Dana Haine, Learning North Carolina
This lesson takes about three to five 45 minute classrooms periods.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 6 Cross Cutting Concepts, 7 Science and Engineering Practices
High School: 2 Performance Expectations, 4 Disciplinary Core Ideas, 6 Cross Cutting Concepts, 6 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing GPg
5.4 Economic factors.
5.6 Environmental factors.
5.7 Social Factors.
6.8 Calculating and monitoring energy use.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Activity asks students to develop a portfolio for their region so educators need to be familiar with their regional energy portfolios.
- Record student preconceptions by asking students to list types of fuel used to produce energy and ask whether they are sustainable or not.
- Comparing different locations is a good way for students to grasp a more global perspective and identify which kinds of energy are predominant.
About the Science
- This is a very ambitious activity that explores electricity fuel mixes for a region, and climate change from burning fossil fuel. In the context of sustainable energy, these energy sources are examined.
- In this activity sustainability is defined (in the somewhat limited meaning of) sustainable energy.
- Passed initial science review - expert science review pending.
About the Pedagogy
- The context and placement of using the energy profiler grabs the attention of the user and personalizes this lesson immediately.
- Mostly worksheet and discussion focused.
- Clear organization of lesson progress.
- No background information provided.
Technical Details/Ease of Use
- Lesson cleanly presented. Materials were all downloadable and support the learning process.
- Link to NEED Energy Infobook broken but available here http://www.need.org/content.asp?contentid=197.
- Users could work in groups or individually.
Next Generation Science Standards See how this Activity supports:
Disciplinary Core Ideas: 1
MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Cross Cutting Concepts: 6
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
MS-C4.1: Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
MS-C5.3:Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
MS-C7.1: Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale.
Science and Engineering Practices: 7
MS-P3.4:Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions
MS-P4.3: Distinguish between causal and correlational relationships in data.
MS-P5.4:Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.
MS-P6.1:Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.
MS-P6.6:Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.
MS-P7.4:Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.
MS-P8.2:Integrate qualitative and/or quantitative scientific and/or technical information in written text with that contained in media and visual displays to clarify claims and findings.
Performance Expectations: 2
HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Disciplinary Core Ideas: 4
HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
HS-ESS3.C2:Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.
Cross Cutting Concepts: 6
HS-C1.3:Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.
HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
HS-C4.1:Systems can be designed to do specific tasks.
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
HS-C6.1:Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.
HS-C7.4:Systems can be designed for greater or lesser stability.
Science and Engineering Practices: 6
HS-P3.6:Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.
HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.
HS-P5.5:Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).
HS-P6.4:Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.
HS-P7.5:Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.
HS-P8.2:Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.