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The Serious Game introduces energy issues with a sustainable development message through 9 interactive and engaging missions. Using a game format, the student/player's objective is to reduce the consumption of energy, increase energy efficiency and choose the best renewable energies. Players find help with 3 advisers, economic, environmental and social, but it is up to them to make the best decision to improve our collective future.
The resource promotes the skills associated with problem solving. Students must identify the relevant factors, assess the cost and benefits of any proposed action and make an informed decision.
The game may be used
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|
In considering what action they might take in response to the challenge presented, the students have the benefit of three advisers; economic, environmental and social but it is up to the player to make the decisions that will improve our collective energy future.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
In carrying out their various missions to promote sustainable energy use, the student-players must choose from a number of possible responses. The responder must consider appropriate action at the individual, local and global level; the economic, social and environmental implications of a given decision; and the possible consequences in terms of energy saving, energy efficiency and renewable energy.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The "game" is serious in acknowledging the complexity of any response to the challenges of sustainable energy. Student decisions are measured against the criteria that have been established as critical to any policy based on the principles of sustainable development.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
As part of the Energy - Bits component of the resource, students are invited individually or collectively to get mobilized. After playing and watching the documentaries that accompany this resource, students can participate in the contest "Have your say" by directing a video with their class on the theme of energy.
|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
Decision-making provides the opportunity if not the requirement for values clarification. Often development issues are framed in terms of having to choose between the economy and the environment, between jobs and nature; and people are asked to decide which they most value. Advocates of sustainable development argue that this is a false dichotomy. In making their decisions in each of the scenarios presented by the game, students will have to decide whether they have to compromise their values or whether a particular policy may allow one to reconcile economic, environmental and social values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
The 24 documentaries represent a cross section of European peoples and their innovative projects aimed at promoting sustainable energy practices.
|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|
The resource is entirely web- based. A number of the accompanying documentaries describing various sustainable energy projects are driven by concern for the planet and all living things.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students are invited to develop a video that shares their experience and ideas about energy savings, energy efficiency and renewable energy.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The resource recognizes the current challenges presented by our demand for energy and explores ways in which we can move towards a more sustainable future with respect to energy production and use.
|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|
In each of the 3 "game" scenarios students are assigned a mission - to reduce the consumption of energy, increase energy efficiency and choose the best renewable energy options. A number of possible responses are presented and the students are assisted in each case by 3 advisers but the final decision rests with the student player. Once the students make their decision they are informed of the degree to which their choice is in keeping with the principles of sustainable development.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
The resource blurs the line between subjects such as science, economics and social studies/social sciences, in that students must consider the economic implications of their decisions, the impact a given decision may have on the environment, and the social consequences that might flow from that decision.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The game delineates the questions explored but the students decide what is the best response. The questions are both real and challenging; the possible answers are varied and nuanced. Once made, the student learns of the impact of their decision. The game takes advantage of the fact that students are more likely to be interested in learning the consequences of a particular policy if they have advocated for that policy.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The game may be played in different modes, each of which will involve the student in a different learning situation.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
While the resource is a digital "game", it is anchored in reality. Theoretical questions regarding sustainable energy are approached within the context of a series of scenarios that are both lively and authentic.
|Experiential Learning: |
Authentic learning experiences are provided
Whether one chooses the collective, the role play or the individual game, students have the opportunity to discuss with and learn from their peers the reasons for a particular response to the challenge of finding energy solutions that are in keeping with the requirements of sustainable development.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Once students make their decision as to how best to respond to each of the scenarios, the feedback is immediate. Each of the "advisors' critique the students decision in terms of its economic, environmental and social impact. The student is also reminded of of certain key messages that identify the critical elements of any sustainable energy policy against which one can further evaluate their decision. A "score" that evaluates the student's decision in terms of these key messages is also assigned to the student choice.
|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.|
If students elect to play the game in pairs or as part of a team, there should be considerable debate among the students as to the merits of a proposed decision and the the reasons for advocating a particular decision. Students should benefit from this exchange.
|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|
At the end of each mission, Energy-Bits documentaries, lasting 10 minutes are proposed for student viewing or follow up. These documentaries are essentially case studies that document what initiatives related to energy have been undertaken in different European countries.
|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||Good|
The resource provides a framework for student investigation of the issue of sustainable energy while allowing a degree of autonomy for the student player in making his/her way through that framewok.
|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.|