Unit+-+Developing+ideas+5Es


 * **Why is the sustainable use of energy important? **

Phase ....................................................../ Lesson -Focus Questions ............./ At a Glance || Why do we need to use less electrical energy? Where does our energy come from? Why do we see putting CO2 into the atmosphere as a form of pollution? How is CO2 taken out of the atmosphere? || Hi guys, Will here...don't know if I'm putting this in the correct spot, if not, please feel free to delete/move. Use brainstorming and mind mapping to promote discussion and gauge the level of student prior knowledge. What do they know about the ‘greenhouse effect’ and the natural process of the carbon cycle, and where does our energy come from?  Use this to explain and expand on the concepts of why we need to live a sustainable lifestyle, and use less electrical energy. Documentary videos?
 * **Engage ** Students’ curiosity and interests are engaged and their prior knowledge and pre-existing ideas about the topic are elicited. || Why do we need to live sustainably?

To demonstrate and generate enthusiasm during engagement phase is important because warnings of imminent environmental disaster due to increased levels of CO2, global warming, and rising sea levels have been around for decades. * This puts in mind the highly successful 1980’s ant- littering campaign where the slogan ‘do the right thing’ became part of everyday speech, acting as a conscience gently reminding people not to litter. If students could be motivated by virtue and empathy not only for the wellbeing of future human generations but for the planet as a living entity, this outcome may be realised. Provide the needs of people without harming the environment so future generations can meet their needs. Provide images to assess student understanding of sustainability. Images show an example of sustainability or non sustainable use of resources. forest destruction, soil erosion, pollution and houses with solar panels, water tank, compost heap, mulching garden – wise resource use,. Kids choose good/bad. Explain sustainable use of resources
 * Sources suggest that instead of people striving to live sustainably through fear and in the hope that disaster can be avoided, should be motivated on virtues based on caring, sharing and doing the right thing//.// This would reach and motivate far more people.

Cooperative learning teams select from a list of images their 20n major needs and place in like groupings: food, water, air shelter, clothing transport, electricity machines – for home, school/work – fridge, car, TV, computer Teacher explains our focus is on providing the need of electricity so the machines work (energy makes things work) Simple carbon cycle diagram: tree, fire, air – explain Atmospheric CO2 shown as black balloon, carbon in tree and soil shown as black square. Drag and drop images of parts of greenhouse effect to make diagram. CO2 represented by black balloons. Image of earth at night – investigate who is using electricity. Which countries are using more/less energy, which are more sustainable Image of Earth showing thickness of atmosphere – only take so much pollution How is energy generated globally, nationally and locally? What are my (my town’s?) personal carbon emissions? What are renewable and non renewable sources of energy? What are some benefits and consequences of using various energy sources? How do different energy sources contribute to carbon emissions (and climate change?)? || Research the questions as listed – Internet / books. Use personal carbon footprint calculator, develop PowerPoint presentations <span style="font-family: 'Times New Roman','serif';">Note: renewable/non-renewable sources of energy perhaps irrelevant terminology – refers to mining resources in general. We concerned with energy and carbon so carbon/non-carbon based energy seen as more relevant <span style="font-family: 'Times New Roman','serif';">Burn a match under a white cup. Describe/explain – carbon, carbon dioxide if oxygen present during combustion. Burn things which contain carbon – CO2. **<span style="font-family: 'Times New Roman','serif';">Carbon based energy sources ** <span style="font-family: 'Times New Roman','serif';">Wood = 50% carbon <span style="font-family: 'Times New Roman','serif';">Fossil fuels, non replaceable <span style="font-family: 'Times New Roman','serif';">Coal = 70-90% carbon <span style="font-family: 'Times New Roman','serif';">Oil = 85% carbon <span style="font-family: 'Times New Roman','serif';">Students investigate coal power station, from coal formation to electricity production <span style="font-family: 'Times New Roman','serif';">Country Energy provide power station animation – mining coal, transport coal, parts of power station including release of CO2. <span style="font-family: 'Times New Roman','serif';">Students then given click and drag images to make power station – inputs/outputs. **<span style="font-family: 'Times New Roman','serif';">Non carbon energy sources ** <span style="font-family: 'Times New Roman','serif';">Wind – sail boat, windmill, wind turbine <span style="font-family: 'Times New Roman','serif';">Moving water – water wheel, garden hose with nozzle blasting soil etc, hydro electricity <span style="font-family: 'Times New Roman','serif';">Sunlight – black surface – temp, solar hot water, cooking, solar panel <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Explore these sources of energy – relate to capacity to do work. Give students a challenge to lift a weight (paper clips) using one of the non carbon based energies. ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Student Journal **
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Word Wall ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explore ** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 6pt 0cm 0pt;">Students are provided with hands-on experiences to gain experiences and make observations. This phase ensures that all students have a shared experience that can be discussed and explained in the Explain phase. Explore before Explain || <span style="font-family: 'Times New Roman','serif';">How is our energy use connected to carbon emissions (and climate change?)? (e.g. black balloons advert)
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students deepen their own understandings of the scientific explanations and are required to construct representations (e.g. a literacy product) of their developing conceptual understanding. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Where does our electrical energy come from?

What are some benefits and consequences of using various energy sources to generate electricity? || Students interview appropriate guest speaker from Country energy (where does our electrical energy come from, what are the benefits and consequences of various sources of electrical energy)? Use all accumulated knowledge to write a report on global warming/ pros and cons of energy sources e.g. renewable/non-renewable. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Students then extend and apply what the have learned either through an open investigation or a D&M task || <span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 13pt; line-height: normal; margin: 6pt 0cm 0pt;">What is sustainability? <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 6pt 0cm 0pt;">Which particular energy sources should be used (in a model community) and why? || <span style="color: #0000ff; display: block; line-height: normal; margin: 6pt 0cm 0pt; mso-layout-grid-align: none;">School energy audit to suggest ways to cut energy usage reduce costs and make the school more sustainable (e.g. rainwater tanks, water-wise gardens). <span style="color: #0000ff; display: block; line-height: normal; margin: 6pt 0cm 0pt; mso-layout-grid-align: none;">Design slogan for awareness for sustainable living (song, poem, jingle or play).
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Elaborate **

see <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] for ideas? || How can the global community reduce the number of black balloons going into the atmosphere? ||  ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluate ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students are required to re-present their understanding and reflect on their learning journey || <span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 6pt 0cm 0pt;">What do we think? What have we learnt?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students’ curiosity and interests are engaged and their prior knowledge and pre-existing ideas about the topic are elicited. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: normal; margin: 6pt 0cm 0pt;">How do we use electrical energy in our community- school and home?
 * **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">What can we do to reduce our energy use? ** Phase............................................. / Lesson - Focus Questions ...................../ At a Glance ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Engage **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%; line-height: normal; margin: 6pt 0cm 0pt;">How can we be safe with electricity? || * Explore or review the fundamental operation of electrical circuits using electronics kits to create light and/or sound. Equate open circuits to switching off and closed circuits to switching on. An 'energy ball' (available for less than ten dollars from Questacon - The National Science and Technology Centre, A.C.T) is a useful example of a simple circuit with the potential for students to play circuit-breaker games in small or large groups. How can we reduce the amount of CO2 going into the atmosphere at the global scale? || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students as white knights - work in small groups to carry out an electrical energy audit ( identify examples of energy being used responsibly and irresponsibly – take photos or survey patterns of electrical use). > - a demonstration of where electrical energy comes from, > - a comparision of common electrical appliances and their energy use > - audit results for school (giving out awards to best class for turning off lights, data projector, computers etc.), > - investigation findings and recommendations for ways that the school could save energy > - and why is this important. > A did you know? section for students to add a piece of personal interest learning from the unit. The audience of this task could be negotiated ( School board and Principal, parents in general, a younger class) || <span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 6pt 0cm 0pt;">How can we communicate our ideas?and who too? Why is this issue important? What personal behaviours have I changed? What can we do to reduce energy use at home / at school / across the planet? || * <span style="font-family: 'Times New Roman','serif';">Visit again the online energy efficient house. Work out how much electrical energy is being used in a particular room at one time. For example in a bedroom the students ‘drag & drop’ appliances such as a bedside light, laptop computer and ipod. Students could choose from a number of objects in the room and find out how much energy they are using- personal carbon emission score. This could help to create a link between home/school use.
 * View screened images (via a search engine) of patently unsafe electrical practices and situations, eg. live powerboards floating in an occupied pool attached only to a pair of thongs. Discuss the implications.
