- Review Process
- Take Action
- A project of
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.
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.
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|
Background information about sustainable energy is presented and students are asked to also give their own opinions.
|Consideration of Alternative Perspectives: |
|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.
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
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.
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.
|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.|
Students are given background information and guidelines during discussions, but they will reach their own conclusions.
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
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.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
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
Students will work in groups and interact with classmates during some activities.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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.
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.|