I. Curricular Framework

Concept:

Efficiency

Essential Question:

How can our world benefit from a study of energy conservation?

Bridge:

Wastefulness

Content:

Energy Use

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To enhance student curiosity about the energy consumption levels of his/her family. To increase group processing skills.

Activity: Assign the students to groups of four. Hand out the following worksheets:
1) The "Energy Saver's Checklist" ENERGY SAVER'S CHECKLIST Check off the items that are practiced in your home. Is your family efficient in its use of energy? Answers will vary. ___ 1. Set hot water heater at 43?C.
___ 2. Set refrigerator on a not-so-cold setting. ___ 3. Set up cartons to recycle paper, glass and metals.
___ 4. Use lower-wattage bulbs.
___ 5. Remove extra bulbs in ceiling fixtures. ___ 6. Replace two 60W bulbs with one 100W; this gives more light and uses less electricity. ___ 7. Do not use long-life bulbs; they give less light per watt.
___ 8. Replace incandescent lights with fluorescent lights, where possible.
___ 9. Use light-colored walls, curtains, rugs. ___ 10. Check efficiency ratings on appliances such as refrigerators and air conditioners before purchasing.
___ 11. Use returnable bottles.
___ 12. Caulk and weather-strip around doors and windows.
___ 13. Turn off lights when leaving room.
___ 14. Set furnace at 20?C or lower during the day, 16?C at night; set air conditioners at 25?C. ___ 15. Clean furnace filter and get the burner serviced yearly.
___ 16. Wash clothes in cold water.
___ 17. Add storm windows and doors or plastic sheets over windows.
___ 18. Insulate the house 10 cm in walls, 15 cm in ceilings.
___ 19. Keep garage door closed in winter if attached to house.
___ 20. On nice days dry clothes out-of-doors instead of in a dryer.
___ 21. Dry full loads in dryer.
___ 22. Check gasoline economy of car; turn regularly.
___ 23. Drive under 90 kilometers per hour. ___ 24. Buy products made of recycled materials such as recycled paper.
___ 25. Walk or ride a bike for short trips.
___ 26. Buy products of natural materials instead of manufactured materials such as plastic (which require more energy to produce).
___ 27. Shop at businesses which make an effort to conserve energy and resources.
___ 28. Encourage parents and others to use a car pool whenever possible.
___ 29. Turn down the thermostat if everyone is leaving the house for several hours.
___ 30. Shut off the furnace pilot light during the summer. The "Energy Saver's Checklist" Allyn and Bacon (c) 1981
2) The "Increase in Electricity in the Home" Checklist THE INCREASING USE OF ELECTRICITY IN THE HOME Compare the number of electrical devices used in three successive generations. Use this list to record the appliances in your home. Indicate these with a C (child). Then have a parent indicate those that were in the home when they were your age with a P (parent). Finally indicate those your grandparents had with a G (grandparent). Number Electrical Appliance of Each
1. Air conditioner, central ___
2. Air conditioner, room units ___
3. Battery charger ___
4. Baby bottle warmer ___
5. Beanpot ___
6. Blanket ___
7. Blender ___
8. Broiler (portable) ___
9. Electric broom ___
10. Can opener ___
11. Coffee maker ___
12. Comb ___
13. Clock ___
14. Defroster for refrigerator ___
15. Dehumidifier ___
16. Dishwasher ___
17. Disposer, food waste ___
18. Door bell ___
19. Drill ___
20. Dryer, clothes (or gas) ___
21. Fan ___
22. Fingernail buffer ___
23. Floor waxer ___
24. Food warmer tray ___
25. Freezer (independent unit) ___
26. Fryer, deep fat ___
27. Fry pan ___
28. Garage door ___
29. Griddle ___
30. Grill, outdoor ___
31. Guitar ___
32. Hairbrush ___
33. Hair curlers ___
34. Hair curling iron ___
35. Hair dryer, standing or portable ___
36. Heater, room ___
37. Heating pad ___
38. Hedge trimmers ___
39. Hot dog cooker ___
40. Humidifier ___
41. Ice cream maker ___
42. Ice crusher ___
43. Intercom system ___
44. Iron, regular or steam ___
45. Kiln, ceramic ___
46. Knife ___
47. Knife sharpener ___
48. Lamp(s), standard ___
49. Lamp, heat ___
50. Lamp, sun ___
51. Lathe ___
52. Lawn edger & trimmer ___
53. Lawnmower ___
54. Lights, indoor night ___
55. Lights, indoor wall fixture ___
56. Lights, outdoor lawn ___
57. Manicure set ___
58. Massager ___
59. Mathematical calculator ___
60. Mirror, lighted, for makeup ___
61. Mixer ___
62. Organ ___
63. Oven, bun or roll warmer ___
64. Oven, dutch ___
65. Oven, microwave ___
66. Oven, portable ___
67. Oven, toaster ___
68. Pencil sharpener ___
69. Popcorn popper ___
70. Projector, movie ___
71. Projector, slide ___
72. Radio, clock ___
73. Radio, standard ___
74. Range, kitchen ___
75. Record player ___
76. Refrigerator ___
77. Rotisserie ___
78. Router (tool) ___
79. Rug shampooer ___
80. Sander ___
81. Saw ___
82. Scissors ___
83. Sewing machine ___
84. Shaver ___
85. Shoe polisher ___
86. Soldering kit ___
87. Tape recorder ___
88. Television ___
89. Thermostat (oil or gas heat) ___
90. Toaster ___
91. Toothbrush ___
92. Train set ___
93. Typewriter ___
94. Vacuum cleaner ___
95. Vaporizer ___
96. Waffle iron ___
97. Washer, clothes ___
98. Water heater ___
99. Water pik ___
100. Wood burning set ___
101. Yogurt maker ___
102. Other ______ ___
"The Increasing Use of Electricity in the Home" Allyn and Bacon (c) 1981
3) "The Electric Bill Checklist" THE ELECTRIC BILL Use a recent electric bill to answer the following:
A. Kilowatt-hours of electric energy used:
B. Days bill covers:
C. Energy per day for your family: A /B
D. Energy per day per person: C/Persons in family
E. Kilocalories used per person: D X 860 kilocalories
F. Fuel energy needed to supply electrical energy: E x .30 "The Electric Bill" Allyn and Bacon (c) 1981. Note: These checklists were taken from the Allyn and Bacon Exploring Physical Science Series. This series contains the kind of practical, meaningful application of science so necessary for our students. Students discuss these worksheets in their groups and take them home for completion in two days.

