Unit title: Powering Our Planet: A Balancing Act
Key concept:- Change
Related concepts:- Energy, Environment and Transformation
Global context:- Fairness and development
exploration: sharing finite resources
Statement of Inquiry:- Energy use impacts the environment.
Inquiry questions
Factual • What are the various types of energy resources? What are the various forms of renewable and nonrenewable energy?
Conceptual • How does utilising different energy resources impact the environment? How can you make “responsible” use of energy?
Debatable • Does my energy use impact the environment?
Students should be able to:
• explain that energy is needed for action to happen
• explain that energy is transferred during action [examples of energy transfer]
• interpret and draw energy transfer diagrams
• recognise energy transfer in green plants
• name major sources of energy including fuels
• describe energy as the ability to make things happen (do work)
• describe how energy is converted from one form to another
• say what is meant by the conservation of energy
• describe Fossil fuels as non renewable fuels and the problems associated with their use
• describe renewable fuels (Solar, waves, rivers, wind etc) and problems with alternative energy sources
• discuss a range of energy sources and distinguish between renewable and non-renewable resources.
• use knowledge of energy sources including fossil fuels and renewable energy resources to consider the world’s energy needs, including research from secondary sources.
5E Inquiry Cycle:
Engage (E):
Video Hook (Day 1): Begin with a captivating video showcasing various energy sources and their applications.
KWL Chart (Day 1): Facilitate a KWL chart activity. Students brainstorm what they Know about energy, then generate a list of Wonderings (questions) they have about the topic. This sets the stage for inquiry.
Explore (E):
Energy Scavenger Hunt (Day 2): Students embark on a scavenger hunt around the school, identifying objects that utilize different forms of energy (e.g., light bulb - electrical, swing set - kinetic). They document their findings and share with the class.
Energy Transfer Modeling (Days 3-4): In small groups, students explore energy transfer by creating models using simple materials (e.g., dominoes, balls, ramps). They present their models, explaining the types of energy involved and the transfer process.
Explain (E):
Teacher-led Discussion (Day 5): Lead a class discussion to clarify key concepts like energy, different energy forms, and the difference between renewable and non-renewable resources.
Energy Source Research (Days 6-7): Students research assigned energy sources (e.g., coal, solar, wind) using reliable sources. They create fact sheets outlining the source type, how it generates energy, and its environmental impact (both positive and negative).
Elaborate (E):
Energy Source Debate (Day 8): Organize a classroom debate on a proposition like "Renewable energy sources are always the best option." Students use their research to support their arguments, considering both environmental and practical aspects.
Energy Conservation Challenge (Days 9-10): In groups, students brainstorm strategies for reducing energy consumption in everyday life (e.g., turning off lights, using energy-efficient appliances). They create posters or presentations to share their ideas with the class.
Evaluate (E):
Energy Audit Project (Day 11): Students conduct an energy audit at home or school, identifying areas of high energy consumption. They propose solutions and calculate the potential impact of their suggestions. This can be done individually or in small groups.
Summative Assessment: Saving Energy (Day 12): Students complete a project titled "Saving Energy: A Personal Action Plan." This plan outlines their understanding of energy use and the environment, along with specific actions they will take to reduce their own energy footprint. The project can be presented in various formats (e.g., essay, infographic, video).
Differentiation:
Provide graphic organizers or scaffolding for students who need support with research, note-taking, or project development.
Offer extension activities or in-depth research topics for advanced learners.
Kinesthetic learners can benefit from hands-on activities like the scavenger hunt and energy transfer modeling.
MYP Integration:
This unit encourages students to develop research, critical thinking, and communication skills through activities like discussions, debates, and project presentations.
The exploration of energy sources and their environmental impact aligns with the MYP Global Context of Fairness and Development, particularly the concept of sharing finite resources.
Kath Murdoch Inquiry Cycle:
Tuning In (Activating Prior Knowledge and Sparking Curiosity):
Video Hook (Day 1): Begin with a captivating video showcasing various energy sources and their applications (e.g., power plants, wind turbines, solar panels). Encourage students to brainstorm what they see and what questions they have about energy.
KWL Chart (Day 1): Facilitate a KWL chart activity. Students brainstorm what they Know about energy (e.g., light, heat), then generate a list of Wonderings (questions) they have about the topic (e.g., where does energy come from? how does it affect the environment?). This sets the stage for further exploration.
Finding Out (Researching and Gathering Information):
Energy Scavenger Hunt (Day 2): Students embark on a scavenger hunt around the school, identifying objects that utilize different forms of energy (e.g., light bulb - electrical, swing set - kinetic). They document their findings and share with the class.
Energy Transfer Modeling (Days 3-4): In small groups, students explore energy transfer by creating models using simple materials (e.g., dominoes, balls, ramps). They present their models, explaining the types of energy involved and the transfer process (kinetic to potential, potential to kinetic).
