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The Energy4Travel resource aims to make students aware of the energy implications of the modes of transportation they choose. Students will collect data on their individual use of various modes of transportation. Then, they will be able to compare their data with other students in Canada. The activities encourage students to take a critical look at the energy they consume daily to get from one place to another.
The students will:
At the end of the activity, students will be encouraged to make decisions about transportation, transportation energy use, and how to use energy more effectively in their daily lives.
Make decisions using data
Build a graph
Voicing their opinion
Make an informed choice
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Students take a critical look at their daily travel and the energy they consume with their transportation choices.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The resource presents very well the social, economic and environmental implications of energy consumption related to transportation in Canada.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
This resource identifies several connections between the impact of human behavior on the environment. Participants will be encouraged to make decisions about how to use transportation and energy more efficiently.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
During the practical activity # 2, students will develop an action plan to reduce their transportation energy consumption and resulting greenhouse gas emissions. In addition, they will have to evaluate the results of their action plan.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
Energy 4 Travel gives students the chance to reflect on their own values as there are many reflective questions that are provided. In addition, students must make their own decision about the action project.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
During Theory Activity 4, students are asked to rate the impact of vehicle emissions on the health of humans.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
All activities take place inside the classroom
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Throughout the resource students must collect data relative to locally available transportation.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
This resource explains how transportation has become a problem for energy and sustainable resources and asks students to make predictions for the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Throughout the lesson, students are encouraged to develop and share their thoughts by discussing the topic in class discussions or as reflective questions. In addition, students themselves choose their course of action.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
From this lesson plan, one is able to cover some elements of the curricula of science, chemistry, mathematics, geography as well as technology.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students seek solutions to increasing emissions from vehicles.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
This lesson includes a multitude of different activities such as videos, presentations, image matching activities and labs. The diversity of the activities addresses several learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
During the theoretical activity 3, the students have to simulate a chemical reaction.
|Experiential Learning: |
Authentic learning experiences are provided
Students must work in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
The resource includes several resources for formative and summative evaluations. In addition, the resource demonstrates when and where to use these assessments.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
Not considered in this resource
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Students need to study their own energy consumption based on their transportation use. The entire project is based on this data.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|