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This resource provides a grade by grade progression of ecological concepts related to energy conservation.
Grade 4: The students participate in an interactive activity in which they physically map out a diverse forested area in their classroom. They then slowly reduce the space to simulate a loss of habitat and discuss the impact this has on various species.
Grade 5: The students work individually, with a partner and in small cooperative groups to explore different energy forms. They learn the pros and cons of non renewable and renewable sources of energy by playing an Energy Trivia Game and the Sunlight Rays and Pipelines Game (based on Snakes and Ladders).
Grade 6: The students match common appliances with their energy consumption. They also learn about the different types of light bulbs (incandescent versus fluorescent) and compare their energy efficiency through a hands-on experiment.
Grade 7: In this activity the students construct a 'pizza box' solar oven and bake a snack to demonstrate the heating capacity of the greenhouse effect.
Grade 8: In this activity students consider the environmental impacts of product manufacturing with particular attention given to the energy inputs that manufacturing entails. They study posters that describe the life cycles of a cell phone, soccer ball and a DVD. They then research the life cycle of a product of their choice. They also make paper to get hands-on experience with the life cycle of a product.
All activities are supported by a variety of supplementary materials.
The focus of this resource does not highlight the teaching of skills.
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||Very Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource does not explicitly address the economic aspects of the different energy types.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The activities in the resource do a very good job of highlighting how one decision or action impacts another facet of our lives.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
|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||Very Good|
The students are presented with realistic situations and enough information in order to form their own opinions and to learn about how they can make a difference.
|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 the 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||Very Good|
The hands-on activities allow the students to see the problems discussed in the resource from a different point of view.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The topics that are discussed can be easily applied to the lives of the learners.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
The students are given realistic situations to deal with and about which to make decisions. They are encouraged to think with the ideas that they can make a difference.
|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 students are allowed to explore the issues and to develop their own ideas.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The traditional subject areas that are covered include but are not limited to Language Arts, Science, Social Studies and Geography.
|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 activities presented in the resource allow for a broad range of learning styles to be addressed during the classes; however, there are no accommodations suggested for struggling learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
The hands-on activities that are provided in the resource allow the students to explore the problems of energy conservation at their level and this allows the students to develop a good understanding of the issues.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There is no guidance or tools given as to the assessment of the acquired skills.
|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.
Not all of the activities can be considered case studies but those used in Grades 4, 7 and 8 are well suited for real life applications.
|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|
There is some choice given at certain grade levels. For example in the Grade 8 activity the students can choose the product they wish to research for the final activity.
|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.|