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Decoding Global Goal 7

Ensuring Access to Affordable, Reliable, Sustainable and Modern Energy for All

Secondary, Middle

Description

The main goal of this lesson is for students to distinguish the difference between renewable and non-renewable energy sources. They will also take a close look at how young people from around the world are using their creativity to come up with new solutions to try and protect our planet from the issues related to energy. Students will identify the Global Goals (SDGs) which benefit from the provision of access to clean energy.

A second activity has students participate in the Lumen project which aims to teach students the fundamental concepts of energy with a focus on electricity. In the module, all the electrical components that are used act exactly the same as they would in the real world. This allows the students to experiment with electrical power in a safe and fun environment. They can construct electrical circuits which are stable, easy to use and can be developed further.

General Assessment

What skills does this resource explicitly teach?

  • Build models of renewable energy by using their imagination and creativity.
  • Analyse the economics when looking at energy production.
  • Consider the energy sources of different community and countries.

Strengths

  • These activities allow for creative thought by students.
  • They get the opportunity to learn about different countries and compare their energy use with their own.
  • The lesson has a variety of activities.
  • The resource thoroughly examines the topic of renewable and nonrenewable energy use and its cost.

Weaknesses

  • This lesson plan does not include an evaluation grid

Recommendation of how and where to use it

This resource addresses learning outcomes in science courses associated with climate change, energy use and generation. In social studies and geography courses, the activities link to outcomes related to human activity and environmental and economic sustainability, as well as the role of current government policies in moving towards a more sustainable future with regards to energy production and consumption. 

Relevant Curriculum Units

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        • Energy is conserved and its transformation can affect living things and the environment
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
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        • AP Environmental Science: Energy Consumption and Resources
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        • The Environment & Resource Management (Workplace Prfeparation)
        • World Geography: Urban Patterns & Populations (Univ. / College Prep.): Sustainability and Stewardship
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.): Social Change and the Quality of Life
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        • World Issues: A Geographic Analysis(Univ. Prep.): Interactions and Interdependence: Globalization
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        • Interdependence: Atlantic Canada in the Global Community: Environment in the Global Community
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        • Geography of Canada 421A: Future Connections
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        • Environmental Science 621A: Introduction to Environmental Science
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        • What can I do?
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    • Grade 10
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      • Science
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        • Energy is conserved and its transformation can affect living things and the environment
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
      • Social Studies
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        • Francophone History and Culture: The physical environment influences the nature of demographic, geopolitical, and social change
    • Grade 12
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      • Environmental Science
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        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Science
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        • Specialized Science 12: Energy is always conserved.
        • Specialized Science 12: Geologic materials can change as they cycle through the geosphere and can be used as resources
      • Social Studies
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        • Human Geography 12: Demographic patterns and population distribution are influenced by physical features and natural resources

Themes Addressed

  • Citizenship (1)

    • Sustainable Consumption
  • Energy (3)

    • Alternative Energy
    • Energy Generation
    • Energy Use

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Background information about sustainable energy is presented and students are asked to also give their own opinions.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Students discuss the extent to which the provision of electricity and clean cooking impacts social, economic, health, gender and environmental issues.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

Students will identify the main issues related to access to energy and learn about the range of solutions available to address these

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

Students research and investigate current technology and other resources. They are asked to try and find creative solutions.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

The questions asked of the students provide some opportunity for personal reflection.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory

Students learn in many parts of the developing world, energy sources are often scarce and their supply intermittent.

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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students consider their own ecological footprint and the changes they could make to improve it.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

The lesson reviews current and past use of energy with applications for the future. Students compare today’s footprint to the footprint in 1980 and in 2000, they discuss the changes.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Students are given background information and guidelines during discussions, but they will reach their own conclusions.

Open-Ended Instruction :

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

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students participate in self-directed learning to identify ways to conserve or access energy in different homes around the world.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

The resources provide opportunities for experiential learning and the problem-solving approach encourages open-ended solutions for current problems associated to energy production and consumption in the real world.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students will work in groups and interact with classmates during some activities.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered
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 Poor/Not considered
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

The resource suggests videos and an inspirational story about a boy in Malawi named William Kamkwamba. 

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
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.