Activity Introduction

Quick summary: Using the student worksheet students gather data to find out the number of different appliances in their school. Initially, student estimate the number of different appliances then they count and calculate recording their data.

Key lessons and understandings of activity:

  • Students learn that we can better understand how to use energy by collecting data about the appliances being used. 

Australian Curriculum Mapping

Content descriptions: 

Year 3 Mathematics

  • Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
  • Interpret and compare data displays (ACMSP070)

Year 3 Science

  • Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)

Year 4 Mathematics

  • Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)
  • Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)

Year 4 Science

  • Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)

Syllabus Outcomes: ST2-4WSMA2-18SP, MA2‑1WM, MA2‑2WM, MA2‑3WM

General capabilities: Numeracy, Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.8.

Topic: Energy

Time required: 60 + mins

Level of teacher scaffolding: High – Ask all school staff about the level of disruption that is acceptable to complete the audit. The audit will require students to enter most accessible rooms in the school. Lead students in class discussion around activity.

Resources required: Printed worksheets, writing materials.

Digital technology opportunities: Digital sharing capabilities.

Homework and extension opportunities: This activity includes opportunities for homework.

Keywords: Energy, audit, electrical appliances, saving.

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

Overarching learning goal: By participating in this activity students understand that we can better understand how to use energy by collecting data about the appliances being used.

Teacher content information:

Cool Australia Presents Energy from Cool Australia on Vimeo.

Student and classroom organisation

Step 1. Begin this activity by engaging your class in a discussion around what sorts of electrical appliances there are at your school and how many there are. Consider using the following questions:

  • What kinds of electrical appliances or things that use electricity or gas are used at your school?
  • Where are they used and how often are they used?
  • How many do you think there are of each one?
  • Do any of them stay on all day?
  • Are any rarely used?
  • Are some used only during the day or only at night?

Step 2. Divide students into small groups of about three. Divide the school up between the groups  - ensuring all rooms are covered.

As a class, go over the a

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Student Worksheet

Guess how many of these your school has. Then count them!

television  stereo  printer  photocopier 

Guess:

Count:

Guess:

Count:

Guess:

Count:

Guess:

Count:

flouro-light  incandesant-light  low-energy-light  microwave 

Guess:

Count:

Guess:

Count:

Guess:

Count:

Guess:

Count:

electric-kettle  fan  fax-machine  fridge 

Guess:

Count:

Guess:

Count:

Guess:

Count:

Guess:

Count:

cordless-phone  computer  ceiling-fan  air-conditioner 

Guess:

Count:

Guess:

Count:

Guess:

Count:

Guess:

Count:

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- or - to view worksheets

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