Sorting Out (Analyzing and Organizing Information):
Teacher-led Discussion (Day 5): Lead a class discussion to clarify key concepts like energy, different energy forms (kinetic, thermal, light, sound, electrical), and the difference between renewable and non-renewable resources (fossil fuels, solar, wind).
Energy Source Research (Days 6-7): Students research assigned energy sources (e.g., coal, solar, wind) using reliable sources. They create fact sheets outlining the source type, how it generates energy, and its environmental impact (both positive and negative). Students can organize this information in charts or graphic organizers for better comparison.
Going Further (Extending Learning and Deepening Understanding):
Energy Source Debate (Day 8): Organize a classroom debate on a proposition like "Renewable energy sources are always the best option." Students use their research on the different sources and their environmental impact to support their arguments, considering both benefits and drawbacks.
Energy Conservation Challenge (Days 9-10): In groups, students brainstorm strategies for reducing energy consumption in everyday life (e.g., turning off lights, using energy-efficient appliances). They create posters or presentations to share their ideas with the class, encouraging others to consider responsible energy use.
Making Conclusions (Drawing Meaning from the Learning):
Energy Audit Project (Day 11): Students conduct an energy audit at home or school, identifying areas of high energy consumption (e.g., lighting in unused rooms, appliances left on standby). They propose solutions and calculate the potential impact of their suggestions on energy usage. This can be done individually or in small groups.
Taking Action (Applying Learning):
Summative Assessment: Saving Energy (Day 12): Students complete a project titled "Saving Energy: A Personal Action Plan." This plan outlines their understanding of energy use and its relationship to the environment. Students will list specific actions they will take to reduce their own energy footprint (e.g., turning off lights when leaving a room, using public transportation more often). The project can be presented in various formats (e.g., essay, infographic, video) to showcase their learning and proposed actions.
Differentiation:
Provide graphic organizers or scaffolding for students who need support with research, note-taking, or project development.
Offer extension activities or in-depth research topics for advanced learners.
Kinesthetic learners can benefit from hands-on activities like the scavenger hunt and energy transfer modeling.
MYP Integration:
This unit encourages students to develop research, critical thinking, and communication skills through activities like discussions, debates, and project presentations.
The exploration of energy sources and their environmental impact aligns with the MYP
Formative assessment-
Electricity expert
Summative assessment-
Saving energy
Key concept:- Change
Related concepts:- Energy, Environment and Transformation
Global context:- Fairness and development
exploration: sharing finite resources
Statement of Inquiry:- Energy use impacts the environment.
Inquiry questions
Factual • What are the various types of energy resources? What are the various forms of renewable and nonrenewable energy?
Conceptual • How does utilising different energy resources impact the environment? How can you make “responsible” use of energy?
Debatable • Does my energy use impact the environment?
Students should be able to:
• explain that energy is needed for action to happen
• explain that energy is transferred during action [examples of energy transfer]
• interpret and draw energy transfer diagrams
• recognise energy transfer in green plants
• name major sources of energy including fuels
• describe energy as the ability to make things happen (do work)
• describe how energy is converted from one form to another
• say what is meant by the conservation of energy
• describe Fossil fuels as non renewable fuels and the problems associated with their use
• describe renewable fuels (Solar, waves, rivers, wind etc) and problems with alternative energy sources
• discuss a range of energy sources and distinguish between renewable and non-renewable resources.
• use knowledge of energy sources including fossil fuels and renewable energy resources to consider the world’s energy needs, including research from secondary sources.
5E Inquiry Cycle:
Engage (E):
Video Hook (Day 1): Begin with a captivating video showcasing various energy sources and their applications.
KWL Chart (Day 1): Facilitate a KWL chart activity. Students brainstorm what they Know about energy, then generate a list of Wonderings (questions) they have about the topic. This sets the stage for inquiry.
Explore (E):
Energy Scavenger Hunt (Day 2): Students embark on a scavenger hunt around the school, identifying objects that utilize different forms of energy (e.g., light bulb - electrical, swing set - kinetic). They document their findings and share with the class.
Energy Transfer Modeling (Days 3-4): In small groups, students explore energy transfer by creating models using simple materials (e.g., dominoes, balls, ramps). They present their models, explaining the types of energy involved and the transfer process.
Explain (E):
Teacher-led Discussion (Day 5): Lead a class discussion to clarify key concepts like energy, different energy forms, and the difference between renewable and non-renewable resources.
Energy Source Research (Days 6-7): Students research assigned energy sources (e.g., coal, solar, wind) using reliable sources. They create fact sheets outlining the source type, how it generates energy, and its environmental impact (both positive and negative).
Elaborate (E):
Energy Source Debate (Day 8): Organize a classroom debate on a proposition like "Renewable energy sources are always the best option." Students use their research to support their arguments, considering both environmental and practical aspects.
