Turn the Lights Off Lee!

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Introduction

Turn the Lights Off Lee!

We All Use ElectricityWe All Use Electricity

Image 1. We All Use Electrictity. 

We use electricity everyday.

It gives us heat from a heater, light from a lamp

and baked food from an oven.

Without electricity you could not use this computer! 

Light BulbLight Bulb

Image 2 - Light Bulb.

Too much electricity use can make our Earth sad and sick.

Sad EarthSad Earth

Image 3 - Sick Earth.

This means we must TURN OFF the lights, TV and heater whenever we can to make our Earth happy and healthy again.

Lights OffLights Off

Image 4 - Switch Off.

Now let's find out what your task is...

Task

  

Hi Scientists!

Light BulbLight Bulb

Your task is to explore and discover how much electricity we use everyday and why we may need to use less.

light bulb 2light bulb 2

Follow the 6 simple steps and you will be taken on an electrifying journey!

light bulb 2light bulb 2

Are you switched on yet!? 

Bright IdeaBright Idea

Image 5 - Bright Idea.

Process

light bulb 2light bulb 2 

Step 1.

In groups of two or three watch this cartoon. One person can read the story out loud as you watch.

Hint: Feel free to pause the video if you need more time to read the words.

light bulb 2light bulb 2

Step 2.

On your own complete the Electric Personality Quiz. 

Click here

 www.kids.saveonenergy.ca/en/whats-my-electric-personality/personality_quiz.aspx

Log on to our Facebook Group and tell us your electric personality.

Q: Are there lots of different electric personalities in our group?

 

light bulb 2light bulb 2

Step 3.

Work in your groups again to create your own short video using Powtoon - www.powtoon.com.

Choose a theme:

'How to Save Electricity'

or

'What is Electricity?'

Hint: Have a look at these websites for some ideas. Please ask me if you need some help with Powtoon.

www.switchedonkids.org.uk

www.kidsenergyzone.com/videos/amandasvideo/

www.kids.saveonenergy.ca/en/index.html

Share your video in our Facebook Group when it's complete and comment on others that you like. (You can do this at home too.)

light bulb 2light bulb 2

Step 4.

Choose one or two 'electric' games to play and test your knowledge.

Click here www.kids.saveonenergy.ca/en/games/index.html

 

You're nearly done!

Note: You can complete steps 5 and 6 at home if you have run out of time (or energy!) 



light bulb 2light bulb 2

Step 5. 

Create a list in our Facebook Group of all the things you can think of that use electricity in one day of your life (Example: Television, Lights, Toaster).

Q1: Is the number big or small?

Q2: Were other lists similar?

Hint: Find some ideas here www.switchedonkids.org.uk/fun-and-learning/what-uses-most-electricity

light bulb 2light bulb 2

 Step 6. 

Click on the Earth below to see a map of how the world looks at night. Search for two different countries. 

Earth at NightEarth at Night

Q: Can you guess which country or city has the most lights on at night? Share your guess on the Facebook Group. 

Hint: Ask parents or guardians for some help.

Conclusion

Congratulations.

You have done an electrifying job!

light bulb 2light bulb 2

 

You should now feel like an Electricity Expert.

light bulb 2light bulb 2

So remember to switch your lights off and your mind on!

 

light bulb 2light bulb 2

Make sure you tell your friends and family to switch off too.

 

Keep Calm and Save ElectricityKeep Calm and Save Electricity

Image 6. Keep Calm and Save Electricity. 

 

Credits

References:

    • Boyle, C., Scriven, B., Durning, S. & Downes, C. (2011). Facilitating the learning of all students: the 'professional positive' of inclusive practice in Australian primary schools. British Journal of Learning Support. 26 (2), 72-78.

    • Coffman, T. (2013). Chapter 2: Setting up an activity: Tying good questions to objectives. In T. Coffman, Using Inquiry in the Classroom (pp.19-23). Rowman & Littlefield Education, UK.

    • Curriculum & Leadership Journal. (2011). Personalised learning revisited: is technology the answer? Retrieved from <http://www.curriculum.edu.au/leader/personalised_learning_revisited_is_technology_the,33058.html?issueID=12377>

    • Green, M. (2011). Chapter 8: An introduction to Information Communication Technology. In P. Driscoll, A. Lambirth & J. Roden, The Primary Curriculum: A creative approach (pp. 137-156). London, UK: SAGE Publications.

