$ impact.&lt;br&gt;&lt;br&gt;&lt;br&gt;</em> Renewable: Wind, Solar, Hydro, Biomass (especially relevant for Latvia's forests). Infinite source, but often intermittent.</p></blockquote>\n<h2>After HOW activity</h2>\n<blockquote><p>The immediate goal after learning lists is for students to demonstrate they can organize complex information—like the transition from fossil fuels to renewables—using a clear hierarchy.<br>&lt;br&gt;&lt;br&gt;<em> Ordered Lists (&lt;ol&gt;): Used to rank energy sources by their $CO_2$ impact or industrial priority.&lt;br&gt;</em> Unordered Lists (&lt;ul&gt;): Used to categorize various renewable types (Wind, Solar, Hydro) relevant to Latvia.</p></blockquote>\n<h1>HOW Activity</h1>\n<h2>Duration in minutes: 10</h2>\n<h2>MSL Domain: Open up your mind</h2>\n<h3>Learning goal: Find more than what finds you</h3>\n<h3>Outcome: Detect under-represented source types in selected information environments</h3>\n<h3>HOW: Identify a specific aspect of the SSI to investigate</h3>\n<h2>HOW activity instruction</h2>\n<ul>\n<li><strong>Open</strong> your HTML editor and create a new list of energy types used in Latvia.\n</li>\n<li><strong>Categorize</strong> renewable vs. non-renewable sources using the <code>&lt;ul&gt;</code>tag (repetition from Geography lecture).\n</li>\n<li><strong>Write</strong> what the most popular energy sources are for producing electricity in latvia (1. being most popular, and 4th being least popular), using the <code>&lt;ol&gt;</code>tag based on our class debate.\n</li>\n<li><strong>Validate</strong> that every list item is correctly wrapped in <code>&lt;li&gt;</code>tags.\n</li>\n</ul>\n<h3>Suggested social form</h3>\n<p>Individual-work</p>\n<h3>Required infrastructure</h3>\n<p>!!e.g. teacher computer, student tablets, internet access, printer!!</p>","UPDATEDAT":"2026-05-14T09:13:01.325Z","ID":"530f2572-d1ca-41bb-8246-3c69a2209bae","TITLE":"Bude, Toms"}