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Teacher’s Guide
Electricity Saving Activity Sheets
Introduction
The City of Cape Town is currently in the process of rolling out its Electricity Saving
Campaign (ESC), which is one of many electricity efficiency initiatives led by the City
directed at consumption reduction in domestic households. The reality is that South Africa
faces many years of electricity supply shortage, and rising prices. Using electricity more
efficiently is the cheapest, quickest and most environment-friendly way to tackle the power
shortage situation.
This Activity Sheet resource is designed to introduce you and your learners to electricity
saving in our schools, homes and communities. It will help learners to actively be taught
about and tackle electricity saving and environmental issues in the places that they live
and go to school. Its main aim is to help change the learners’ behavior regarding electricity
and electricity use.
Environmental Education is receiving much attention in both the formal and informal
sectors of education. It is important that educators know about environmental issues and
are empowered to teach learners about the environment and how to go about taking
action to deal with current problems.
Environmental Education
The Elements of Environmental Education (EE) include:
•
•
•
•
•
Focusing on the needs of society and the relevance of the environment to learners
at present, to their future needs, and to the needs of others.
Integrating social, economic, political, cultural and biophysical environmental
aspects. It therefore has a holistic approach.
Value orientation, behavior modification and critical thinking.
The integration of knowledge, skills and values.
Encouraging active learning and participation.
Recently, and because of agreement that our environmental crises are the result of
problems with modernity, educators have begun to move away from teaching
approaches that stress 'wildlife experience' or 'nature study' (i.e. teaching merely about the
scientific aspects of nature). Educators now prefer an approach that encourages learners
to understand and transform problem environments. It is in this sense that we now prefer to
speak of EE as education about and for the environment.
Teacher’s Guide
Ten years ago EE would have been equated with the environmental sciences, a field which
is dominated by the conventions and traditions of the scientific method. It is now seen as a
holistic field that draws from the tools of both the social and natural sciences. It is agreed
both locally and further abroad, that educators should adopt the approach that stresses
holism when addressing environmental issues. This means that planet Earth should be seen
as a super-organism consisting of interrelated and interdependent biophysical entities that
are undergoing continuous transformation.
Humans are located within a technologically-orientated sphere (techno-sphere), which in
turn is located within a broader social and biophysical environment (see figure 1). This
approach requires educators to encourage learners to think in terms of systems theory,
which sees the whole (the super-organism) as greater than the sum of its individual parts.
Positive actions in specific parts should work to the benefit of the whole. This form of
inclusive thinking encourages learners to develop associations between various
constituents (life-worlds) of a system and demands that learners develop proficiency in a
range of subject areas or disciplines.
Figure 1: Active learning within a systems thinking approach (O'Donoghue: 1995)
The majority of educators agree that EE is not a separate discipline. It is a systematic
process where learners are empowered to critique a problem in the environment through
direct experience and the communication of information. Learners are encouraged to
undertake practical activities that benefit the biophysical environment.
Environmental education requires that we learn about the environment (facts and general
knowledge), that we learn in the environment (practical fieldwork and skills based projects,
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out in an environmental context and looking at environmental issues) and that we learn to
take action for the environment (empowering us, changing our ideas, responding to issues
and behaviors towards the environment to promote sustainability). With this approach we
are able to gain the knowledge, skills and the understanding for taking action with regards
to environmental risks and issues (Job, 1996).
This Resource
These electricity saving Activity Sheets are designed to assist learners and educators in
learning about and engaging in electricity saving at the school, as well as at home and in
the community. The Activity Sheets have particular themes and purposes and are designed
for Grades 5,6 and 7.
Activity 1: Electricity: An Introduction
Activity 2: Electricity Use
Activity 3: Electricity Saving Awareness
Activity 4: Electricity Knowledge and Comprehension
Activity 5: Renewable Energy and Electricity Saving Recap
Themes and Outcomes of the Activity Sheets:
o Learners recognize the importance of electricity savings and its wider impact on the
planet and people.
o Learners understand practically the process of electricity saving and practice this in
their homes, schools and communities.
o Learners are able to teach others (peers, family, community) about electricity saving
techniques and their importance.
o Learners are able to evaluate their actions in terms of electricity use and saving.
o Learners participate in electricity saving practices in their homes, school and
community.
o Learners are able to propose further electricity saving practices and processes.
Use of this resource:
• These Activities have been developed in a phased approach beginning with
introductory components and moving on to more practical activities on electricity
saving.
• These Activity sheets have been designed for Grades 5,6 and 7 but can be started
earlier at Grade 4 level with a little more guidance from the educator.
• The Activity sheets have cross cutting subjects allowing for diversification.
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•
•
The Activity material is flexible, easily transferable, recognizes purpose and topics,
involves exploration, is open-ended (so that you can use it in whichever way suits
your planning), and is context based.
Each Activity has a time allocated to it, a specific subject linked to the CAPs, a
purpose and the activity. Some sheets have group work, a ‘Take it home’ and ‘Did
you know?’ section included.
Through these Activity Sheets learners should be able to:
1. Identify and solve problems in which responses display that responsible decisions,
using critical and creative thinking, have been made.
2. Work effectively with other as a member of a team, group, organization,
community.
3. Organize and manage oneself and one’s activities responsibly and effectively.
4. Collect, analyze, organize and critically evaluate information.
5. Communicate effectively using visual, mathematical and/or language skills in the
modes of oral and/or written presentation. Use science and technology effectively
and critically, showing responsibility towards the environmental and health of others.
6. Demonstrate an understanding of the world as a set of related systems by
encouraging that problem solving contexts do not exist in isolation.
Group Work Organization:
This resource relies heavily on Group Work. Classes need to be divided into
groups. Stronger learners need to be paired with those whose work is
weaker. Each learner should be given a different responsibility according to
the names of the parts of the body (as shown below).
Heart:
The leader, organizer, caring for the needs and progress of the group. This
person leads and communicates with the group to make sure that all are
involved in the Activity.
Hands:
This is the scribe, score keeper or record keeper.
Feet:
This person fetches notes and worksheets, brings the worksheets to the
teacher once completed and moves on behalf of others in the group.
Eyes:
This person checks that the worksheets are completed, checks that the
group is undertaking its task and looks out for the needs of others and for
disruptive behavior.
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Note:
• It is best to work in groups of 4.
• Duties can be rotated for each Activity.
Structure of the resource:
This resource has been structured in such a way that the educator can easily follow the
activity and teacher specific instructions whilst referencing the actual information being
given to learners.
The Process of Peer Evaluation:
The process of peer evaluation is an important one. It assists learners to look critically at
each other’s work and to make comments and learn from the work of their fellow class
mates. Specific criteria for assessment and evaluation have been provided in this
document so that the process is fair and equitable and so that the learners understand
what is expected of them.
The process of peer review has a number of positive outcomes for learning, including
offering students the opportunity to receive feedback on the strengths and weaknesses of
their work, promoting active learning, building the classroom community, reducing the
teacher's feedback workload and teaching students to critically analyze their own work
and the work of others.
Below are the symbols or rating scales for Grades R – 9 according to the National CAPs.
These can be used during the activity assessment process to allow for consistency.
RATING CODE
7
6
5
4
3
2
1
DESCRIPTION OF
COMPETENCE
Outstanding achievement
Meritorious achievement
Substantial achievement
Adequate achievement
Moderate achievement
Elementary achievement
Not achieved
DESCRIPTION OF
COMPETENCE
80 - 100
70 - 79
60 - 69
50 - 59
40 - 49
30 - 39
0 - 29
Note that in some schools this rating scale my only be in use from Grade 7 onwards.
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Phases of the Activity Progression:
You will see that the Activity sheets have been designed in a phased approach:
Actualization
of
Existing Knowledge
Class Activity
Assessment Teacher’s Guide
Introduction
Discuss what learners
already know about
the Activity sheet
topic.
Discuss the facts and
information around
the topic.
Strategy
Teaching in front of
the class. Interacting
with the learners
Media and Materials
Teacher’s Guide
Progression
Learners
complete
the activity through
research
and
enquiry.
They
discuss
the
questions provided in
groups
Strategy
Group and Individual
Work
Media and Materials
Activity Sheet
Conclusion
Have the outcomes
or purpose of the
Activity sheet been
met
by
each
learner?
