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Electricity All Around Us

Re-Energy

Elementary, Middle

Description

With Green Learning's Re-Energy program, learners of all ages learn about renewable energy, the different sources of renewable energy and explore the co-benefits and trade-offs of using comparable renewable energy systems.

Electricity All Around Us, is a comprehensive online resource designed to meet elementary science outcomes relating to electricity.  A total of 25 downloadable activities as well as online resources are provided to meet the needs of diverse types of learners.  Throughout these activities students will:

  • build their own circuits
  • build their own alarms
  • demonstrate the flow of electricity
  • practise reading a hydro meter
  • investigate the difference between regular and energy efficient appliances used in the home

To access further activities, teachers can register and access additional materials through the teacher resources section at the Green Learning website.

General Assessment

What skills does this resource explicitly teach?

  • This resource explicitly teaches students how to analyze their own use of electricity within the home.

Strengths

  • Resource is well laid out and easy to follow.
  • The resource has strong links to the curriculum.
  • Activities cater to the needs of diverse types of learners and offer a multitude of hands on activities.
  • Additional resources are available for teachers as well as testing and evaluation materials.
  • Students are provided with an abundance of background information relating to energy use and production.

Weaknesses

  • The online links to activities do not always function properly. 
  • In order to access some of the activities, teachers must log on through the teacher resources section.
  • Students are not given the opportunity to take part in action projects.
  • Activities do not require students explicitly to clarify their own values and opinions.
  • Students are not able to decide on certain aspects of their program.  The majority of activities are teacher directed.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Matter and Energy: Understandings of the physical world are deepened by investigating matter and energy
  • British Columbia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4:Energy can be transformed
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7:The electromagnetic force produces both electricity and magnetism
  • Manitoba
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Light
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Forces and Simple Machines
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Electricity
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Light
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Forces & Simple Machines
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Electricity
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4:Energy can be transformed
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: Light
  • Nunavut
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Energy & Control: Light & Sound Energy
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Energy and Control: Conservation of Energy
    • Grade 6
      • Step 3Select a subject
  • Ontario
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Conservation of Energy & Resources
    • Grade 6
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Matter and Energy: Electrical Phenomena, Energy, and Devices
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Light
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Electricity
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: Physical Science: Understanding Electricity
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4:Energy can be transformed
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7:The electromagnetic force produces both electricity and magnetism

Themes Addressed

Energy (1)

  • Energy Generation

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory
  • Students are provided with an abundance of factual information relating to energy production and use.
  • Students investigate the energy saving aspects of using energy efficient appliances, but do not compare the initial costs of purchasing these appliances.
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 Satisfactory
  • More attention could be paid to the environmental aspects of energy production and use.
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 Satisfactory
  • The complexities surrounding the issues relating to energy consumption are touched upon, but are not fully explored.
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered
  • There are few opportunities for students to be involved in authentic action experiences relating to energy use.
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 Satisfactory
  • Students are not explicitly given opportunities to identify and clarify their own values relating to energy use.
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory
  • The effects of rising costs of electricity as well as the higher cost of purchasing energy efficient appliances on difference economic groups of people are not explored.
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
  • Majority of activities take place indoors, and the impact of energy production and use on the environment and non-humans are not fully explored.
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
  • Resource is linked specifically to the Alberta curriculum, as well as dealing with specific examples that are locally focused in Alberta.
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 Poor/Not considered
  • This resource deals primarily with the present use and production of electricity.
  • Limited history relating to electricity is provided.
  • The long term effects of energy use are not fully explored.
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 Good
  • The majority of activities are teacher directed but offer a variety of hands on experiences.  Students are able to discover some of the answers on their own.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
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 Satisfactory
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 Good
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
  • A variety of simulation and 'hands-on' activities are utilized to demonstrate energy use and production.
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 are provided with multiple opportunities to work in groups but are not explicitly taught cooperative learning strategies.
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 Good
  • The opportunity for student self assessment is not fully explored.
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.

  • 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 Good
  • Some case studies are provided for students and teachers.
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
  • The majority of activities are teacher directed and students do not get to choose aspects of their programming.
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.

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