Introduction
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| We all use energy everyday, when we watch TV, have a shower, or travel in a car. Do you remember what energy is? Watch the video to remind yourself. |
[video:https://www.youtube.com/watch?v=8qGyD9Y7SJA align:center]
What is Energy? Studi Physics (Studi School, 2014)
| How do we get the energy which we use everyday? Your task in this WebQuest will be to investigate this question. |
Task
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Your task is to figure out which energy source PowerCorp, an energy company, should invest in. Work in groups of three, with one group member taking each of the following roles:
At the end of this task you should be able to:
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Process
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Answer these questions:
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Use these sites to find answers:
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Each group member should create a Prezi to show PowerCorp what they have found. The Prezi should show the energy sources that are available, their advantages and disadvantages, and which would be the best to invest in. View the Prezis made by the other members of your group and discuss:
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Evaluation
Use this rubric to assess your work. Add a slide to your Prezi showing your score for each of the criteria.
| 1 point | 2 points | 3 points | |
| A | Named 3 sources of energy | Described 4-5 sources of energy | Described 6 or more sources of energy in detail |
| B | Listed advantages and disadvantages of each energy source | Explained advantages and disadvantages of each energy source | Discussed advantages and disadvantages of each energy source |
| C | Chose an energy source as the best to use | Chose an energy source as the best to use and gave reasons | Compared chosen energy source with other energy sources |
Conclusion
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You have completed the Energy Sources WebQuest! Things to remember:
Reflection:
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Teacher Page
Issues surrounding energy supply and use are of great importance to society and will have a major impact on the lives of primary school students (Boylan, 2008). The Energy Sources WebQuest will allow Year 6 students to explore the impacts of various energy sources on society and the environment. Students will practice higher order thinking skills by considering the benefits and limitations of energy sources from different perspectives. The WebQuest should be completed over several lessons in order to give students time to explore the topic in depth. The following table shows the learning objectives which should be met at the end of the lesson as well as the relevant Australian Curriculum outcomes (ACARA, 2013). |
| Learning Objective | Strand: Sub-strand | Content Description |
| Describe several sources of energy in detail | Science Understanding: Physical Sciences | Energy from a variety of sources can be used to generate electricity (ACSSU219) |
| Compare the impact of various energy sources on society and the environment | Science as a Human Endeavour: Use and Influence of Science | Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100) |
| Find and interpret information from a number of online sources | Science Inquiry Skills: Planning and Conducting | With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103) |
Prior Knowledge/Skills Students should have an understanding of what energy is. The "What is Energy? Studi Physics" (2014) video will remind students of this understanding. This review of prior learning is necessary as students are likely to hold a variety of ideas about energy which may include misconceptions (Boylan, 2008). Students should also have a Prezi account and basic knowledge of how to use it to make a presentation. |
Teaching Strategies The Energy Sources WebQuest allows students to be actively involved in constructing a solution to a problem. This constitutes a student centred inquiry learning experience (Coffman, 2009). This approach will also allow students to practice the higher order thinking skills of analysis, synthesis and evaluation. The wide range of information available on the internet provides students with the opportunity to use these higher order thinking skills (Polly & Ausband, 2009). A WebQuest provides students with a structure which facilitates the use of these skills to access and interpret information. This WebQuest asks students to obtain information from a variety of sites, determine advantages and disadvantages of different energy sources, and decide which energy source is the most useful. In addition to this in depth exploration of the concepts, students are asked to evaluate the information from different perspectives. Students will form an argument from the point of view of a specific role. They will then discuss whether group members differ in their conclusions and try to reach a consensus. This will assist students in learning how to critically evaluate information. This WebQuest will allow students to practice using self assessment. Self assessment enables students to develop the important skill of reflecting on their learning (Black, Harrison, Lee, Marshall & William, 2004). In addition it ensures that students understand the criteria for successful learning. This is achieved in the WebQuest by making learning objectives explicit and providing students with a rubric to determine whether they have met these objectives. Peer feedback is also encouraged by asking group members to view each other’s presentations. |
References Ausgrid. (2013). Sources of electrical energy. Retrieved from http://learnelectricity.ausgrid.com.au/Common/For-Students-in-Years-7-a… Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013). Science: Foundation to year 10 curriculum. Retrieved from http://www.australiancurriculum.edu.au/science/Curriculum/F-10 Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9-21. Retrieved from http://www.asdk12.org/depts/science/elementary/documents/blackbox2.pdf Boylan, C. (2008). Exploring elementary students’ understanding of energy and climate change. International Electronic Journal of Elementary Education, 1(1),1-15. Coffman, T. (2009). Engaging students through inquiry-oriented learning and technology. Plymouth, United Kingdom: Rowman & Littlefield Education. Department of State Development, Business and Innovation. (2011). Energy and climate change. Retrieved from http://www.energyandresources.vic.gov.au/energy/education-and-training/… eSchooltoday. (2010). Non renewable energy. Retrieved from http://www.eschooltoday.com/energy/non-renewable-energy/what-is-non-ren… eSchooltoday. (2010). Renewable energy sources. Retrieved from http://www.eschooltoday.com/energy/renewable-energy/what-is-renewable-e… Polly, D., & Ausband, L. (2009). Developing higher-order thinking skills through WebQuests. Journal of Computing in Teacher Education, 26(1), 29-34. The University of Manchester. (2012). Energy and the environment. Retrieved from http://www.childrensuniversity.manchester.ac.uk/interactives/science/en… |