Strategy
Pupils peer review
each other’s work.
Educator assists and
in some cases marks
the Activity sheet
Media and Materials
Activity Sheets and
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Overview of Electricity Saving, Society and the Environment:
Information for the Educator This section provides you with an overview of some key environmental concepts and
information so that you understand the background to the activities in this resource.
Sustainable Development
Sustainable Development (SD) is a pattern of resource use that aims to meet human needs
while preserving the environment so that these needs can be met not only in the present,
but also for generations to come. This term was used by the Brundtland Commission which
coined what has become the most often-quoted definition of sustainable development:
Development that "meets the needs of the present without compromising the ability of
future generations to meet their own needs." Sustainable development ties together
concern for the carrying capacity of natural systems with the social challenges facing
humans.
The field of sustainable development can be broken into three
parts: environmental sustainability, economic sustainability and social sustainability which
all sit within each other’s sphere of influence like an egg- often referred to as the
“sustainability egg”.(wikipaedia.org)
Figure 2: Sustainable Development represented graphically- the “sustainability egg”.
Source: http://www.wikipaedia.org
The Need to Conserve Electricity
Every year, we use more electricity than we did the year before. In fact, the amount of
electricity South Africans use has doubled about every 20 years. All of that electricity adds
Teacher’s Guide
up, and much of it is wasted by using too much or not using it wisely. There are
environmental, economic and social reasons why we need to save electricity.
Environmental:
One of the key environmental reasons for saving electricity is the need to slow down global
climate change. Climate change refers to an average increase in the Earth's temperature,
which in turn causes changes in climate. A warmer Earth may lead to changes in rainfall
patterns, a rise in sea level, and a wide range of impacts on plants, wildlife, and humans.
When scientists talk about the issue of climate change, their concern is about climate
change caused by human activities such as the generation of electricity through burning
fossil fuels such as coal. Pollution such as mercury and toxic sludge from coal fueled
electricity generation is also affecting the natural environment. Fossil fuels such as coal are
also a non-renewable source of electricity. Once it has been used up there will be no more
fuel available for electricity generation in this way. Saving electricity reduces the need for
polluting power generation.
Economic and Social:
Electricity costs money and the price of electricity is continually increasing. Saving
electricity saves money for the household, school and community and ensures that there is
a continued supply for current and future generations. Current coal fired electricity
generation processes emit a number of harmful toxins and pollutants into the environment.
This causes both death and disease for communities living near to electricity generation
stations and to those whose water, air and soil is affected by these polluting chemicals. The
wasting of electricity has also meant that there have been a number of power cuts and
blackouts which have left communities without electricity for a number of hours. Not only
has this impacted on productivity, but it has cost the South African economy billions. The
demand for electricity due to industrial development and our large population has
outweighed the supply. Electricity saving can assist in reducing the load on the electricity
generation system.
Notes:
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Activity Sheet 1
Electricity: An Introduction
Key words and definitions used in this section
Electricity - A form of electricity from the movement of electrons from one
element to another producing a charge.
Fossil fuels- A hydrocarbon deposit, such as petroleum, coal, or natural gas, derived from
living matter of a previous geologic time and used for fuel.
Grid - The power highways for electricity, including substations and large power lines.
Kinetic energy- The kinetic energy of an object is the energy which it possesses due to its
motion.
Non- renewable resource- a natural resource which cannot be produced, grown,
generated, or used on a scale which can sustain its consumption rate, once used there is
no more remaining.
Potential energy- The energy stored in a body or in a system due to its position in a force
field or due to its configuration.
Transmission-the bulk transfer of electrical energy, from generating power plants to
substations located near population centers via powerlines.
More resources on this topic
Wikipedia- electricity generation definition
http://en.wikipedia.org/wiki/Electricity_generation
Eskom: How is electricity generated
http://www.eskom.co.za/live/content.php?Item_ID=5625
How is electricity transmitted
http://www.eskom.co.za/live/content.php?Item_ID=5606
How is electricity distributed
http://www.eskom.co.za/live/content.php?Item_ID=5607
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Eskom schoolyard site
http://www.eskom.co.za/live/content.php?Category_ID=116
Kids.Net.Au - Encyclopedia > Electricity generation
www.encyclopedia.kids.net.au/page/el/Electricity_generation
EIA Energy Kids - Electricity
www.eia.doe.gov/kids/energyfacts/sources/electricity.
Just for Kids - Electricity Generation
www.entergy.apogee.net/kids/?ver=kkblue&utilid=entergy&id=16199
Electricity For Kids | eHow.com
www.ehow.com/electricity-for-kids
Renewable Energy - Solar Energy - Electricity Generation ...
www.mercury.co.nz/education/education...solarelectricity.asp
Electricity for kids... and everyone else:
www.explainthatstuff.com/electricity.html
Kids Korner - Electricity Generation
www.coweta.apogee.net/kids/?ver=kkblue&utilid=coweta&id=16199
Books
Ward, S. 2002. The New Energy Book: for Urban Development in South Africa. Sustainable
Energy Africa.
Teacher’s Notes:
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ACTIVITY 1A: COAL FIRED ELECTRICTY GENERATION
Subject: Science and Technology
Time Allocated: 2 weeks
Purpose: By the end of this Activity the learner should be able to understand how coal fired
electricity is made and recognize the importance of electricity saving and its wider impact
on the planet and people.
Activity Instructions:
1. Present the ‘Electricity Facts 1A’ introduction to the class through a session
of teaching and interaction.
Electricity Facts 1A
Everything that happens in the world uses energy of one kind or another. Although
there are many kinds of energy in the world, they all fall into two broad categories:
potential energy and kinetic energy. When energy is stored up and waiting to do
things, we call it potential energy. When stored energy is being used to do
something, we call it kinetic energy; "kinetic" means movement and, generally,
when stored energy is being used up, it is making things move or happen.
The energy we use in our daily lives falls into three broad categories: the food we
eat to keep our bodies going, the electricity we use in our homes, and the fuel we
put in our vehicles. Heat is one of the most familiar kinds of energy in our world. By
using the heat created by coal we can produce electricity. This is used to power our
homes, factories, cities and schools. Coal (fossil fuel) fired power stations are
currently the most popular way to generate electricity.
The trouble with fossil fuels is that we are using them far more quickly than we are
creating them. Another problem is that burning fossil fuels creates a gas called
carbon dioxide that is building up in the Earth's atmosphere and causing a problem
known as climate change.
2. Ask learner to look at the picture of the process of making electricity from coal (
figure 3) and read about the process of making this electricity in the paragraph
below that. Ask them to read the paragraph on “Making electricity from coal”
and then discuss the questions as a group. Mention to learners that about 20% of
the electricity created is lost during transmission through the power lines. Try and
organize a class visit to Koeberg nuclear power station or to the old Athlone coal
fired power station.
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2
3
1
4
5
6
Figure 3: The process of making electricity from coal.
Making Electricity from Coal:
1. Coal is mined from the ground and taken to the power station. It is broken down
into a powder.
2. This powdered coal is fed into a boiler and burned at around 1400ºC.
3. Surrounding the walls of this boiler are pipes filled with water.
4. The heat turns this water into steam. This steam passes through a turbine (like a
large fan). The steam causes the turbine to spin very fast. This creates a magnet
effect.
5. This pushes an electric current through wire coils and out of the power station
through power lines.
6. These lines bring the electricity to our houses and other buildings via transmission.
(Source: http://www.uky.edu/KGS/coal)
You can explain that this is a popular and somewhat effective way of producing electricity
but causes pollution of the environment as noxious gasses and carbon is emitted into the
atmosphere.
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It causes serious environmental pollution problems which affect people’s health and well
being. Mercury, sulphur and toxic sludge are the waste products of this process. Carbon
dioxide produced from these power stations is also causing climate change which is
negatively affecting weather patterns, food production, people and animals. Coal is also a
non-renewable source which means that once it has been used up there is no more left to
power these stations.
Saving electricity will help us reduce the pollution and the impact on people and the
environment.
