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Energy4Travel

Secondary, Middle

Description

 

This 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:
watch a video and make a formative evaluation of their beliefs on the subject
become familiar with the different types of vehicle energy sources and their impact on human health and the environment
collect data on their transportation use and upload their data to the site.
analyze and interpret transportation data
implement an action plan to reduce their energy footprint
create a consequence map to explore energy consumption for transportation from the perspective of social, economic and environmental sustainability
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.

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:

  • watch a video and make a formative evaluation of their beliefs on the subject
  • become familiar with the different types of vehicle energy sources and their impact on human health and the environment
  • collect data on their transportation use and upload their data to the site
  • analyze and interpret transportation data
  • implement an action plan to reduce their energy footprint
  • create a consequence map to explore energy consumption for transportation from the perspective of social, economic and environmental sustainability

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.

 

General Assessment

What skills does this resource explicitly teach?

Active listening

Survey skills

Data analysis

Make decisions using data

Build a graph

Voicing their opinion

Make an informed choice

Strengths

  • Lesson plans are easy to download
  • The documentation is sufficient to put the lesson plan in place
  • The resource is available in both official languages
  • A list of additional resources is available
  • Good variety of activities
  • The resource is very well organized and easy to follow
  • The requested material is available in most schools.
  • Assessment tools are available

Weaknesses

  • Students could be offered the opportunity to present their findings to their community

Relevant Curriculum Units

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  • Alberta
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        • Knowledge and Employability: Statistics and Probability
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        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
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        • Chemistry 20: Quantitative Relationships in Chemical Changes
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        • Science 20-4 (Knowledge and Employability Science): Applications of Matter and Chemical Change
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        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
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        • Science 10: Energy Flow in Global Systems
        • Science 10: Energy Flow in Technological Systems
        • Science 10: Energy and Matter in Chemical Change
        • Science 14: Understanding Energy Transfer Technologies
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        • Quantitative Relationships in Chemical Changes
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        • Mathematics (Apprenticeship and Workplace Math):Statistics
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        • Science 24:Applications of Matter and Chemical Change
        • Science24:Understanding Common Energy Conversion Systems
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        • Thermochemical Changes
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        • Science 30: Energy and the Environment
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        • Quantities in Chemical Reactions
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        • Chemistry 521A: Stoichiometry
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        • Chemistry 621:Thermochemistry
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        • Environmental Science 621A: Ecological Principles
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        • Chemical Equilibrium
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  • Saskatchewan
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        • Math 9: Statistics and Probability
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        • Chemistry 30: Chemical Bonding and Materials Science
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        • Essentials of Math: Statistics & Probability
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        • Chemical Reactions
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        • Applications of Math: Statistics and Probability
        • Essentials of Math: Statistics & Probability

Themes Addressed

  • Air, Atmosphere & Climate (2)

    • Air Pollution
    • Climate Change
  • Citizenship (1)

    • Ecological Footprint
  • Energy (3)

    • Alternative Energy
    • Energy Generation
    • Energy Use

Sustainability Education Principles

Principle Rating Explanation
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:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
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 Satisfactory

While lesson activities are designed to take place inside the classroom, students' attention if firmly placed on the impact of transportation of the health of the planet.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the 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.

Pedagogical Approaches

Principle Rating Explanation
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.

Open-Ended Instruction :

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

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students seek solutions to increasing emissions from vehicles.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

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.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

During the theoretical activity 3, the students have to simulate a chemical reaction.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students must work in groups. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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.