    • Hammerness, P. & Moore, M. (2012) Brain Think: Pay Attention, Be Vigilant, Tame the Frenzy. Retrieved from http://bigthink.com/experts-corner/brain-thyink-pay-atention-be-vigilant-tame-the-frenzy

    • Suzuki, D. (2007, September 10). Suzuki on science. . Retrieved from http://www.youtube.com/watch?feature=player_embedded&v=VIAj4IYTFiE

    Images:

    • Image 1. We All Use Electricity. Retrieved from <http://www.deir.qld.gov.au/electricalsafety/livingaroundelectricity/living-safely/activities/act1/>

    • Image 2. Light Bulb. Retrieved from <http://www.trimelectric.com/blog/bid/263040/An-Electrician-s-Guide-to-Choosing-the-Correct-Light-Bulb>

    • Image 3. Sick Earth. Retrieved from <http://www.dreamstime.com/royalty-free-stock-photography-sick-earth-image3341867>

    • Image 4. Switch Off. Retrieved from <http://monacoreporter.com/2014/03/27/earth-hour-one-hour-for-the-planet-switch-off/>

    • Image 5. Bright Idea. Retrieved from <http://markvanderpool.naiwe.com/3-mixed-metaphors-kill-your-cred/>

    • Image 6. Keep Calm and Save Electricity. Retrieved from <http://www.keepcalm-o-matic.co.uk/p/keep-calm-and-save-electricity-35/>

    Websites:

    • Amanda's Energy Saving Video. (2013). Retrieved from <http://vimeo.com/58395012>

    • Earth at Night. (2012). Retrieved from <https://earthbuilder.google.com/10446176163891957399-13737975182519107424-4/mapview/>

    • Kids Corner. (2007). Retrieved from <www.kids.saveonenergy.ca/en/index.html>

    • Science. (2014). Retrieved from <www.australiancurriculum.edu.au/science/Curriculum/F-10>

    • Switched on Kids. (2014). Retrieved from <www.switchedonkids.org.uk>

    Teacher's Page

    Turn the Lights Off Lee!

    Year Level: Year 2

    Discipline of Science: Earth and Space Sciences

    ANC Content Descriptions:

    • Science Understanding: Earth’s resources, including water, are used in a variety of ways (ACSSU032)
    • Science as a Human Endeavour: People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
    • Science Inquiry Skills: Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS038)

    Learning Objectives:

    • Students identify objects that use electricity in their everyday lives
    • Students explore and discover practical ways they can personally save electricity
    • Students develop a basic awareness of their connection to the environment and their responsibility to look after it
    • Students begin to see themselves in a global context when researching and participating online

    Student-Centred and 'Higher Order Thinking' Teaching Strategies Used:

    It is important to create lessons and resources that are inclusive to all students’ learning capabilities and diverse needs (Boyle, Scriven, Durning & Downes, 2011). Turn the Lights Off Lee uses appropriate teaching strategies, learning objectives and guidance from the ANC content descriptions to create a student-centred and age appropriate lesson. The interactive, playful and yet instructive design of the lesson is appropriate for year 2 students who are encouraged to work both independantly and collaboratively. Above all, this Webquest uses guided investigation to address the growing need to teach children how science can be used to deal with the ‘real life’ problems of the world (Suzuki, 2007).

    Direct instruction helps to ensure that all students to understand the task at hand in a clear and unambiguous way. This step by step approach helps younger students and those with learning difficulties to participate with confidence and support, as they are guided through their learning whilst also being placed at the centre. Students are given specifically chosen and easily accessable resources, which ensure that both the content and design is age appropriate (Coffman, 2013). This reflects content description (ACSIS038) of the ANC.

    Cognitive strategies promote independent thinking and deep learning, and can encourage an inclusive and student-centred classroom. Research shows that deep learning occurs when students make links to what they already know, and can create an understanding of the topic that has meaning to them (Hammerness & Moore, 2012). In this Webquest, this is achieved through prompting students to think about their own electricity use at home, and guided by first looking through the eyes of a relatable character, Lee. The knowledge students gain of the use of electricity reflects content description (ACSSU032) of the ANC.

    Personalised learning strategies ensure learning is student-centred and promotes higher order thinking. This is achieved through creating links between students own life experience and what they are learning (Abbey & Bayliss, 2012), supporting content description (ACSHE035) of the ANC. In this Webquest students are given opportunities to independantly research, are encouraged to create their personal connections to the content, as well as to share their journey with students, teachers and parents (Abbey & Bayliss, 2012). Encouraging a synthesis of school and the outside world ensures students are placed at the centre of their learning journeys (Curriculum & Leadership Journal, 2005). 

    It’s also important to remember that the presence of ICT in the classrooms requires a need for teachers and students to become aware of its’ social and global context, and the risks that may come with this (Green, 2011). This Webquest achieves this through making clear links between home and school, and the content itself which refers to the use of science and technology in a global context. Hence students are given a basic awareness of the responsibility and global context that comes with being a technology user.