Energy Conservation Challenge (Days 9-10): In groups, students brainstorm strategies for reducing energy consumption in everyday life (e.g., turning off lights, using energy-efficient appliances). They create posters or presentations to share their ideas with the class.
Evaluate (E):
Energy Audit Project (Day 11): Students conduct an energy audit at home or school, identifying areas of high energy consumption. They propose solutions and calculate the potential impact of their suggestions. This can be done individually or in small groups.
Summative Assessment: Saving Energy (Day 12): Students complete a project titled "Saving Energy: A Personal Action Plan." This plan outlines their understanding of energy use and the environment, along with specific actions they will take to reduce their own energy footprint. The project can be presented in various formats (e.g., essay, infographic, video).
Differentiation:
Provide graphic organizers or scaffolding for students who need support with research, note-taking, or project development.
Offer extension activities or in-depth research topics for advanced learners.
Kinesthetic learners can benefit from hands-on activities like the scavenger hunt and energy transfer modeling.
MYP Integration:
This unit encourages students to develop research, critical thinking, and communication skills through activities like discussions, debates, and project presentations.
The exploration of energy sources and their environmental impact aligns with the MYP Global Context of Fairness and Development, particularly the concept of sharing finite resources.
Kath Murdoch Inquiry Cycle:
Tuning In (Activating Prior Knowledge and Sparking Curiosity):
Video Hook (Day 1): Begin with a captivating video showcasing various energy sources and their applications (e.g., power plants, wind turbines, solar panels). Encourage students to brainstorm what they see and what questions they have about energy.
KWL Chart (Day 1): Facilitate a KWL chart activity. Students brainstorm what they Know about energy (e.g., light, heat), then generate a list of Wonderings (questions) they have about the topic (e.g., where does energy come from? how does it affect the environment?). This sets the stage for further exploration.
Finding Out (Researching and Gathering Information):
Energy Scavenger Hunt (Day 2): Students embark on a scavenger hunt around the school, identifying objects that utilize different forms of energy (e.g., light bulb - electrical, swing set - kinetic). They document their findings and share with the class.
Energy Transfer Modeling (Days 3-4): In small groups, students explore energy transfer by creating models using simple materials (e.g., dominoes, balls, ramps). They present their models, explaining the types of energy involved and the transfer process (kinetic to potential, potential to kinetic).
Sorting Out (Analyzing and Organizing Information):
Teacher-led Discussion (Day 5): Lead a class discussion to clarify key concepts like energy, different energy forms (kinetic, thermal, light, sound, electrical), and the difference between renewable and non-renewable resources (fossil fuels, solar, wind).
Energy Source Research (Days 6-7): Students research assigned energy sources (e.g., coal, solar, wind) using reliable sources. They create fact sheets outlining the source type, how it generates energy, and its environmental impact (both positive and negative). Students can organize this information in charts or graphic organizers for better comparison.
Going Further (Extending Learning and Deepening Understanding):
Energy Source Debate (Day 8): Organize a classroom debate on a proposition like "Renewable energy sources are always the best option." Students use their research on the different sources and their environmental impact to support their arguments, considering both benefits and drawbacks.
Energy Conservation Challenge (Days 9-10): In groups, students brainstorm strategies for reducing energy consumption in everyday life (e.g., turning off lights, using energy-efficient appliances). They create posters or presentations to share their ideas with the class, encouraging others to consider responsible energy use.
Making Conclusions (Drawing Meaning from the Learning):
Energy Audit Project (Day 11): Students conduct an energy audit at home or school, identifying areas of high energy consumption (e.g., lighting in unused rooms, appliances left on standby). They propose solutions and calculate the potential impact of their suggestions on energy usage. This can be done individually or in small groups.
Taking Action (Applying Learning):
Summative Assessment: Saving Energy (Day 12): Students complete a project titled "Saving Energy: A Personal Action Plan." This plan outlines their understanding of energy use and its relationship to the environment. Students will list specific actions they will take to reduce their own energy footprint (e.g., turning off lights when leaving a room, using public transportation more often). The project can be presented in various formats (e.g., essay, infographic, video) to showcase their learning and proposed actions.
Differentiation:
Provide graphic organizers or scaffolding for students who need support with research, note-taking, or project development.
Offer extension activities or in-depth research topics for advanced learners.
Kinesthetic learners can benefit from hands-on activities like the scavenger hunt and energy transfer modeling.
MYP Integration:
This unit encourages students to develop research, critical thinking, and communication skills through activities like discussions, debates, and project presentations.
The exploration of energy sources and their environmental impact aligns with the MYP
Formative assessment-
Electricity expert
Summative assessment-
Saving energy
energy_text_book.pdf | |
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energy_worksheets.pdf | |
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energy_worksheets1.pdf | |
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energy_worksheets2.pdf | |
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