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Through a variety of activities, students learn about different sources of energy and the amount of energy that they consume every day. This lesson plan contains six short activities:
The focus of this lesson plan is to build awareness and knowledge rather than skills.
This lesson plan is easy to use and also gives the teacher a fair amount of background information. In addition, all of the required materials are provided to facilitate planning.
There is a lack of assessment tools and suggestions for learners experiencing difficulties.
As this is one lesson in a eight part series, it could stand alone as an introduction to energy for the teacher. The entire series of lessons could be a focus during a unit around Earth Day and Earth Hour.
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||Good|
While the students are learning about the different types of energy, they are presented with all of the information regarding the pros and cons of each type.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Considering the focus age group of the lesson, this component is respected.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
As part of the activity The Environmental Footprint Tree, the students choose ways to reduce their energy consumption.
|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
There are points in the lesson plan for the students to self-reflect and evaluate their own energy use. This allows them to clarify their own values on the topic.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not a focus of this resource.
|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||Good|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
This resource allows the students to evaluate their habits at home as well as discover renewable energy resources in their community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|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|
The nature of the discussion questions allows the students to explore their thoughts and ideas on the topic.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resource is identifiable primarily as a Science resource.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities allows for all students to participate; however, there are no strategies included for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Unfortunately, there are no suggestions or tools for assessment included in this resource.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
This is not a focus of this resource.
|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||Poor/Not considered|
This is not considered in this resource due to the nature of the target audience.
|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.|