Do you know that almost all of
our electricity is generated in
Mpumalanga- some 2000 km
away in the North of South
Africa? We used to have a coal
fired power station in Athlone
here in Cape Town. It is not used
anymore but the health effects
of this power station are still a
problem for many people who
worked at the power station or
lived near-by. Some of our
electricity is also created at the
Koeberg power station. This is a
nuclear power station and
creates electricity by splitting atoms
waste which is very poisonous.
Facts about the Athlone Coal fired power station
Athlone Power Station is a decommissioned coal-fired power
station in Athlone, Cape Town, South Africa. The power
station was commissioned in 1962 with 6 turbines with a
nominal capacity of 180 megawatts, and was operated by
the City of Cape Town. In 2003, generation was stopped,
currently the site is in the process of being decommissioned.
Athlone is the last coal-fired power station still standing in
Cape Town; the others, in the city centre and Salt River,
were demolished in the 1980s and 1990s. The station's two
cooling towers were demolished in August 2010.
Source:
http://en.wikipedia.org/wiki/Athlone_Power_Station
in a nuclear reactor. This unfortunately creates nuclear
Group Work:
In groups have the learners discuss the following questions:
•
• What do you think the alternatives to coal fired electricity production
are? Think about other ways electricity is made.
Do you think we could have a future without coal fired electricity production?
Take it Home:
Encourage learners to do the following:
•
•
Search for and read newspaper, magazine and internet articles on the health and
environmental problem associated with coal fired power stations, and cut them out.
Ask your parents, grandparents or someone you know if they remember the Athlone
power station.
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ACTIVITY 1B: FUTURE ELECTRICITY USE
Subject: Mathematics
Time Allocated: 1 week
Purpose: By the end of this Activity the learner should be able to recognize, interpret and
draw conclusions from the bar graph. He or she should also be able to recognize the
importance of electricity savings and its wider impact on the planet and people.
Activity Instructions:
1.
Present the ‘Electricity Facts 1B’ introduction to the class through a
session of teaching and interaction.
Electricity Facts 1B
Around 80 percent of the electricity we use on Earth today comes from fossil fuels,
but that cannot continue much longer. Fossil fuels will run out sooner or later and,
even if they last longer than expected, they could make global climate change run
out of control.
Technologically advanced societies have become increasingly dependent on
external electricity sources for transportation, the production of many
manufactured goods, and the delivery of electricity services. This electricity allows
people who can afford the cost to live under otherwise unfavorable climatic
conditions through the use of heating, ventilation, and/or air conditioning. Coal’s
share of world electricity use has increased sharply over the past few years, largely
because of strong increases in coal use in China, which has nearly doubled since
2000.
The absence of national policies and/or binding international agreements that
would limit or reduce greenhouse gas emissions, world coal consumption is
projected to increase. This will cause an increase in carbon dioxide, one of the main
drivers of climate change. World carbon dioxide emissions is expected to continue
to increase rapidly from 28.1 billion metric tons in 2005 to 34.3 billion metric tons in
2015 and 42.3 billion metric tons in 2030—an increase of 51 percent.
http://www.eia.doe.gov/oiaf/ieo/world.html
http://en.wikipedia.org/wiki/Electricity_development
http://redgreenandblue.org
2. A bar graph has been given to the learners in the Activity sheet as Figue 4. It shows past
and future (predicted) world electricity use between the years 2007 to 2035.
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3. Learners are to answer the questions provided. The answers to these questions are
provided for you in this Teacher’s Guide, in bold.
Figure 4: Future world electricity use scenario
Exercise:
Have the learners complete the questions below, have them look at the
graph above and explain that the bottom of the bar graph shows the year.
(For future grades: This is called the ‘x axis’). And that the left hand side of
the graph shows the amount of electricity used in units. (For future grades: This is called the
‘y axis’). Pretend that 1 unit – 1 Terawatthour ( 1 trillion watthours) Do you note that
electricity consumption is going up as the years progress?
Questions:
1. What is the next number in this sequence: 2020; 2025; 2030; __20 35 ______
2. How much electricity is expected to be used in the year 2020? 6 0 0 u n its _____
3. How much more electricity is used in the year 2035 than will be used in the year
2020? (Clue: Use subtraction skills). ______20 0 u n its ______
4. If 100 more units of electricity were added to the year 2035’s electricity use, how
much electricity would be used in that year? ____9 0 0 u n its __________
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5. What would happen if the population in 2020 halved and what would the electricity
use be? ( Clue: divide the amount of electricity to be used in the year 2020 by 2)
______3 0 0 u n its _____
6. If the amount of electricity used in year 2020 was to be 600 and the amount of
electricity increased by 100 every 5 years, what would the amount of electricity used
be in 2040? (Do not look at the bar graph to answer this question. It is an
independent word problem) ____110 0 u n its _____
Group Work:
In groups have the learners discuss the following questions:
• Why is future electricity use expected to be so high (tip: think about
development, population sizes, etc.)?
•
Do you think that the world can handle this much electricity use and what do think
would happen to the world if we were to use so much electricity in the future?
Take it Home:
Encourage learners to
•
tell their parents, relatives and community about what they have learnt about the
future of electricity use during this Activity.
Teacher’s Notes:
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Did you know?
Hot water accounts for almost 40% of your electricity bill. You can
safely turn your geyser temperature down to 60°C and save up to
5% on your electricity bill.
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Activity 2
Electricity Use
Key words and definitions used in this section
Kilowatt (kW) - A unit for measuring electrical electricity.
• 1,000 watts = 1 kilowatt.
Kilowatt Hour (kWh) - The use of 1,000 watts of electricity for one full hour.
• 1 kWh = ten 100 watt bulbs all burning at the same time for one hour.
• 10 bulbs x 100 watts each x 1 hour = 1,000 watts hours or 1kWh.
Megawatt - One million watts, or 1,000 kW.
Meter - An instrument that records or regulates the amount of something passing through it,
like electricity, water, or gas.
Watt - A unit for measuring electric power.
• 1 Kilowatt = 1000 watts. 1 Megawatt = 1,000,000 watts.
More resources on this topic
Wikipedia- electricity generation definition
http://en.wikipedia.org/wiki/Electricity_generation
EIA Energy Kids - Electricity
http://www.eia.gov/kids/energyfacts/sources/electricity
Electricity for kids... and everyone else
http://www.explainthatstuff.com/electricity
The Power Kids - Glossary - Choptank Electric Cooperative
http://www.choptankelectric.com/kids/glossary
City of Cape Town’s Global Change - Green Audit Toolkit.
http://www.capetown.gov.za/en/EnvironmentalResourceManagement/yes/YESEduNet/Do
cuments/Green%20Audit%20Toolkit_Learners%20Booklet_01_2009.pdf
Eskom Energy Calculator
http://www.eskomidm.co.za/powerCalculator/?q=energy_calculator
Eskom Comprehensive Energy audit
http://www.eskomidm.co.za/?q=user/register
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ACTIVITY 2A: UNDERSTANDING ELECTRICITY CONSUMPTION AND ASSOCIATING A COST TO
THIS UTILITY
Subject: Mathematics, Human and Social Sciences
Time Allocated for the Activity: 1 week
Purpose: By the end of this Activity the learner should be able to understand the concept
of consumption and that one pays for electricity consumption, as well as making the
linkage with the need to save electricity.
Activity Instructions:
1.
In preparation for the lesson have learners bring along an electricity
bill or a prepaid electricity token slip for use in class.
2. With the bill or slip in front of them explain the concept of a Kilowatt Hour and how it is
measured using the facts below.
Measuring electric power
Watt - A unit for measuring electric power.
Kilowatt (kW) - A unit for measuring electrical electricity.
1,000 watts = 1 kilowatt= 1 unit
Kilowatt Hour (kWh) - The use of 1,000 watts of electricity for one full hour.
• 1 kWh = ten 100 watt bulbs all burning at the same time for one hour.
• 10 bulbs x 100 watts each x 1 hour = 1,000 watts hours or 1kWh.
Exercise:
Have students look at the example of a bill or prepaid slip that they have in
front of them, identifying aspects such as the account number, the units
consumed and total amount of money due. Have them do this in
conjunction with reading the information on their Activity sheet, for guidance.