 * Play an electrical variation of the quiz show 'The Price is Right' using the idea of the cost to the environment (in terms of generating 'black balloons' or in terms of running costs measured in kw/h) of a range of familiar household appliances. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explore ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students are provided with hands-on experiences to gain experiences and make observations. This phase ensures that all students have a shared experience that can be discussed and explained in the Explain phase. Explore before Explain || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">How do we measure how much electrical energy we use – directed investigation/experiment, on-line calculators, electricity bills?  || * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0cm 0cm 0pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Students take a walk around their school and indicate on a school site plan where electrical energy enters /exits the school and is measured. Students take photos. They can map where electrical energy is used (appliances) and accessed (electrical outlets) at school OR students measure the dimensions of their classroom and draw a map to scale indicting on it electrical outlets and sites where electrical energy is used in their classroom.
 * <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0cm 0cm 0pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Explore a range of common household appliances and the amount of energy that they use. Set up stations to explore 5 or 6 common appliances such as computers, microwaves, hairdryer, kettle, CD Player, TV, DVD player and use an in-line meter to measure the electrical energy it takes to use these appliances. (Most of these should be available to bring from home or they could be found around a school.) Set this task up as guided/directed investigations to be completed by the students. Students then enter results into a prepared spreadsheet calculator to convert KWH to number of black balloons. Students present/compare/share results and record observations and findings. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students deepen their own understandings of the scientific explanations and are required to construct representations (e.g. a literacy product) of their developing conceptual understanding. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"><span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">How much electrical energy is used/transfomed in <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 13pt;">our community- school and home? – Can we measure and compare the carbon emissions (in black balloons?) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">?   || * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Using the data collected, students write a report of their previous investigation. Students need to explain the energy transformations occurring in each appliance. They compare the energy usage of the various appliances and explain the impact of these in terms of carbon output (in number of black balloons). Students rank the appliances most to least in terms of energy usage, then they can check against their earlier predicted rankings. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Elaborate ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students then extend and apply what the have learned either through an open investigation or a D&M task || <span style="color: black; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 6pt 0cm 0pt;">How can we investigate scientifically the impact of one electrical energy reduction strategy?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students then investigate scientifically one strategy and the potential impact of this change in behaviour on energy usage and cost savings. Planner provided to scaffold students’ thinking in the design of a fair test. <span style="font-family: 'Times New Roman',Times,serif;"> Students <span style="font-family: 'Times New Roman','serif';">conduct their own investigations and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.
 * <span style="color: black; font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Examine a sample energy account notice from Country Energy and students to discuss implications and speculate about causes of seasonal variation. $?. A calculator function could be provided as part of the program so the students simply enter the details. Enter data for one appliance (no of hrs/day, kwh usage) and have the account calculate a costing and carbon output (in black balloons) over a year. Attempt simple calculations of money which could be saved with the implementation of energy-saving measures (eg. if we could help this family to save 10% of the energy they normally use, how much money will they save each quarter? each year? each decade?)
 * <span style="color: black; font-family: 'Times New Roman','serif';">How can we reduce our energy consumption? Develop a class presentation using powerpoint/publisher/other multimedia that includes
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluate ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students are required to re-present their understanding and reflect on their learning journey || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What personal choices can we make to reduce <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">how much electrical energy we use (and result in lower carbon emissions)?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Students as white knights to draw up a contract for the environment detailing their actions for conserving electrical energy.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Revisit the original online questionaire task from the 'Engage' sequence of the first cycle. Compare final scores to original results for an informal measurement of growth over the course of the two sequences.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Students complete a Learning Journey Reflection highlighting changes in personal beviour which they have or intend to implement in response to their learning. ||