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- A project of
This is a book available as a PDF file. The preface and introductory sections serve as background information for the teacher on the history of renewable energy use and the need to teach students about it. There is a compilation of activities which have students examine the science of renewable energy, make models illustrating the function of the technology and examine energy alternatives from environmental and economic perspectives.
This resource teaches students to:
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|
This book presents activities relating to the production and use of renewable energy technologies. One activity allows students to examine traditional energy generation with fossil fuels as well, and make a decision regarding which would be best for their town.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The major thrust of this resource is renewable energy technologies. It does address economics in: "Playing It Cool: A Renewable Energy Economics Game". Two activities relate to political implications: "The Government Energy Budget: A Simulation" and "Coal Comes to Anytown: A Public Meeting".
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
Activities relating to resolution of issues are very detailed.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Students build their own models of renewable energy technologies. Simulations give them background for taking action. "Suggested Additional Activities and Lessons" encourage them to take action in their own community.
|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|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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||Satisfactory|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students can relate to home heating and the production of electricity. Effort is made in the activities to have students consider their own community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|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|
Students are simply told to build an example of the technologies with few specific guidelines. In the class discussion type activities students are given background information and guidlines for procedures, they would reach their own conclusions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
Students examine the science, technology, economic and community implications of energy production with a specific focus on renewable energy.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
Throughout the entire resource, the activities are very varied.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Students develop connections building the technologies. They deepen the connections as they consider economic and political implications and further make the connections to their home community in the suggested additional activities.
|Experiential Learning: |
Authentic learning experiences are provided
Students would work alone for some activities and in groups that interact with classmates in other activities.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
|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.|
Student presentations are not mentioned in the activities involving the building of models, but could be added. Incidental teaching would happen in the public meeting and possibly the economics activity.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|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|
Students can select any material to work with.
|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.|