- Review Process
- Take Action
- A project of
This very practical classroom resource has students examine specific ways to conserve energy at school and in their personal lives. It begins by asking the class to generate a list of reasons why conserving energy is important. They are then given an Energy IQ test to be used as both a pre and post test to assess changes in student knowledge and attitudes regarding energy conservation.
The core components and student activities included in this resource are grouped within five energy conservation strategies as indicated.
1. Energy Savings in Heating and Cooling - Students examine:
2. Hot Water Energy Savings- Students investigate:
3. Lighting and Appliance Energy Savings- Students determine:
4. Automobile Savings- Students will:
5. Commercial and Industrial Energy Conservation (Optional activity)
This resource explicitly teaches:
A great teaching tool for high school science students to get them engaged in energy conservation issues that they encounter daily.
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|
The lessons present as many different points of view as necessary to fairly address the issue.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The environmental, economic and social dimensions for conserving energy are implied but not explicitly discussed.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The complexity of problems is respected. A systems-thinking approach is encouraged.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Students participate in a real analysis of how much energy is used to meet their own personal demands.
|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||Poor/Not considered|
Students are not explicitly given an opportunity to clarify their own values.
|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 resource deals only with energy and not empathy and respect for humans.
|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||Poor/Not considered|
This activity does not encourages a personal affinity with non-humans and with Earth.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The resource deals with energy issues that students would experience every day.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
There is little attention paid to the chronological history of energy conservation.
|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|
Multiple/complex answers are possible.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The activities are mainly science based.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with intriguing questions, materials to use, & they make some of their own decisions on how to find answers.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Accommodations are not suggested for people with learning difficulties but some of the activities would accommodate different learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Authentic experiences relating to the primary goal of the lesson are used.
|Experiential Learning: |
Authentic learning experiences are provided
Cooperative learning skills are not explicitly taught.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
An evaluation tools is provided.
|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||Very Good|
Students present the results of their research and experiences to other students. They are responsible for 'teaching' the others.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Real cases are used.
|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||Poor/Not considered|
Students do not choose elements of program content.
|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.|