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.
Principle | Rating | Explanation |
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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:
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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.
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Respects Complexity | Good | 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
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Values Education | Good | 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.
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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.
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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. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | The nature of the discussion questions allows the students to explore their thoughts and ideas on the topic. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Satisfactory | This resource is identifiable primarily as a Science resource. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Satisfactory | |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Good | 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.
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Experiential Learning | Satisfactory | |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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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 | Satisfactory | |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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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. |