Assessment: Group work and completed checklists.

2. Attend: Attending to the Connection

Objective: To examine the gathered data; to enhance student ability to work in groups; to graph their combined findings.

Activity: Discussion of energy checklists in small groups. Tasks for small groups:
1) On the "Energy Saver's Checklist" what is the average number of items checked in your group?
2) On "The Increasing Use of Electricity in the Home" checklist, what is the average number of items checked in your group for category C, category P, and category G?
3) What is the average of your group for item F, "The Fuel Needed to Supply Electrical Energy" on the "Electric Bill" checklist? Note: Separate the students who have electrically heated homes into a special group since they will unfairly increase group averages.
4) Plot the following graph for your group. 30 102 Average fuel 90 needed by 25 group's 80 families 70 to supply 20 electrical 60 energy 15 50 _________ 40 Group 10 Names: 30 _________ 20 _________ 5 _________ 10 _________ 0 0 C P G _________ ENERGY USE OF SAVER'S ELECTRICITY CHECKLIST
5) Post the graph in the classroom.

Assessment: Group process and completion of graphs.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To enhance understanding of the problem of energy waste. To give opportunity to express a concept in an artform.

Activity: Students are instructed to do the following: Answer these questions, then we will discuss your answers. Suppose a family has $2,000 in savings (nonrenewable). They also have $200 a week from working (renewable). How long can they spend $2,200 a week before they run out of money? $1,200 a week, $200 a week? How long can you do hard work, for example running up steep steps, before you run out of energy? What must you do then? What if you were unable to renew your energy, what if there were too little food to go around? Could you continue to run up those steps? When you use nonrenewable energy, it is gone. Now using a large piece of art paper and magic markers, draw your concept of our world if it ran out of energy.

Assessment: Art work quality in terms of concept understanding.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To enhance knowledge of subject matter. To increase note-taking and reading skills.

Activity: Teacher lectures on: Use of energy in appliances, energy efficiency ratio, calculating the energy use of an appliance, home heating, efficiency in appliances, lighting, home insulation, American life styles. Students read textbook chapters.

Assessment: Quality of student questions, teacher verbal checking for understanding.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To reinforce materials by practice.

Activity: Worksheets on lecture materials, workbooks, and chapter questions.

Assessment: Quality of the above. Objective quiz.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To personalize the material being learned.

Activity: Students submit a plan to increase the energy effieciency of their homes. It should list what they can reasonably do to improve energy effieciency and reduce waste. Parents must sign this proposal.

Assessment: Quality of proposal, how reasonable, how possible.

7. Refine: Refining the Extension

Objective: To enhance student ability to deal with unforeseen obstacles. To extrapolate problems to larger society.

Activity: Discussion (one class period) on difficulties encountered in attempting to improve energy efficiency in their homes. Extrapolate to larger society. After the discussion, students write essays on the problems they are encountering in their attempts to improve the energy efficiency in their homes.

Assessment: Quality of discussion and essays.

8. Perform: Creative Manifestation of Material Learned

Objective: To follow through on a plan and examine results in terms of goals. To share their experiences with each other.

Activity: Students carry out their plans and return to their original group of four to report on success/lack of success. Group plots a post graph. Use the same graph plotted in step two. Only graph the "Energy Saver's" checklist (the 30 items). Check for improvements in pre and post graph. Post the second graph alongside the first. Each group reports to the entire class.

Assessment: Posted graphs, group work and group reports.

Assessment, Phase Five,Performance, Creative Use of Material Learned: