RESOURCE
How can I make
wise spending
decisions about
electrical energy?
Grade 6
Understanding Matter and Energy
Financial Literacy
This resource has been developed by the
Science Teachers’ Association of Ontario /
L’Association des professeurs de sciences de l’Ontario
STAO Writing Team
Jeffrey Major, Science Department Head, Saunders Secondary School,
Thames Valley District School Board
Pam Sutherland, Winchester Street Public School,
Thames Valley District School Board
Reviewers
Chuck Hammill, Instructional Resource Teacher, South Field Office,
Peel District School Board
Victoria Winchester, Russell Public School
Corrine Brook-Allred, Pickering, Retired
Care has been taken to trace the ownership of copyright material contained in this
document. The writing team will be pleased to receive any information that will
enable it to rectify any errors or omissions in subsequent editions.
Please direct any information or inquiries to STAO at:
STAO Membership Office
Box 771
Dresden, Ontario, N0P 1M0
1-800-461-2264
info@stao.org
©STAO/APSO ScienceWorks 2011 The material in this document shall not be copied nor reproduced beyond a
classroom without the Permission of Science Teachers’ Association of Ontario/L’Association des professeurs de
sciences de l’Ontario [STAO/APSO].
Table of Contents
Pages
How can I make wise spending decisions about heat?
Introduction............................................................................................................................. 2
Lesson 1 - How can electrical energy be conserved?.......................................................................... 3
BLM 1.1 What We Know About Conserving Energy........................................................ 6
BLM 1.2 W
hat are some of the things you think you know about energy
conservation? ......................................................................................................... 7
BLM 1.3 Sources of Energy.................................................................................................... 8
BLM 1.4.................................................................................................................................. 10
Lesson 2 – How can other forms of energy be transformed into electrical energy?.................. 11
BLM 2.1 ................................................................................................................................. 14
BLM 2.2 How Do Appliances Use Energy?....................................................................... 22
BLM 2.3 Electrical Energy Used by Television................................................................. 23
Compare and Contrast......................................................................................................... 24
BLM 2.4.................................................................................................................................. 26
Lesson 3 – What information is on a hydro bill?.............................................................................. 28
BLM 3.1 Sample Hydro Bill................................................................................................. 30
BLM 3.2 A Day in the Life................................................................................................... 31
Lesson 4 - Do all light bulbs use/transform electrical energy in the same way?........................ 33
BLM 4.1 Testing Light Bulbs for Energy Waste................................................................ 35
BLM 4.2 What types of bulbs are in your house?............................................................. 36
Lesson 5 - What does it cost to light your classroom?..................................................................... 37
BLM 5.1 EnerAction Student Mission #1.......................................................................... 39
BLM 5.2 EnerAction Student Mission #2.......................................................................... 40
BLM 5.3 School Calculation................................................................................................ 41
1
Financial Literacy Lesson Planning
How can I make wise spending decisions about heat?
Financial Literacy
Introduction
Making financial decisions has become an increasingly complex task in the modern world; people need
knowledge in various areas and a wide range of skills in order to make informed decisions about financial
matters. They need to be aware of risks that accompany various financial choices. They also need not only
to develop an understanding of world economic forces, but also to become aware of ways in which they
themselves can respond to those influences and make informed choices. It is, therefore, essential that
financial literacy be considered an important attribute of a well-educated population so that Ontarians
may continue to prosper in the future. In response to a recognized deficit in financial skills in our students,
the Ministry of Education released Financial Literacy: Scope and Sequence of Expectations in 2011.
Ministry of Education – 2011
Knowledge and skills associated with financial literacy have always been important and are included in
these lesson packages. The lesson packages are designed using an issues-based approach and provide
supports for teachers to connect financial literacy education topics across the curriculum while teaching
the science and technology expectations. The lesson packages embed the core content and competencies
required for science and technology, and seamlessly fit STSE education and the skills of financial literacy.
Each issue was chosen with an economic component at its core. For instance, in the grade 9 applied
course, students are asked to explore the economics around replacing appliances in their homes.
The lesson packages are written using an issues-based approach and roughly contain the following phases
of lesson development:
1. Introduce the Issue
2. Determine Prior Knowledge
3. Engage Student Interest in the Topic
4. Build the Skills and Knowledge
5. Develop a Level of Concern
6. Take Action
From a financial literacy standpoint, the lesson packages help you to introduce discussion about the
effect of always wanting something new and how that impacts our ability to save and make wise financial
decisions. The issues-based approach is aligned with the organization of the curriculum documents.
Students will learn both science and financial concepts through the exploration of a relevant issue. The
lessons make use of a variety of approaches to address the multiple learning needs of our students. At the
end of the learning time, students will be expected to demonstrate their learning by taking action on the
issue in ways that recognize student readiness and ability to affect their surroundings.
Financial Literacy Lesson Planning
2
How can I make wise spending decisions about electrical energy?
Financial Literacy
Lesson 1 - How can electrical energy be conserved?
Connections to Financial Literacy
Throughout this lesson series, students will
• learn about electricity consumption and how to reduce their consumption at home and school,
• examine home hydro bills and explore the variations in cost and the factors that impact the cost of the bill,
• examine the use of electricity at school through the exploration of light use throughout the day,
• examine the cost savings of conservation using an online calculator to determine savings of money, KWH, and
carbon when conservation strategies are utilized.
Lesson 1 - How can electrical energy be conserved?
Understanding Matter and Energy
Curriculum Expectations
Learning Goals
OE1. evaluate the impact of the use of electricity on both the way we live and At the end of this lesson, students will be
able to…
the environment
SE1.2 assess opportunities for reducing electricity consumption at home or at
school that could affect the use of non-renewable resources in a positive
way or reduce the impact of electricity generation on the environment
SE2.6 use appropriate science and technology vocabulary, including current,
battery, circuit, transform, static, electrostatic, and energy, in oral and
written communication
a. identify and implement ways to reduce
electricity consumption in the home
and at school,
b. understand that wasting energy also
wastes money that could be spent by a
family in other ways
SE2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to
communicate with different audiences and for a variety of purposes (e.g.,
using scientific and technological conventions, create a labelled diagram
showing the component parts of the device they created to transform
electrical energy into another form of energy and perform a function)
Instructional Components and Context
Readiness
Materials
• recognize that electricity is a form • a large copy of the KLEW (see notes) chart (BLM 1.1) for use at the front
of energy
of the class (alternatively use the chart in the Notebook file)
• recognize that we use energy to do • small copies of the mind mapping organizer (BLM 1.2) for individual
work
student use
• access to computer in classroom or lab with speakers
Terminology
• in-class access to computer projector, or photocopier to print PDF
• conservation
• internet access
• electricity
3
Financial Literacy Lesson Planning
Minds On
Students will work in pairs and as a whole group to brainstorm ways to
conserve electricity in their homes. Their responses can be recorded on a
KLEW chart (see BLM #1.1).
Spark their interest.
1. Introduce the topic to students by playing the video clips featuring David
Suzuki explaining ways to make simple changes in our lives that will help
us conserve energy.
2. Direct students to focus on ways of conserving energy that they see in
the videos. Explain that they will have a chance to record their ideas after
watching the video clips.
The clips can be accessed from YouTube at:
1. Lightbulb http://www.youtube.com/watch?v=41TxRvw7uDQ&NR=1
2. Energy Saving Tips http://www.youtube.com/watch?v=C2Ew7v7lZeY
3. Penguins - http://www.youtube.com/watch?v=VHuLuEUU9BY
Connections
Assessment
Analysis of the KLEW charts will provide
information of what preconceptions students
bring to the unit and help to identify gaps in
their learning.
Differentiation
Group reading of text will allow all students
to access the text.
Pairing of students will allow students with
written communication difficulties to copy
from their partners.
If students have difficulty identifying
concepts from the video clips, then make
use of the list of 25 electricity saving tips on
the Every Kilowatt Counts website.
Website:
http://kids.everykilowattcounts.ca/en/
index.html
3. Give students time to write down some of the things they think they know click: what is electricity
about energy conservation on their own. They canwrite or draw pictures click: 25 electricity savings tips
25 Energy savings tips is a printable PDF.
of their mind map (BLM 1.2).
4. Pair students together and direct them to share their answers witheach
other. They should take this opportunity to expand theirwritten responses. Read through the list of 25 tips and have
5. Bring class back together as a whole group to share answers. Record students choose the 5 tips that they feel
responses in the Know column of your KLEW chart. Post the chart so the would be easiest for them to implement at
class can refer to the chart during the lesson series.wn choosing) for this home or school. Add these choices to your
initial activity:
KLEW chart.
Think - Pair - Share (self, partner, whole class)
Notes:
A KLEW chart is very similar to a KWL chart and the substitution may be
made if necessary. The titles in the KLEW chart are K- What we think we
know, L - What we have learned, E - What evidence we have, W - What we
are still wondering.
Students first list the things they think they know about the topic in the
K column. As the lessons progress, they can confirm their knowledge in
the L and E columns, by recording what they have learned to support their
knowledge and what evidence they use when learning (e.g., we could learn
by reading the Every Kilowatt Counts website) and the evidence is that what
we thought we knew was listed as one of the 25 tips.
