Activity Introduction

Quick summary: Students apply what they have learnt to create a more energy efficient classroom by identifying behaviours and rules that help them manage their classroom.

Key lessons and understandings of activity:

  • Students are able to control some aspects of their environment such as energy reductions.

Australian Curriculum Mapping

Content descriptions:

Year 3 English

  • Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
  • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Year 4 English

  • Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
  • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) 

Syllabus OutcomesEN2-1A, EN2-4A

Topic: Energy

Year levels: 3 and 4

Indoor or outdoor activity: Indoor

Time required: 75 mins

Learning areas addressed: English, Science, Geography, Mathematics.

Resources required: Writing and art materials.

Keywords: Energy, behaviour change, energy reduction.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Our class rules

As a class, develop a set of agreed rules about the use of energy and when equipment is to be left on or turned off.

The class already has a list of appliances etc for their classroom from the 'How many does your school have?' activity.

Review the list and add to it if necessary. For each item develop some rules:
•    When does it need to be on?
•    Who is allowed to turn it on?
•    Who is allowed to turn it off?
•    When do we know it needs to be turned off?

Can your class control either heating or cooling? How will you know when to turn heating and cooling on or off? When will windows be opened? Will blinds or curtains help control the classroom’s light and temperature?

Organise

Organise the way your class will reduce energy waste.

Make a permanent poster of your classes rules

Have a weekly or fortnightly meeting to review how the reduction in energy use is going. Modify what the class does to improve your energy re-education activities. 

...
 
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Student Worksheet

Our class rules

As a class you are going to develop a set of agreed rules about the use of energy and when equipment is to be left on or turned off.

For the appliances in your class and at home develop some rules about:

•    When does it need to be on?
•    Who is allowed to turn it on?
•    Who is allowed to turn it off?
•    When do we know it needs to be turned off?

 

Make a permanent poster of your classes rules

Have a weekly or fortnightly meeting to review how the reduction in energy use is going. Modify what the class does to improve your energy reeducation activities. 

...
 
- or - to view worksheets

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