What is Energy?
Sources of Energy
Using Energy Wisely
Fact Sheets
Activity Sheets
Student Resources
Teacher Resources
Glossary
Contact
Related Links |
An outcomes approach to education
Many syllabuses are based on an outcomes approach to education. This
means that those elements of knowledge and skill that are believed to
be important are carefully sequenced and explicitly expressed as outcomes
to be demonstrated by students at a number of levels. Outcomes are written
in terms of what students know and what they can do with that knowledge.
For purposes of planning and assessment, outcome levels typically relate
to particular year levels. However, some students may demonstrate outcomes
above or below those year levels.
The common curriculum for all students is seen as a number of broad,
overlapping groupings of outcomes, arranged in key learning areas, representing
different 'ways of knowing'. These include: English, health and physical
education, languages other than English, mathematics, science, studies
of society and environment, technology and the arts.
Top of page
Outcomes and these materials
The materials in this resource kit have been written for students in
upper primary and lower secondary years of schooling (years 6 to 9). Typically,
students demonstrating level 3 outcomes are at the end of year 5, those
demonstrating level 4 outcomes are at the end of year 7 and those demonstrating
level 5 outcomes are at the middle of year 9.
The key learning areas chosen as being most appropriate to these materials
are science and studies of society and environment. Teachers will find
activities attached to Fact Sheets which will enable students to demonstrate
some level 3, 4 or 5 outcomes in these two key learning areas. These activities
are based on Queensland curriculum outcomes. Teachers in other States
will notice similarities and differences in outcomes and can make the
relevant adjustments.
Top of page
Outcomes
- Greenhouse effect
Activity 1.1
- Students collect information which describes ways in which living
things use the earth and sun as resources.
Activity 1.2
- Students describe some of the ways in which living and non-living
things interact.
- Global warming
Activity 2.1
- Students make inferences about interactions between people and
natural cycles, including the water cycle.
Activity 2.2
- Students predict the impact of changes on environments by using
comparative evidence.
Activity 2.3
- Students evaluate the consequences of interactions between living
and non-living parts of the environment.
- What is energy?
Activity 3.1
- Students collect information which describes ways in which living
things use the earth and the sun as resources.
- Students summarise information to compare ways in which different
communities use resources from the earth and beyond.
- Students identify different ways of obtaining energy.
- Students present alternative ways of obtaining and using energy
(including energy from the sun and from fossil fuels) for particular
purposes.
Activity 3.2, Activity 3.3
- Students collect information which describes ways in which living
things use the earth and the sun as resources.
Activity 3.4
- Students prepare scenarios about the use of renewable and non-renewable
resources of the earth and beyond.
- Sources of renewable and non-renewable energy
Activity 4.1
- Students identify different ways of obtaining energy.
Activity 4.2
- Students present alternative ways of obtaining and using energy
(including energy from the sun and from fossil fuels) for particular
purposes.
Activity 4.3
- Students prepare scenarios about the use of renewable and non-renewable
resources of the earth and beyond.
- Traditional non-renewable production methods
Activity 5.1
- Students identify different ways of obtaining energy.
Activity 5.2
- Students outline how Australian industries link to global economic
and ecological systems.
Activity 5.3
- Students discuss the consequences of different ways of obtaining
and using energy (including nuclear energy).
- Students use a structural decision-making process to suggest
participatory action regarding a significant current environmental,
business, political or legal issue.
- Renewable forms of energy
Activity 6.1
- Students create and undertake plans that aim to influence decisions
about an element of a place they have investigated.
- Students summarise information to compare ways in which different
communities use resources from the earth and beyond.
Activity 6.2
- Students discuss the consequences of different ways of obtaining
and using energy (including nuclear energy).
- Solar energy use issues
Activity 7.1
- Students make justifiable links between ecological and economic
factors and the production and consumption of a familiar resource.
Activity 7.2
- Students use a structured decision-making process to suggest participatory
action regarding a significant current environmental, business,
political or legal issue.
- Wind energy
Activities 8.1, 8.2, 8.3, 8.4, 8.5
- Students identify different ways of obtaining energy.
- Students present alternative ways of obtaining and using energy
(including energy from the sun and from fossil fuels) for particular
purposes.