At the end of this lesson series, students use the last column to list anything
that they are still wondering. The questions they generate could lead to
further investigations if time allows.
Financial Literacy Lesson Planning
4
Action
Description: Read article as a group and learn how various forms of Assessment
energy can be turned into electricity.
Observe students as they work with the article
As a whole class, students will learn about how different kinds of and take note of strategies they are using to
energy can be transformed into electricity. Understanding where identify the main ideas.
electricity comes from is important to develop an interest in why we
Review summary tables for completion of ideas.
should conserve the energy.
http://kids.everykilowattcounts.ca/en/what-is-electricity/the-in-and- Differentiation
outs-ofmaking-electricity.html
Students may record answers in written form or
You may also provide students with a printout of the PDF of the article in pictures.
which is available for download at the bottom of the online article
instead of reading the article online using a data projector.
Students working in pairs can support each
other’s writing.
Before Reading
1. Describe the various features of the article that will help students to The list of 25 energy savings tips in “Every
find the main ideas in the article. For instance, students can make Kilowatt Counts” can be printed for students who
use of the subheadings to figure out what is important in the text or struggle with written communication.
they might use the pictures to help figure out the main idea.
As an alternative to reading the article, use the
flash movie to present the information. The text
During Reading
is broken up into small manageable chunks and
2. As a class, read and discuss the article.
supported with pictures and animations. Many
• Teacher should complete a Read Aloud of the whole article.
o As you read, focus on identifying the main ideas in the students may find it easier to access the
information in this format.
article.
o Model the use of subheadings and topic sentences as ways
The website is:
of identifying what the paragraph is about.
o You may want to highlight the main ideas (projected or on
http://www.childrensuniversity.manchester.
paper).
ac.uk/interactives/science/energy/electricity.asp
o Encourage students to participate in the highlighting.
After Reading
3. Students pair up and complete the summary table.
• Students will work in pairs to record responses in point form.
• Share responses as a group to ensure completion of BLM 1.3.
Consolidation
Independent task
Make videos available for students to watch on
their own time (allows for review of concepts).
Assessment
Before you finish the lesson, have students write a text message to Collect the organizer and review student
someone they know about how to conserve energy, or something comments in order to assess the impact of the
lesson.
important they have learned in this lesson.
5
1. G
ive each student a copy of the Smartphone Organizer (BLM 1.4).
2. Students should write their text message in the blank space on
the screen of the Smartphone.
3. Collect each organizer and use them to assess student learning so
far.
4. You may want to post the organizers on a bulletin board in the
room.
Differentiation
Rather than sending a text message, students
could draw an image on the phone screen that
represents ideas that they have learned so far.
Financial Literacy Lesson Planning
Financial Literacy Lesson Planning
6
K
What We Think We Know
L
What We Learned
E
What Evidence We Have
What We Know About Conserving Energy
W
What We Still Wonder
BLM 1.1
7
Financial Literacy Lesson Planning
Write or draw one idea in each box on the mind map.
Conserving
Energy
What are some of the things you think you know about energy conservation? BLM 1.2
Sources of Energy
Resource
BLM 1.3
Renewable
or
NonRenewable
Energy Changes Involved
Nuclear
Non
Nuclear reaction creates heat ª heat used to produce
steam ª steam pushes against turbines ª turbines’
spin generated to produce electrical energy
Coal
Non
Burning coal produces heat ª heat used to boil water
and produce steam ªsteam pushes against turbines ª
turbines’ spin generated to produce electrical energy
Burning the gas ª heat used to boil water and
produce steam ª steam pushes against turbines ª
turbine’s spin generated to produce electrical energy,
OR
Burn gas directly in turbines ª gases turn blades
Light converted to electricity by solar panel
Or
Heat of sun used to boil water and produce steam ª
steam pushes against turbines ª turbines’ spin
generated to produce electrical energy
Natural Gas
Non
Solar
Renewable
Wind
Renewable
Mechanical energy from the wind pushes on the
blades of the turbines ª blades spin the generator to
produce electricity
Water
Renewable
Mechanical energy from the moving water pushes on
the blades of the turbine ª the blades spin the
generator to produce electricity
Renewable
Underground sources of thermal energy boil water to
produce steam ª steam spins the turbines ª turn a
generator to produce electrical energy
Renewable
Burning waste produces heat ª heat is used to boil
water and produce steam ªsteam pushes against
turbines ª turbines’ spin generated to produce
electrical energy
Geo Thermal
Biomass
Financial Literacy Lesson Planning
8
Sources of Energy
Resource
BLM 1.3
Renewable
or
NonRenewable
Energy Changes Involved
Nuclear
Coal
Natural Gas
Solar
Wind
Water
Geo Thermal
Biomass
9
Financial Literacy Lesson Planning
BLM 1.4
BLM 1.4
Financial Literacy Lesson Planning
10
How can I make wise spending decisions about electrical energy?
