- Review Process
- Take Action
- A project of
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.
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||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: |
|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.
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
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.
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.
|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.|
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.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
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
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
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.
|Experiential Learning||Very Good|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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.|