The
following document outlines all materials required to facilitate a two to
three lesson micro unit or additionally, could be utilized as an
extension piece to a pre-existing unit which discusses either energy and
energy resources, or sustainability and carbon footprints. Both lessons
contain interactive and group components to encourage collaboration as
well as individual opportunities. An inquiry project spans both lessons
with opportunity for extension into a third lesson to facilitate a
gallery walk to present students’ culmination of learning.
Lessons are designed consecutively and thus required paper materials
(i.e. entrance ticket, sorting activity, etc.) are located directly after
the corresponding lesson. Additional materials (and optional materials)
are outlined within the lesson descriptions as well.
Energy powers nearly every facet of modern-day life and yet at the rate
we generate and consume energy, it is one of the most critical factors
which challenges sustainability. Developing energy literacy –
understanding the difference between resource types, where it comes from,
and how it transforms – is a fundamental first step for students to
critically evaluate resource availability, environmental stewardship, and
ultimately, their carbon footprint. By grounding abstract principles such
as these into relatable human habit, learners can develop an
understanding of energy beyond the idea of a phenomenon and instead
towards actionable environmental responsibility.
Highlighting this purpose, Lesson 1 establishes or reviews foundational
understanding of energy forms, transformations, and the distinction
between renewable and non-renewable resources. Students must first be
guided to explore how energy functions and where energy supplies
originate before they can fully comprehend climate issues and the
importance of making sustainable choices. By mastering this, learners
build upon their critical thinking skills to understand the physical
mechanics of modern energy technologies that exist and begin questioning
their own personal surface-level assumptions regarding “green” energy.
Lesson 2 continues on this topic to highlight the life-cycle and
multi-dimensional impacts of energy production and technologies. This
addresses the broader scope of sustainability trade-offs including
greenhouse gas emissions, critical mineral extraction, land management,
end-of-life waste, Indigenous ways of knowing and being, and common
misconceptions surrounding “green” technologies such as electric vehicles
(EVs). Learning through this life-cycle perspective is an important way
for students to evaluate energy systems beyond the
renewable/non-renewable perspectives and rather encourages learners to
analyze the environmental, social, economic, and cultural costs
associated with regional and global energies.