Activity Introduction

Quick summary: Students use their prior knowledge to organise their ideas about their reliance on energy.

Learning goals for this activity include:

  • Recognise the role and our dependence on energy including energy sources.
  • Use their knowledge as the basis of new learnings.
  • Communicate effectively with others.

Australian Curriculum Mapping

Content descriptions:

Year 9 English

  • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Year 9 Science

  • Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

Year 10 English

  • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Year 10 Science

  • Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)

Syllabus OutcomesSC5-9WSEN5-1A

Topic: Energy

Year levels: 9 and 10

Indoor or outdoor activity: Indoor

Time required: 60 + mins

Learning areas addressed: English, Geography, Science.

Level of teacher scaffolding: help students value their prior knowledge.

Resources needed: Writing materials.

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

Copyright 2016© Cool Australia. You may view, display, printout and copy this material for non-commercial educational purposes provided you retain all acknowledgement associated with this material.

Worksheets

Teacher Worksheet

Teacher preparation

This activity can be an opportunity for students to demonstrate their leadership in the school or wider community. If leadership is an important focus then students should take control of the project. For student leadership tools go to: http://www.ausmepa.org.au/student-leadership/  

Activity outline

Step 1: Speak with the school leadership team or business to find out:

  1. What they wish to achieve
  2. What restrictions or policies could affect an energy reduction plan
  3. If there is a budget for implementing energy reduction 
  4. Whether any equipment/appliances will be replaced in the next 12 months.

Step 2: Review the audit.

Step 3: Brainstorm:

  1. What changes in behaviour or practices will reduce the use of energy?
  2. What new equipment/appliances would reduce the use of energy?

Step 4: For each change of behaviour:

  1. Who needs to change their behaviour?
  2. What do they need to do?
  3. What do they need to know?
  4. How can they be informed, encouraged and motivated?
...
 
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Student Worksheet

Activity outline

Step 1: Speak with the school leadership team to find out:

  1. What they wish to achieve
  2. What restrictions or policies could affect an energy reduction plan
  3. If there is a budget for implementing energy reduction 
  4. Whether any equipment/appliances will be replaced in the next 12 months.

Notes:

Step 2: Review the audit.

Notes:

Step 3: Brainstorm:

  1. What changes in behavior or practices will reduce the use of energy?
  2. What new equipment/appliances would reduce the use of energy?

Notes:

Step 4: For each change of behaviour:

  1. Who needs to change their behavior?
  2. What do they need to do?
  3. What do they need to know?
  4. How can they be informed, encouraged and motivated?
  5. What is the best communication tool or combination of communication tools? 
  6. Who will be responsible for producing the communication products and getting them to the audience?

Notes:

 

For each item of equipment/appliance:

  1. What is the cost of replacement?
  2. Does it cost more for an
...
 
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