Backward+mapping+-+5Es+-+Why+is+the+sustainable+use+of+energy+important?

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Outcomes: ENS3.5, ENS3.6, SSS3.7, SSS3.8, CUS3.4

What do you want the students to be able to do? How will they demonstrate this?
 * Phase || Activities ||
 * EVALUATE || What do you want the students to know? What representations will provide evidence that they understand the concepts? The students need to know that the world’s resources are finite and some uses are harming our environment and if we don’t look towards ways of harvesting renewable energy sources the existing energy we are now using will eventually run out and the environment as we know it will be very different for future generations.

The students will be able to compare and contrast types of renewable and nonrenewable energy used in Australia, a third world country and one other country and decide which type would be the most appropriate to use in each country and why? (This may be too broad – maybe one country + Australia + our local community?) Students will be able to present an oral report supported by charts, maps, diagrams, flowcharts and electronic aides. Rubric developed so students know what to strive for, peer evaluation on presentation of report as well as completing the KWL chart from the first lesson. || At this stage students can investigate summits that have occurred worldwide on global warming and climate change and the reasons why it is so difficult to get a universal consensus for renewable energy. Renewable resource challenge (may suit concept of appropriate technology and concept of work and change form). Choose one of the following design and make challenges. Students work in small groups and begin choosing their countries to compare and contrast against Australia. They explain the reason for choosing their country, the type of non – renewable energy available and the type of renewable energy best suited for its needs. Their task cards / matrix are used at this point in time to transfer information to suit their form of presentation. || These websites are all factual but they can be serious or in the form of games. Students have some type of proforma (task cards, matrix etc) to record their data. || They can do a short quiz about energy(REEC) and a KWL chart so they can keep a record of what they have learnt throughout the unit. Stimulus to explore: image of world at night with lights on. Might suit theme of technology for wealthy/poor countries. Place geography, population size, populatioon density, wealth, hot spots such as Nile Valley //An interactive quiz to gauge students' existing understanding of energy usage and energy-saving strategies could be completed by individual students and/or// //classes in the opening stage of this program, generating an 'energy-saver score' to be saved online.This quiz could be completed again at the end of both the HSIE and Science program sequences, for comparison to original score/s. If a multiple choice format is to be used, care would be needed to avoid providing options which might negate the need for students to explore topics to discover answers for themselves further ahead in the learning process,(ie in the 'Explore', 'Explain' or 'Elaborate' stages). In other words, we need to be careful to avoid providing answers at this stage so that student investigations are valid and perceived as necessary.// ||
 * ELABORATE || What student investigation/s or application of knowledge would extend their understanding? Representations? Students begin organising their oral report and decide what form their support materials will take and the audience to whom they’re delivering.
 * The hottest water: heat water with only sunlight - how hot can you get it - perhaps use a light bulb for heat
 * Waterwheel: design a waterwheel - count revolutions - change height of water, volume, length of slope, distance down slope etc - lift a weight
 * Wind: design a windmill which can lift 10 paper clips
 * Solar oven: cook a scone
 * Water energy - soft drink bottle experiment (holes in base that make bottle spin) ||
 * EXPLAIN || What are the current scientific explanations? How best can the students represent their understanding? Brainstorm types of renewable and non renewable energy used in Australia.
 * EXPLORE || What hands-on, shared experiences of the phenomenon are appropriate? Representations? Allow students time to explore given websites that explain renewable and non renewable energy, climate change and greenhouse effects.
 * ENGAGE || How can we engage students and elicit their prior knowledge? Representations? Students can watch a short clip (video/you tube) on climate change/ Greenhouse effect and the effects on the world.