- Students discuss the consequences of different ways of obtaining
energy (including nuclear energy).
- Students make inferences about interactions between people and
natural cycles, including the water cycle.
- Students outline how Australian industries link to global economic
and ecological systems.
- Students evaluate the relationships between government, economic
or ecological systems.
- Hydro power
Activities 9.1, 9.2, 9.3
- Students identify different ways of obtaining energy.
- Students present alternative ways of obtaining and using energy
(including energy from the sun and from fossil fuels) for particular
purposes.
- Students discuss the consequences of different ways of obtaining
energy (including nuclear energy).
- Students make inferences about interactions between people and
natural cycles, including the water cycle.
- Students outline how Australian industries link to global economic
and ecological systems.
- Students evaluate the relationships between government, economic
or ecological systems.
- Biomass energy
Activities 10.1, 10.2, 10.3
- Students identify different ways of obtaining energy.
- Students present alternative ways of obtaining and using energy
(including energy from the sun and from fossil fuels) for particular
purposes.
- Students discuss the consequences of different ways of obtaining
energy (including nuclear energy).
- Students make inferences about interactions between people and
natural cycles, including the water cycle.
- Students outline how Australian industries link to global economic
and ecological systems.
- Students evaluate the relationships between government, economic
or ecological systems.
- Other forms of renewable energy
Activity 11.1, 11.2
- Students make predictions about the immediate impact of some
applications of science on their community and environment, and
consider possible pollution and public health effects.
- Using energy wisely
Activity 12.1
- Students cooperatively collect and analyse data obtained through
field study instruments and surveys to influence the care of a place.
- Students apply the principles of democratic decision making in
cooperative projects.
Activity 12.2
- Students analyse the relationship between social attitudes and
decisions about the applications of science.
- Energy and transport
Activity 13.1, Activity 13.2, Activity 13.3
- Students make predictions about the immediate impact of some
applications of science on their own community and environment,
and consider possible pollution and public health effects.
- Designing and building a new house
Activity 14.1
- Students participate in a field study to recommend the most effective
ways to care for a place.
Activity 14.2
- Students plan and manage an enterprise that assists a community
or international aid project.
Activity 14.3
- Students prepare scenarios about the use of renewable and non-renewable
resources of the earth and beyond.
- Energy efficiency at home
Activity 15.1
- Students create and undertake plans that aim to influence decisions
about an element of a place they have investigated.
Activity 15.2
- Students make justifiable links between ecological and economic
factors and the production and consumption of a familiar resource.
Activity 15.3
- Students use a structured decision-making process to suggest
participatory action regarding a significant current environmental,
business, political or legal issue.
- Students prepare scenarios about the use of renewable and non-renewable
resources of the earth and beyond.
- What difference can I make?
Activity 16.1
- Students cooperatively collect and analyse data obtained through
field study instruments and surveys to influence the care of a local
place.
- Students participate in a field study to recommend the most effective
ways to care for a place.
Activity 16.2
- Students prepare scenarios about the use of renewable and non-renewable
resources of the earth and beyond.
Top of page
Strategies
The Activity Sheets use a variety of strategies to support students in
organising ideas and information. Two in particular may need further explanation.
The Consequences Wheel Strategy
- In the centre circle, write an event, for example 'Widespread use
of solar energy'
- Think of and write a direct consequence of this event in an oval
and connect it to the centre with a single line. This is a first order
consequence. Think of some other first order consequences and draw/write
them in.
- Think of and record second order consequences. These are things that
resulted from the first order consequence. Join it to first order consequences
by a double line.
- Keep going until you can think of no more consequences.
(Note: Most events have positive and negative consequences. What is positive
for some groups or environments may be negative for other groups or environments.)
In the example 'Global Warming', there are two first order consequences
included. One of these is 'rising sea levels'. A direct consequence of
a rising sea level could be 'loss of farming land in coastal deltas'.
This is a second order consequence. A direct consequence of loss of farming
land in coastal deltas may be a 'shortage of food'. This is a third order
consequence. A direct consequence of a shortage of food could be 'increased
food prices'. And so on. There are many more consequences not listed.
Top of page
|