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1
Account Number
Total Due
1
Shows a domestic electricity bill for a resident in Cape Town. Everyone has their own unique account
number and is charged for their use of electricity. The table below the bill shows how much you are
charged for the service and for the electricity. This is shown in Rands and cents. Where electricity use
does not go over 400 kWh per month (on average), you will receive a free basic amount of
electricity up to 50 kWh. This brings the total electricity received up to a maximum of 450 kWh per
month. If you use more than 400 kWh per month (on average), then the free electricity amount will
not be available to you. This average of 400 kWh per month is an average measured over twelve
months. If you use a prepaid meter you do not receive the free basic allocation in months in which
you do not buy electricity unless this is especially claimed at your local shop.
2
Unique Number code
2
Shows a prepaid meter and an example of the slip that is given to you when you buy electricity from
the shops. It has a number code on it. Each number code is unique. You type these numbers onto
the keypad on the prepaid meter and your meter is charged with the amount of electricity that you
have bought. This is a good way of keeping track of how much electricity you use.
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ACTIVITY 2B: CLASSROOM ELECTRICTY AUDIT
Subject: Mathematics, Human and Social Sciences
Time Allocated for the Activity: 1 week
Purpose: By the end of this Activity the learner should be able to evaluate their own actions
in terms of electricity use and saving and understand why electricity saving is important.
Activity Instructions:
1.
Before you start the Activity ask the learners what they know about
electricity and the need to conserve it. Ask them what they know about
the environment and health with regards to electricity saving. Write all the information
that the students know on one side of the black board or on one half of a piece of
paper. On the other half of the blackboard or the paper, write down what they do not
know or would like to know. Present the ‘Electricity Facts 2B’ introduction to the class
through a session of teaching and interaction. Make sure that you understand the key
concepts of this section before you begin with the lesson.
Look out for the City of Cape Town’s Global Change - Green
Audit Toolkit.
http://www.capetown.gov.za/en/EnvironmentalResourceMana
gement/yes/YESEduNet/Documents/Green%20Audit%20Toolkit_
Learners%20Booklet_01_2009.pdf
Electricity Facts 2B
Use the information you have learnt in this Teacher’s Guide on sustainable
development and the environmental, social and economic need to save
electricity. You are welcome to add more information to the lesson from books or
articles that you may have read on the topic. More detailed information will be
given to learners in later worksheets. This is just an introduction.
Teacher’s Guide
21
Exercise:
Arrange the learners in groups of 4. They must organize themselves and
identify each person’s responsibility ito “head” , “heart”, “hands” and “feet”
and remember to record the results of the audit on the worksheet. Learners
are to walk around the classroom/ venue/ hall/ passage/ office and answer the
questions. Some questions will need your assistance in answering as access to this
information may be something only a staff member can do.
The Electricity Audit questions provided are as follows (each learner will have these on their
worksheets). They can fill the answers in on the worksheets in the spaces provided:
Electricity Audit:
• What items use electricity in the room?
__________________________________________________________________________________
__________________________________________________________________________________
•
Count how many of the following items are present in the room
Old
fashioned
bulbs
CFLs
Fans/
air
conditioners
North
facing
windows
Computers, Printers
and Photocopiers
Heaters
other
Room
•
How many hours is the room used each week?
__________________________________________________________________________________
•
Does the room have insulation in the walls and ceiling?
__________________________________________________________________________________
•
Are there overhangs over the windows to shade windows from the sun in warm
weather, and allow the slanted rays of the sun in winter to enter?
__________________________________________________________________________________
•
What kind of heating system is used in the room?
__________________________________________________________________________________
•
What kind of cooling system is used in the room?
__________________________________________________________________________________
•
What kind of lighting is used in the room (CFLs, incandescent lights, florescent lights)?
Teacher’s Guide
22
__________________________________________________________________________________
•
Does the room make use of natural lighting, i.e. could you turn the lights off and still
work there?
__________________________________________________________________________________
•
Does the room make use of natural airflow for cooling or does it rely on air
conditioning or a fan?
__________________________________________________________________________________
•
Do you think you could do without any of these items i.e. lights, aircon?
__________________________________________________________________________________
•
Do you think you could save electricity by not having these items?
__________________________________________________________________________________
•
Are there ways in which you can save electricity in the room? What are they? Write
them down.
__________________________________________________________________________________
Note: The Activity is complete when the learner has completed the audit accurately,
analyzed the data and participated fully in the group discussion
Group Work:
After the audit has been completed and the learners are sitting back in their
groups they will need to discuss the following questions:
•
•
•
Why do you think it is important to know how much electricity we use?
What do you think electricity use at the school will look like in the future?
How do you think the school can improve its electricity saving?
Learners can either just discuss these questions or write down the answers in their
workbooks.
Take it Home:
Learners are to be encouraged to
•
Undertake an electricity audit of their homes. They can use the same questions that
they used in this electricity audit to investigate the amount of electricity used in their
homes.
Teacher’s Guide
23
ACTIVITY 2C ELECTRICITY USE
Subject: Science and Technology
Time Allocated: 1 Week
Purpose: By the end of this Activity the learner should be able to evaluate their actions in
terms of electricity use and saving.
Activity Instructions:
1.
Present the ‘Electricity Facts 2C’ introduction to the class through a
session of teaching and interaction.
Electricity Facts 2C
Different appliances and day to day items that we use in our homes and schools use
different amounts of electricity. The way that we use these items also affects their
electricity use (for example leaving the fridge door open or overloading the washing
machine will use more electricity).
There are a number of appliances and other items such as light bulbs that are electricity
efficient. Compact fluorescent lamps (CFLs) or electricity-saving light bulbs use up to 80%
less electricity than incandescent light bulbs to produce the same amount of light, and
they can last up to 10 times longer!
Different models of appliance also use different amounts of electricity. It is important for
learners to understand that they and their parents have a choice in what appliance they
buy and use. They also have a choice as to how they use these appliances and they
have a responsibility to use the appliances wisely. One should never overload the fridge
or the washing machine as this can cause the appliance to use extra electricity to
function.
After switching off your television, computer, DVD and CD players with the remote
control, many of them continue to use electricity. To reduce standby power, turn off these
appliances at the wall socket.
It is also important to be aware of what appliances tend to use more electricity than
others. Appliances that create or remove heat use the most electricity. These include
stoves, heaters, microwaves, fridges and freezers
http://www.savingelectricity.org.za
http://women-tipsandnews.blogspot.com/2010/08/6-electricity-saving-tips-did-youknow.html
Teacher’s Guide
24
Exercise:
Learners must match up Column 1 with the correct number of watts that
the item uses in Column 2. An example has been provided for them. The
answers are provided for you, the educator, here.
Column 1
Teacher’s Guide
Column 2
Clue
25
Group Work:
Encourage learners to read the ‘Did you know’ section on the Activity Sheet.
In groups ask the learners to swop their worksheet with the person sitting on
their left. They are to then mark that person’s Activity sheet. Read out the answers to the
class. Ask them to give their class mate a mark out of 6.
Discuss the following questions with the class:
•
•
•
•
Were you surprised at how much electricity some things use?
Efficient appliances are usually more expensive to buy than less efficient models, but
the life cycle cost of efficient appliances is usually much less than the less expensive
models. Do you think it is worth spending money on electricity saving appliances
now so that you save money in the future?
Do you think that the government should pass a law that all appliances should carry
labels telling us how much electricity they use? Why?
Do you practice electricity saving at home? Tell the group how?
Take it Home:
Encourage learners to do the following:
Walk around your house and see how many of the appliances in your home are electricity
efficient. Some have labels telling you how much electricity they use. Look out for these
labels and write down how much electricity each appliance uses. Think about this
consumption as a whole and think of ways you could save by not using these appliances.
•
How many of the appliances in your home are on ‘stand-by’
mode.
Did you know?
Even after switching off your television, computer,
DVD and CD players with the remote control,
many of them continue to use electricity. To
reduce standby power, turn off these appliances
at the wall socket.
Teacher’s Guide
26
Fun exercise for learners to work out how much electricity their bedside
lamp uses in a month
•
•
•
•
•
•
•
Look at the type of lightbulb you have.
Remember from class that a CFL lighbulb uses 18 watts and an old fashioned
lighbulb uses 60 watts.
