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Energy Efficiency-Middle School Version

Middle

Description

This sustainability resource uses experiential learning, guided questioning, video presentation and research to help students recognize how their own electricity use impacts the growing demand for electricity. The activities effectively address the environmental and economic consequences of the personal choices we make. 

Students examine different ways that electricity is produced and used.  They differentiate between the consequences of our current use of renewable and non-renewable resources and brainstorm changes people can make to reduce the demand for electricity.  Students also research the economic costs and benefits of different energy sources and types of power generation. 

Lesson One-  Make a Difference- Choose a Light Bulb

After completing a pre-assessment survey of their knowledge of electricity, students compare how much energy different types of light bulbs use and relate these to their monthly power bill. They then evaluate the short term economic and carbon footprint aspects of the energy alternatives available.

Lesson Two-  Investigating How Electricity is Generated

Students build a model turbine to demonstrate the concepts of efficiency and energy transfer. They then research the different types of power generation and discuss environmental impacts of each.

Lesson Three- Electrically Speaking: Acid Bath

By simulating the effect of ocean acidification on shells, students investigate the impact of burning fossil fuels on the oceans. They then research the effects of acid rain and global warming on the world's marine ecosystems.

Lesson Four- Electrically Speaking: Carbonated Oceans

Students measure the pH of a variety of cold and warm water samples to illustrate the connection between increasing ocean temperatures and acidification. This leads to an appreciation of the complex geochemical cycles that  sustain valuable ecosystems.

General Assessment

What skills does this resource explicitly teach?

  • Analyzing one's ecological footprint
  • Controlling variables
  • Working cooperatively with group members to develop and carry out a plan
  • Problem solving/decision making strategies
  • Organizing and correctly using apparatus and materials to collect reliable data
  • Interpreting patterns and trends in data
  • Communicating data effectively by using mathematical calculations
  • Selecting and integrating information from various print and electronic sources
  • Communicating thoughts and ideas

Strengths

  • The resource is interesting, relevant, and up-to-date
  • A good quantity of background material is given for both the teacher and the student
  • Engaging hands-on activities are provided which relate directly to the lesson

Weaknesses

  • No authentic action plan
  • Assessment tools must be developed by the teacher
  • Students need more time to clarify values
  • No modifications suggested for struggling learners

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.

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  • Alberta
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    • Grade 6
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      • Science
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        • Matter and Energy: Understandings of the physical world are deepened through investigating matter and energy
    • Grade 7
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      • Science
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        • Heat and Temperature
        • Interactions and Ecosystems
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      • Science
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        • Freshwater and Saltwater Systems
  • British Columbia
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    • Grade 7
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      • Science
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        • Science 7:The electromagnetic force produces both electricity and magnetism
  • Manitoba
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    • Grade 6
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        • Electricity
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        • Interactions Within Ecosystems
        • Particle Theory of Matter
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        • Water Systems on Earth
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        • Electricity
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        • Water Systems on Earth's Surface
  • Northwest Territories
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    • Grade 6
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        • Energy and Control: Electricity
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      • Science
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        • Heat and Temperature
        • Interactions and Ecosystems
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      • Science
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        • Freshwater and Saltwater Systems
  • Nova Scotia
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        • Science 6: Electricity
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        • Science 7: Environmental Action
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        • Energy and Control: Electricity
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        • Heat and Temperature
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        • Freshwater and Saltwater Systems
        • Interactions in Our Environment
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        • Matter and Energy: Electrical Phenomena, Energy, and Devices
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      • Geography
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        • Natural Resources around the World: Use and Sustainability
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        • Earth and Space Systems: Heat in the Environment
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        • Earth and Space Systems: Water Systems
  • Prince Edward Island
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    • Grade 6
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        • Electricity
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      • Science
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        • Heat
        • Interactions Within Ecosystems
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      • Science
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        • Water Systems on Earth
  • Saskatchewan
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        • Science 6: Physical Science: Understanding Electricity
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        • Science 7: Life Science: Interactions within Ecosystems
        • Science 7: Physical Science: Heat and Temperature
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      • Science
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        • Science 8: Water Systems on Earth
  • Yukon Territory
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7:The electromagnetic force produces both electricity and magnetism

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Acid Rain

  • Citizenship (2)

    • Ecological Footprint
    • Sustainable Consumption

  • Ecosystems (1)

    • Habitat Loss

  • Energy (3)

    • Alternative Energy
    • Energy Generation
    • Energy Use

  • Water (1)

    • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

Students research their own topics and make assumptions based on hands-on learning activities. The perspectives of Government Agencies or power supply companies are not included.

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 Very Good

The resource emphasizes that the choices made by individuals and society with regards to energy generation, production, transmission and consumption have both economic and environmental implications.

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 Good

The approach promotes dialogue and discussion within groups of students. It encourages open-ended solutions pertaining to  environmental and social issues.

Respects Complexity:

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

Acting on Learning Poor/Not considered

Poor- there are no authentic action experiences included

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

The resource gives students an opportunity to do some self-reflection and identify their own values and responsibilities with regards to energy use and production. There needs to be more opportunities for students to clarify and express these values.

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

Lessons three and four highlight the need for environmental stewardship if ocean systems are to be preserved and sustained. The resource promotes the value of caring for our planet.

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

Students examine their own individual energy consumption, which brings local focus and relevancy.

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 Satisfactory

Hands-on activities, digital media, research assignments, and many related resources expose students to present problems associated with using non-renewable sources of energy. The future is seen as positive only if individuals reduce their own energy needs and electrical power is produced using renewable sources.

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

A combination of structured and guided inquiry is used. Students are able to discover some of the answers on their own and are encouraged to brainstorm solutions.

Open-Ended Instruction :

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

Integrated Learning Satisfactory

Although primarily a science resource, learning opportunities are are provided to support outcomes in math, geography, and language arts.

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 Good
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 Satisfactory

A variety of instructional strategies are used which include guided questioning, hands on & discovery learning, research  and self assessments. Both cognitive and affective domains are addressed. There are no accommodations suggested and the reading level may be a problem for some students

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 Very Good
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
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 Satisfactory

A good supply of introduction, reflection and debriefing questions, with suggested answers, are given. The resource lacks specifics regarding formative and summative assessment and does not supply rubrics to evaluate student work.

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

Lessons three and four use digital media to present   engaging case studies regarding the world's oceans.

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 topics and the medium in which they wish to work. There are also opportunities for students to delve deeper into chosen issues with good support from suggested resources.

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.