- Review Process
- Take Action
- A project of
In this comprehensive ESD resource students explore how they use electricity in their lives. They assess renewable and non-renewable energy sources, identify the societal, environmental, and economic impacts of our energy use, explore the causes and consequences of climate change, investigate strategies for reducing energy consumption and carry out action plans designed to conserve electricity in school and at home.
The resource is divided into four parts, each consisting of several activities. Teachers can choose to complete all activities in sequence or select individual sections. A brief description of the activities follow.
This resource could be used in middle level science classes to meet outcomes addressing sustainable energy production, conservation of electricity, climate change, and biodiversity. It could also be used in geography and social studies classes to emphasize the link between human activity and environmental and social sustainability. Eco-clubs and science clubs could also use the audits and action plan suggestions to promote real change in their communities.
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|
Students are given a wide range of information about electricity generation and consumption, and are asked to interpret real life data in drawing conclusions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Students specifically examine the economic, social and environmental benefits of electricity conservation.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Students are encouraged to recognize the complex interaction between human activity and the natural world with regards to energy use and the repercussions of climate change, caused by using non-renewable energy sources.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
|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
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
|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|
The resource emphasizes the environmental problems associated with climate change and the need to care for the planet.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The energy audits- personal, school and at home bring local focus and are relevant to the learner. The change needs to start with their own lifestyle choices.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Present day situations with regards to energy production and consumption are researched and evaluated. The environmental consequences of climate change are also examined. Students are asked to make changes in their energy use and encourage others to do the same in order to have a more positive visoin for the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students plan and implement the energy audit, then examine the data for possible areas of improvement. They then decide what measures should be taken to decrease energy consumption, and re-audit. Students are encouraged to develop their own thoughts and opinions, and plans for action.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Although primarily a science resource, there opportunities to address outcomes in math, language arts, art, geography and social studies.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students do brainstorming activities, research projects, group investigations and first-hand experimentation.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
A variety of approaches are used involving demonstrations, reading, writing, and listening activities, developing their own audit plans and hands-on learning, but no suggestions are given for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Experimentation involving the greenhouse effect and measuring energy requirements for small appliances provide real world context, and the student-lead energy audits address real world problems outside of the classroom.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
There are lots of discussion and reflection questions provided, but suggested answers are not given. There are no rubrics provided for assessment.
|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.
There are some case studies, but they lack detail.
|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 students are given choice in research projects and in the medium in which they work. They must plan their own energy audit.
|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.|