Work out how many hours you use the light a day.
Multiply this by 30 to find out how many hours it is on per month.
Take the Wattage and multiply this by the hours used per month ÷ 1000
This would equal the monthly Kilowatt-hour (kWh) consumption
You can then calculate the monthly cost to run the light by multiplying the kWh per
month by the current tarriff per kWh consumed (ask your caregiver to help you
here).
Having done this, if you have an old fashioned lightbulb, why not consider replacing it with
a CFL when it breaks as they use less electricity?
Did you know?
•
•
Compact fluorescent lamps (CFLs) or electricitysaving light bulbs use up to 80% less electricity
than incandescent light bulbs to produce the
same amount of light, and they can last up to 10
times longer!
Remember: Broken CFL’s should be picked up
using gloves and must be disposed of properly, in
a special bin – not your household waste that
goes to landfill, see
http://www.capetown.gov.za/solidwaste for a list
of disposal sites in your area.
Tell your parents, relatives and community about what you have learnt about
appliances and their use of electricity during this Activity.
Teacher’s Guide
27
Activity Sheet 3
Electricity Saving Awareness
Key words and definitions used in this section
Awareness- the state or ability to perceive, to feel, or to be conscious of
events, objects or sensory patterns
Blackout - The total loss of electric power supplied by the electric company.
Climate Change: A change in the temperature of the earth’s atmosphere that causes a
change in climate patterns such as rain cycles.
Global warming-increase in the average temperature of the Earth’s surface.
Pollution- the introduction of contaminants into a natural environment that causes
instability, disorder, harm or discomfort to the ecosystem i.e. physical systems or living
organisms.
Wastage- loss, decrease, or destruction of something (as by use, decay, erosion, or
leakage); especially : wasteful or avoidable loss of something valuable.
Useful resources
The City of Cape Town’s electricity Savings Campaign
http://www.savingelectricity.org.za
eThekwini Municipality’s Electricity Savings Campaign
http://www.durban.gov.za/durban/government/energy/saving
The 49M Initiative
http://www.49million.co.za/about-49-million.aspx
Eskom school yard
http://www.eskom.co.za/c/article/293/school-yard/
Teacher’s Guide
28
ACTIVITY 3A: ELECTRICITY SAVING ARTICLE/ADVERT/ POSTER/ PLACARD
Subjects: Home Language, Life Skills
Time Allocated: 1 Week
Purpose: By the end of this activity the learner should be able to teach others about
electricity saving techniques and their importance. He or she should also be able to show
their ability to communicate confidently and effectively in their home language by
developing an appropriate creative medium.
Activity Instructions:
1.
Present the ‘Electricity Facts 3A’ introduction to the class through a
session of teaching and interaction.
Electricity Facts 3A
Electricity saving awareness is important. People need to be informed about the effect of
electricity wastage on our environment, economy and people. People also need to be
made aware of how they can save electricity in their homes and communities. Many
people are unaware that we face electricity shortages and that we are wasting money
by wasting electricity. People are also unaware of the pollution that is caused by creating
fossil fuel based electricity.
Part of being a responsible citizen is that we inform others and share the knowledge that
we have gained, in this case, about the environment, people’s health and saving money
through saving electricity.
The TV, newspaper and magazines are a powerful way to get the message of electricity
awareness out to the public. Ask learners if they have seen the Power Alert message on
TV. Green status means that all is well but consumers need to continue using electricity
carefully and switch off all non essential appliances. Orange status means that there is
strain on the electricity supply and all non essential appliances must be switched off (such
as dish washers and washing machines). Red status means that there is a significant strain
on the electricity supply and all additional appliances must be switched off (for example
stoves and kettles). Go to http://www.eskom.co.za for more information.
Teacher’s Guide
29
Exercise:
Ask learners to bring old newspaper and magazine to class. Ask them to
find examples of electricity saving awareness posters, advertisements and
articles. They must study these clippings to get ideas for the next part of the
activity. An example has been provided on the Activity Sheets (and is included below).
The learners may choose 1 of the activities given here:
Develop and awareness raising and educational advertisement that lets the public
know about electricity use in their homes and communities. The advert should be the
size of 1 full page (A4) and should be informative and attractive to people who
might see it.
OR
Write a 3 paragraph article (with an introduction, body, and conclusion) about
electricity saving in your school or community for placement in the school
newspaper. Use the knowledge that you have already gained so far. Also research
some new facts about this topic.
OR
Design an informative poster or placard around energy saving for placement in your
school or home, the placard can be on one tip or a lot of tips.
Example of a newspaper advertisement
Teacher’s Guide
30
Example of a poster
Run through the following points as a guide for the learners for structuring their creative
piece ( poster, advert, article).
Mark this column with an ‘X’ if you have included this suggestion
Ensure that you include information about saving and why it is important.
X
Make sure that there is a clear heading to your work and make sure this is
underlined.
Make sure that paragraphs have a topic sentence (a sentence that
introduces the paragraph).
Make sure that you have good sentence construction.
Make sure that your spelling, grammar, and punctuation (commas, full
stops, capital letters at the beginning of a sentence and for proper nouns
etc.) are correct. Make sure that all your facts and information is correct.
Provide a short reference list showing the source from which you got your
information.
Provide contact information in case your reader would like to receive
further information on electricity saving.
Teacher’s Guide
31
Group Work:
In their groups learners must look at each other’s work and say what they like
about it. Are all the things to look out for under point 4 above included?
Would they read the advertisement or article, or look at the poster if they saw it in a
newspaper or magazine or posted on the wall? How could it be improved?
The class must then discuss the following question:
• Do you think public education on electricity saving is important? Do you think there
should be more television, newspaper and magazine programmes about electricity
saving?
Take it Home:
Encourage the learners to stick up a copy of their advertisement, poster or
article in their home or community for other people to read so that they know
more about electricity saving and why it is important. Encourage learners to submit their
articles to the school and local newspapers, WESSA or the City’s Yes programme.
Contact details:
WESSA (Wildlife and Environment Society of South Africa.)
31 The Sanctuary, off Pollsmoor Road. Kirstenhof, 7945
Tel +27 (021) 7011397
Fax +27 (021) 7011399
Email: admin@wessa.co.za
http://www.wessa.org.za/index.php/WC/Western-Cape.html
WESSA’s Envirokids publication
http://www.wessa.org.za/index.php/Publications/Envirokids.html
Youth Environmental School (YES) Programme
Ms Lindie Buirski
Tel: +27 (0)21 487 2839
Fax: +27 (0)21 487 2255
E-mail: lindie.buirski@capetown.gov.za
http://www.capetown.gov.za/en/EnvironmentalResourceManagement/y
es/Pages/default.aspx
Teacher’s Guide
32
ACTIVITY 3B: SCHOOL ELECTRICITY ALERT
Subjects: Life Skills (Creative Arts), Home Language
Time Allocated: 2 weeks (to prepare for the ‘School Electricity Alert’ skits)
Purpose: By the end of this activity the learner should be able to teach others about
electricity saving techniques and their importance. He or she should also have gained the
skills and needed to communicate well in their home language and present a dramatic
performance.
Activity Instructions:
1.
Present the ‘Electricity Facts 3B’ introduction to the class through a
session of teaching and interaction.
Electricity Facts 3B
There are a number of ways that one can save electricity.
•
•
•
•
•
•
Use an electric kettle to boil water, not a sauce pan or a microwave.
Try not to install multiple lights (lamps or lighting fixtures) on a single switch.
Above all, turn lights off whenever possible because, they use electricity while
they burn.
Clean your lamps and bulbs regularly, because dirt decreases the amount of
light given out.
Never overload the washing machine. Overloading will reduce the cleaning
action.
The oil filled heater is the safest type of heater for the bedroom. A thermostat
control switches the unit on and off as required, but to save electricity, only
use on the lowest comfortable setting.
Insulating the ceiling helps make a home a comfortable electricity efficient
place. As much as 50% of heat losses in a house can be attributed to a lack
of ceilings and ceiling insulation.
http://funkymunky.co.za/electricity.html
Augment these facts with the tips promoted by the City of Cape Town, which are as follows
source http://www.savingelectricity.org.za Teacher’s Guide
33
No-cost changes
Easy-to-do changes that are the foundation of Smart Living
Turn your geyser temperature down to 60°C
Hot water accounts for almost 40% of your electricity bill. Turning
down the thermostat by a degree or two will save you 5% on
your electricity bill. In most cases, the thermostat is located in the
little cover over the electrical element of the geyser. Switch off
the electricity circuit at the mains, undo the cover, and turn
down the thermostat. Or hire a plumber/electrician to help you.
Use less hot water
Take a short shower instead of a bath. Only fill the kettle with as
much water as you need. Wash a full load of dishes, rather than
one dish at a time. Wash clothing in cold water.
Switch off equipment when not in use
Turn appliances off at the wall rather than leaving them on
standby as this can still draw about 6% or more electricity.
Reduce pool pump operating hours
Drop pool pump operating hours to 6 hours in summer and 4
hours in winter. Clean filters regularly, and consider a pool cover
and turning off the pump entirely in winter.
Reduce excessive heating or cooling
Space heating in winter is a big power ‘guzzler’, and the same
for summer cooling. Use oil heaters with thermostats and avoid
under-floor heating. Wear warmer clothing. In summer use a fan
rather than air-conditioning.
Teacher’s Guide
34
Low-cost options
Investing under R1 000
Simple, cost-effective improvements
Install an efficient showerhead
Cape Town water bylaws limit shower flow rates to no more than
10 litres per minute. To test this at home, hold a bucket under the
showerhead for 12 seconds. If there is more than 2 litres in the
bucket, then your showerhead is inefficient. A good, modern
product will save both water and electricity without
compromising your shower experience, and the saving pays
back the investment within a few months.
Insulate the geyser with a geyser blanket and insulate hot water
pipes leading from the geyser to maximise heat retention.
Install efficient lighting
Compact Fluorescent Lamps (CFLs) use 6 times less power than
old incandescent bulbs, and last much longer. Note that CFLs
contain small amounts of harmful chemicals, so it’s best to take
them to safe ‘drop off’ points at retailers like Woolworths or Pick
‘n Pay. There are also other kinds of efficient lighting on the
market (e.g. LEDs), which are getting cheaper and more
effective all the time. Of course, switching off lights in
unoccupied rooms is an obvious way to save.
Invest-to-save options
Investments that create greater long-term savings
Install a solar water heater. It uses the sun to heat up your water,
saving 25% or more on your electricity bill. With rising electricity
tariffs and subsidies from Eskom, the payback period is no more
than 3.5 to 5 years.
Insulate the ceiling
Ceiling insulation can keep the home 5°C warmer in winter, and
10°C cooler in summer. More comfortable indoor temperatures
mean less need for electrical heating and cooling, with savings
of up to 65%. Insulating other parts of the house also helps (e.g.
stopping heat loss through windows, walls or under doors), but
the highest savings are from ceiling insulation.
Teacher’s Guide
35
Exercise:
As a class, learners must divide themselves into groups. Using the tips and
icons developed by the City of Cape Town for the Electricity Savings
Campaign, each group must choose an icon/ tip and develop a ‘School
Electricity Alert’ campaign around the icon/ tip. Each group should develop a poster and
5 minute skit based on the icon/ tip they choose for presentation in assembly (a ‘skit’ is a
short play). The class can present 1 skit based on a icon/ tip in assembly over a period of
weeks until all of the tips are covered- so that they can educate their school mates on
electricity saving. The posters they develop can be shown to the school in assembly (along
with the short skit) and then can be put up at the school. Each
icon will be the theme for the week.
The picture adjacent shows an example of a ‘School Electricity
Alert’ campaign poster that the learners can develop. They
should use bold colors and headings. They will notice the
keyword for this poster is ‘Press’. A keyword is a word that gives
an overall idea of what something is about.
Take it Home:
Encourage learners to
•
Stick up a copy of the icons provided in their homes for others to see so that they
know how to save electricity.
Teacher Notes:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________ Teacher’s Guide
36
Activity Sheet 4
Electricity Knowledge and Comprehension
Key words and definitions used in this section
Behavior change- can refer to any transformation or modification of human
behavior.
Energy efficiency- is the goal of efforts to reduce the amount of energy required to provide
products and services.
Load shedding- cutting off the electric current on certain lines when the demand becomes
greater than the supply.
Useful resources
Engineering News
http://www.engineeringnews.co.za
Electricity saving tips - how to save electricity in South Africa
http://www.electricitysavingtips.co.za
News 24.com
http://www.news24.com
Saving electricity, using electricity and everything ...
http://www.electricity.co.za
Teacher’s Guide
Did you know?
Space heating in winter , by using heaters, is a big
power ‘guzzler’, and the same goes for summer cooling
when airconditioners are used more often. Use oil
heaters with thermostats and avoid under-floor heating.
Wear warmer clothing. In summer use a fan rather than
air-conditioning.
1
2
37
ACTIVITY 4A: ELECTRICTY SAVING ARTICLE COMPREHENSION
Subject: Home Language or First Additional Language (if that is English)
Time Allocated: 30 minutes
Purpose: This Activity focuses on summarizing skills, and the ability to interpret and
understand key concepts, the need to summarise the article in 5 points tests their
understanding of the article.
Activity Instructions:
1.
Learners are to quietly and individually read the article below ( or
one that you have selected from the press or internet) and then summarize
what they have understood in 5 points.
Use less or it's lights out – City
March 10 2011, By Babalo Ndenze (condensed)
http://www.iol.co.za/news/south-africa/western-cape
Capetonians have been warned to cut their power consumption or face rolling blackouts as there
were in 2008. The warning has been issued by the City of Cape Town, which has launched a
campaign this week calling on consumers to cut electricity consumption across the City by 10
percent to keep the lights on. Middle- to high-income groups, the biggest electricity guzzlers, have
been called on to slash their power consumption by a whopping 25-40 percent. The city and Eskom
will be running electricity-saving campaigns to ensure consumers are not too badly affected by
load-shedding. The City’s campaign uses the slogan “Electricity is expensive, saving is simple” and
calls on residents to set their geyser thermostats for a lower temperature, to shower instead of taking
a bath, to fit a water-saving showerhead, and to install a geyser blanket to save up to 15 percent
on electricity bills.
Asked about the campaign, the City’s head of electricity and climate change, Sarah Ward, said
there were several reasons why the City was calling on residents to cut electricity consumption.
“One of them is that electricity tariffs are going up,” Ward said. “We’ve had cheap electricity in
South Africa in the past and so people are not used to being electricity efficient. “And there’s
definitely a threat of load-shedding. It’s very likely this year.” Cutting consumption by 10 percent
overall would make Capetonians less vulnerable to blackouts. A 25-40 percent reduction by middle
to high-income households would be ideal, Ward said. Cape Town residents can expect an
increase of about 20 percent in the price of electricity later in 2011.
Teacher’s Guide
38
ACTIVITY 4B: ELECTRICTY SAVING PICTURE COMPREHENSION
Subject: Home Language or First Additional Language (if that is English)
Time Allocated: 1 Hour
Purpose: The learners should be able to propose further electricity saving practices and
understand practically the process of electricity saving.
Activity Instructions:
1.
Present the ‘Electricity Facts 4B’ introduction to the class through a
session of teaching and interaction.
Electricity Facts 4B
Ask learner to think back to some of the good and bad electricity behavior that they
have learnt about.
Bad behavior can include:
• Overloading the fridge or washing machine
• Leaving the fridge door open
• Leaving appliances on standby mode and chargers on and in the wall socket
• Boiling a full kettle of water for one cup of tea or coffee
• Leaving lights on when not in the room
• Using the heater at its maximum temperature instead of putting on warmer
clothes
Good behavior can include behavior such as:
• Replace regular bulbs with electricity-saving ones.
• Switch off appliances at the wall and pull out chargers.
• Install a Solar Water Heater.
• Take short showers.
• Wrap and cover your geyser and hot water pipes to conserve heat and save
electricity.
• Use the washing machine on a lower temperature and use the half load cycle
for small loads of washing.
Teacher’s Guide
39
2. Ask learner to study the ‘BE SMART’ picture below.
Exercise:
Learners are to use the picture they have studied to answer the
comprehension questions ( answers are provided for the educator in bold).
Learners must answer in full sentences were necessary and answer these
questions individually.
Teacher’s Guide
40
Comprehension Questions and Answers:
1. What is the main topic of the picture? (Saving electricity and saving money)
2. Does the picture encourage positive or negative behavior? (positive)
3. Which statement is false? (have them circle the false statement below)
b) Have a deep bath instead of having a shower (FALSE)
4. Why do you think having a shower would use less electricity?(have to heat less
water)
5. What appliances can be used differently in the kitchen to save electricity?
(stove, microwave, fridge, dishwasher, washing machine, tumble dryer, kettle,
appliances).
6. Should you switch off your computer after you are finished using it?(yes)
7. What could you do instead of using an airconditioner?(open windows)
8. What electricity saving tips could you add to this picture? (learners suggest)
Teacher notes:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Group Work:
While seated at their desks ask the learner to swop their worksheet with the
person sitting next to them and discuss the findings or observations, including ideas on
things they can do at home!
Teacher’s Guide
41
ACTIVITY 4C: ‘BE SMART’ COLLAGE
Subject: Life Skills (Creative Arts)
Time Allocated: 1 Week
Purpose: At the end of this Activity the learner should be able to teach others (peers,
family, and the community) about electricity saving techniques and their importance.
Activity Instructions:
1.
Teacher’s Guide
Ask learner to study the ‘BE SMART’ picture below.
42
Exercise:
Learners are to work in groups of 4.
1.
They must take a large piece of cardboard. Separate the cardboard
into two columns using a ruler and pen/marker. At the top of the left hand column write:
BAD ELECTRICITY USE BEHAVIOUR. At the top of the right hand column write: GOOD
ELECTRICITY SAVING BEHAVIOUR.
For example:
2. Learners are to page through magazines and newspapers and find pictures of both
good and bad electricity use behavior (for example a person standing with the fridge
door open (bad) or a person using an electricity efficient washing machine (good)).
3. They must cut out and paste these pictures in the correct columns on the cardboard
(surrounding the central picture that you have cut out and pasted in the middle). This
will form what is called a ‘collage’.
4. Each group is to present their creation to the class explaining each picture, why it was
chosen and why a certain column was chosen (either left or right). Stick the collages up
in the classroom or around the school to educate other learners.
Take it Home:
Encourage learners to
•
Share the collage making with siblings at home. They can all find pictures together
and hang the collage up in the house. Also encourage the learners to share the
information they have gathered during this Activity.
Teacher’s Guide
43
Activity Sheet 5
Renewable Energy and Electricity Saving Recap
Key words and definitions used in this section
Biodiesel- Fuel produced from plant material. This can be used to fuel
vehicles.
Geothermal electricity - The heat electricity that is stored below the earth's surface.
Hydroelectricity - Electric electricity made by the conversion of electricity produced from
running water.
Nuclear power - The electricity produced by splitting atoms in a nuclear reactor.
Renewable energy- Renewable energy is energy which comes from natural resources such
as sunlight, wind, rain, tides, and geothermal heat, which are renewable (naturally
replenished).
Solar electricity - Electricity produced by the action of the sun's light or heat.
Tidal power- also called tidal energy, is a form of hydropower that converts the energy of
tides into useful forms of power - mainly electricity.
Wind turbine - A machine that captures the electricity of the wind and transfers the motion
to an electric generator.
Useful resources
Renewable Energy South Africa http://www.renewableenergy.co.za
Renewable energy in Africa - eNotes.com Reference
http://www.enotes.com/topic/Renewable_energy_in_Africa
EIA Energy Kids - Renewable
http://www.eia.gov/kids/energy.cfm?page=renewable_home-basics
Renewable Energy Ecokids
www.ecokids.ca/pub/eco_info/.../renewable_energy/index.cfm
Teacher’s Guide
44
ACTIVITY 5A: RENEWABLE ENERGY WORD SEARCH
Subjects: Human and Social Sciences, Science and Technology
Time Allocated: 3 Hours
Purpose: By the end of this Activity the learner should be able to make informed decisions
about social and environmental issues and problems. He or she should be able to evaluate
their actions in terms of electricity use and saving.
Activity Instructions:
1.
Present the ‘Electricity Facts 5A’ introduction to the class through a
session of teaching and interaction. The learners will be looking for the words
mentioned in this ‘Electricity Facts 5A’ introduction for the Word Search. It may be a
good idea to photocopy this introduction for the learners or read it out to them word for
word and ask them to make notes.
Electricity Facts 5A
Climate change refers to an average increase in the Earth's temperature, which in turn
causes changes in climate. A warmer Earth may lead to changes in weather and rainfall
patterns, a rise in sea level, and a wide range of impacts on plants, animals and humans.
This may also lead to more droughts and the melting of the ice caps at the poles. When
scientists talk about the issue of climate change, their concern is about an increase in the
greenhouse effect caused by human activities such as pollution from the generation of
electricity through burning fossil fuels such as coal.
The greenhouse effect is the rise in temperature that the Earth experiences because
certain gases in the atmosphere (water vapor, carbon dioxide, nitrous oxide,
and methane, for example) trap electricity from the sun. Without these gases, heat would
escape back into space and Earth’s average temperature would not be as warm.
There are many types of ways to create electricity besides the use of fossil fuels such as
coal. These are called renewable energy sources. These include:
Wind: Wind turbines can be used to create electricity. They harness the power of the wind.
Solar: The suns energy can be captured in solar panels.
Water: Fast flowing water fed through a turbine (large rotor) can create electricity.
Wave: The energy of the waves can be used to create electricity as well.
Hydrogen: The chemical reaction when using this element can create electricity.
Biodiesel: Can be produced from plant material. This can be used to fuel vehicles.
Geothermal: This process uses the heat of the earth to produce electricity and heat homes
and large buildings.
http://www.epa.gov/climatechange/kids/greenhouse.html
Teacher’s Guide
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Exercise:
Learners must look through the Word Search and find the words shown
below. Words have been placed both horizontally (across) and vertically
(down) in this puzzle. They must color in the blocks with a pencil once they
have found the word. They must only find and color in the words that have been
required of them. These are all words that have been mentioned in the ‘Electricity Facts
7’ introduction. ‘CHANGE’ has already been found for them.
W
I
N
D
T
U
R
B
I
N
E
A
B
I
O
D
I
E
S
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L
C
S
R
S
I
C
E
C
A
P
S
A
G
E
O
T
H
E
R
M
A
L
D
S
R
L
D
D
R
O
U
G
H
T
E
T
A
S
W
E
A
T
H
E
R
A
G
R
E
E
N
H
O
U
S
E
L
L
P
O
L
L
U
T
I
O
N
E
W
A
R
M
W
A
V
E
W
C
V
O
N
C
H
A
N
G
E
A
W
E
M
E
F
D
T
G
A
S
E
S
L
N
L
E
S
E
D
S
D
S
S
S
T
H
Y
D
R
O
G
E
N
A
T
E
M
P
E
R
A
T
U
R
E
These are the words that the learner is required to find in the Word Search. They have been
colored in on the word search for you in this Teacher’s Guide.
Windturbine
Sea level
Biodiesel
Warm
Geothermal
Water
Teacher’s Guide
Hydrogen
Pollution
Gases
Icecaps
Greenhouse
Weather
Wave
Temperature
Drought
Solarpanel
46
Group Work:
As a class discuss the following questions:
•
•
•
Do you think renewable energy could replace fossil fuel electricity (coal and
oil)?
Do you think our dependence on coal is a good or bad thing?
What do you think is stopping renewable energy becoming our main
electricity source?
Take it Home:
Encourage Learners to do the following:
•
•
Tell your parents, relatives and community about what you have learnt about
climate change and renewable energy in this Activity.
Does your city give you the option of buying renewable energy from places
such as wind farms? Try and find out and report back to the class.
Did you know?
Enough sunlight falls on the earth's surface every hour to meet world electricity demand for
an entire year. Water is the most commonly used renewable energy resource throughout
the world. It provides enough power to meet the needs of 28.3 million people.
In 2006, about 18% of global final electricity consumption came from renewable sources.
http://www.alliantelectricitykids.com/electricityandtheenvironment/renewableelectricity
Did you know?
A solar water heater uses the sun to heat up your water, saving 25%
or more on your electricity bill. With rising electricity tariffs and
subsidies from Eskom, the payback period is no more than 3.5 to 5
years after which your hot water is basically free!
Teacher’s Guide
47
ACTIVITY 5B: RENEWABLE ENERGY PICTURE SEARCH & INFORMATION PIECE
Subjects: Human and Social Sciences, Science and Technology
Time Allocated: 1 Hour
Purpose: By the end of this Activity the learner should be able to identify renewable energy
technologies and appreciate how they work as well as explain this to their peers.
Activity Instructions:
1.
Using magazines or the internet, ask learners to find pictures and
information on a renewable energy source such as wind, hydro, biofuel, solar
or any other relevant technology and cut them out/ print them and bring
them into school.
Exercise:
Learners must arrange the pictures on an A4 page and compile an
informative advert/ piece about the technology, highlighting how it works
and the benefits thereof. Once complete they are to present their piece
briefly to the class.
Group Work:
As a class discuss the following questions:
•
•
Do you think the South African environment is suited to considering renewable
energy generation technologies?
What do you think the benefits of using renewable energy are for people, the
environment and the economy?
Take it Home:
Encourage Learners to do the following:
•
•
Tell your parents, relatives and community about what you have learnt about
renewable energy in this Activity.
Take note when travelling around your City of renewable energy generation
technologies and highlight these to your friends, family and peers.
Teacher’s Guide
48
Did you know?
Renewable energy resources, such as wind and solar energy, are constantly replenished
and never run out.
Key benefits of renewable energy are:
Environmental: Renewable energy technologies are clean sources of energy that have a
much lower environmental impact than conventional energy technologies
Energy for the future: Renewable energy never runs out. Other sources of energy are finite
and will someday be depleted.
Jobs and the economy: Most renewable energy investments are spent on materials and
workmanship to build and maintain the facilities, rather than on costly energy imports. This
means your money is spent locally to create jobs and to fuel local economies, rather than
going overseas.
Energy security: conventional energy sources are vulnerable to: political instabilities; trade
disputes; embargoes, war and other disruptions- whereas renewable energy technologies
are hosted locally and generally are not vulnerable to outside influences.
http://www.nexteraenergyresources.com/content/environment/benefits.shtml
Teacher notes:
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ACTIVITY 5C: ELECTRICITY SAVING MIND MAP
Subject: Home Language
Time Allocated: 1Hour
Purpose: By the end of this Activity the learner should have learnt the skill of summary,
review and mind mapping. He or she should be able to recognize the importance of
electricity saving and its wider impact on the planet and people as well as understand the
process and practice of electricity saving at their school, home or community.
Activity Instructions:
1.
Present the ‘Electricity Mind Map’ introduction to the class through a
session of teaching and interaction.
Electricity Mind Map
Mind maps are a useful way for you to review and summarize what you have learnt. Mind
maps make use of both hemispheres of the brain because they use pictures, colors and
words. Mind maps assist with the studying process because the brain naturally thinks in the
form of mind maps like the one that you are about to draw. This is a useful skill to have for
other subjects as well.
Teacher’s Guide
50
Exercise:
Have learners construct their own mind maps. An example of what a mind
map could look like is provided for the learners in the Activity sheet.
1. They should begin with a central circle and write the main theme of their mind map
in this circle. This will be the main heading of their mind map.
2. The learners need to come up with 6 sub – headings or categories. They should
extend lines from the central circle outwards. Along these lines they should write the
headings that they have created (again, an example has been provided.
3. At the end of each of these sub-heading lines they should extend several more lines
shooting outwards like the branches of a tree. Here they can write all the keywords
of the electricity saving facts and tips that they have learnt.
4. The learners must use colors and pictures to help them remember what is in their
mind map as well as to attract people to their creation. Using colors, words AND
pictures helps them to use both hemispheres of the brain and will help them to
remember what is written on their mind map.
Group Work:
• As a class group discuss the mind maps with each other. Each of the
learners will have done something slightly differently.
• Grade 6 learners are expected to use their mind map to help them
study for future exams and assessments.
Take it Home:
Encourage learners to
•
Should stick up their mind map at home and tell their parents, relatives and
community about what they have learnt about the environment, people and saving
money through electricity saving.
Teacher’s Guide
In closing
It is hoped that these Activity Sheets have provided clear and helpful lessons for you to
undertake with your learners. They have been designed for the enjoyment of both the
educator and the learner. Should you have any enquiries please contact the City of Cape
Town’s Environmental Resource Management Department:
Tel: +27 (0)21 487 2284
Fax: +27 (0)21 487 2578
E-mail: enviro@capetown.gov.za
Web: www.capetown.gov.za/environment
Teachers Support Resources
Sarah Ward. 2008. The New Energy Book for Urban Development in South Africa.
City of Cape Town. Global Change - Green Audit Toolkit. Learners’ Information and
Activities Booklet.
http://www.capetown.gov.za/en/EnvironmentalResourceManagement/yes
Dictionary of Environmental Words. (Available from the City of Cape Town ERM in English,
Afrikaans and Xhosa). www.capetown.gov.za/environment
Smart Living Handbook. www.capetown.gov.za/environment (click on Smart Living
Handbook)
A Year of Special Days: 2011 calendar. www.capetown.gov.za/environment
Soccer and the Environment "Making Connections" Grade 7 Teacher's Guide and wall
poster. www.capetown.gov.za/environment
Further Reading for this Resource
Job, D., 1996: Geography and Environmental Education - an Exploration of Perspectives
and Strategies, in Kent, A., Lambert, D., Naish, M., and Slater, F., (eds), Geography in
Education: Viewpoints on Teaching and Learning, Cambridge University Press, Cambridge.
An Active Learning Approach to Electricity Generation, May 2001, EnviroTeach: A Resource
For Educators, HIS South Africa, Johannesburg.
J.B Blignaut (1991). Environmental Education within Formal Education: Discussion
Document. Department of Environmental Science, University of Cape Town.
Teacher’s Guide
51
Schaefer, G. (1980). 'Environmental Education : A new word or new philosophy ?' in Bakshi,
T and Naveh, Z (eds.) Environmental Education: Principles, Methods and Applications. New
York: Plenum Press.
O'Donoghue, R and Janse van Rensburg, U. eds. (1995) Environments and Methods.
Howick: Share-Net.
Clacherty, A. ed. (1995) Environmental Education: policy options for formal education in
South Africa. Johannesburg: Environmental Education Policy Initiative.
Web resources
City of Cape town Electricity Savings Campaign
http://www.savingelectricity.org.za
Eskom - Demand Side Management (DSM)
http://www.eskomidm.co.za/
Eskom - conserving electricity
http://www.eskom.co.za/live/index.php
National Energy Efficiency Campaign
http://www.savingenergy.co.za/
The Environment and Environmental Education Processes, 2001, the Department of
Education for the National Environmental Education Programme (NEEP).
http://www.eia.doe.gov/kids/resources/teachers/pdfs/SchoolBuildingSurveyIntermediate.p
df
Saving Electricity
http://michaelbluejay.com/electricity/howmuch.html
Don’t be a passenger, be part of the change
http://www.dontbeapassenger.com/
Energy Activities for Teachers and Students.” Energy Information Administration
http://www.eia.doe.gov/kids/ classactivities/teachers&students
Energy Hog Challenge Student Guide.” Energy Hog.
http://EnergyHog.org/pdf/studentguide.pdf
Energy Saving Activities for Schools.” Alliance to Save Energy.
http://www.ase.org/content/article/detail/63
How You Can Save Energy.” tvakids.com
http://www.tvakids.com/electricity/conservation.htm
Teacher’s Guide
52
ANNEXURES
City of Cape Town’s Smart Cape Town poster
City of Cape Town’s Smart House poster
City of Cape Town’s Electricity Savings Tips poster
City of Cape Town’s Electricity Savings Tips brochure
City of Cape Town’s Waste Management Department PDF on safe disposal of CFL sites
Teacher’s Guide
53