Financial Literacy
Lesson 2 - How can other forms of energy be transformed into electrical energy?
Connections to Financial Literacy
Throughout this three part lesson series, students will
• learn about electricity consumption and how to reduce their consumption at home and school,
• examine home hydro bills and explore the variations in cost and the factors that impact the cost of the bill,
• examine the use of electricity at school through the exploration of light use throughout the day,
• examine the cost savings of conservation using an online calculator to determine savings of money, KWH, and
carbon when conservation strategies are utilized.
Understanding Matter
Lesson 2: How can other forms of energy be transformed into electrical energy?
and Energy
Curriculum Expectations
Learning Goals
SE1.2 assess opportunities for reducing electricity consumption at home or at school At the end of this lesson, students
that could affect the use of non-renewable resources in a positive way or reduce will know, understand…
the impact of electricity generation on the environment
a. how various energy forms can be
SE3.4 describe how various forms of energy can be transformed into electrical energy
transformed into electricity.
(e.g., batteries use chemical energy; hydroelectric plants use water power;
nuclear generating stations use nuclear energy; wind turbines use wind power;
solar panels use energy from the sun; wave power stations use energy from
ocean waves)
SE2.6 use appropriate science and technology vocabulary, including current,
battery, circuit, transform, static, electrostatic, and energy, in oral and written
communication
SE2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate
with different audiences and for a variety of purposes (e.g., using scientific and
technological conventions, create a labelled diagram showing the component
parts of the device they created to transform electrical energy into another form
of energy and perform a function)
Instructional Components and Context
Readiness
• recognize basic forms of energy
(e.g., light, sound, mechanical)
• understand that energy can be
changed from one form to another
by a device
Materials
• appliance cards (BLM 2.1)
• energy use table (BLM 2.2)
• television power ratings (BLM 2.3)
• power use in the past (BLM 2.4)
Terminology
• hydroelectric
• chemical energy
• transform
• turbines
11
Financial Literacy Lesson Planning
Minds On
Connections
Students will work in small groups to sort a group of appliances from biggest
power user to least power user.
Assessment
1. Arrange students in groups of 4.
2. Provide each group with a copy of the appliance cards (BLM 2.1). Each
card has a picture of an appliance on the front and the power rating on
the back.
3. Ask students to spread the cards picture side up on the desk. Instruct
them not to look at the numbers until after they are done the sorting
task.
4. The cards should be sorted from smallest to biggest energy user based on
their previous knowledge.
5. Before giving out the correct answer, ask students to explain some of
their choices. (e.g., Why do you think that the hair dryer uses the most
energy?). Hearing some of their thinking provides crucial information
about student understanding.
6. Pass out an answer card so that students can check their answers.
Observe how students are arranging the
cards. What factors are they considering
during the sorting activity? Once sorted,
what errors did they make?
Differentiation
If the number of cards makes the activity
too difficult, have students only use the
pictures of cards for items that they use in
their homes. Have them sort this reduced
number of cards.
Action!
What is a Watt?
Assessment
1. The term Watt is not a required vocabulary term in the expectations.
You can avoid its usage, if necessary, by simply discussing the amount Students should be able to talk about
the various ways electrical energy is
of energy the different devices use when they function.
transformed by a device. Be sure that
If you choose to define the term, students can draw on the previous they distinguish between the intended
activity to define what the term Watt means. Below are a few possible use of the electrical energy and the
answers. Choose the one that works best for your class or combine the other forms of energy that are created
ideas to make your own.
as waste.
• A watt is a measurement of total electrical power. Volts x amps =
watts.
• A watt is a measure of power or the rate of energy consumption by
an electrical device when it is in operation.
• Watts is the measurement of the amount of electrical power drawn
by the load.
• A watt is a measure of electricity.
Differentiation
If analysis of the BLM 2.2 is too difficult for
students, you could discuss the difference
between old and new appliances and
devices. Newer devices convert more of
the energy into the intended form and
convert less of the electrical energy into
forms that are wasted. You might take a
What happens to all the electrical energy that runs an appliance?
poll of students to see how many have that
Only some of the electrical energy used by an appliance is used for its intended old fridge hiding in the basement.
purpose. The rest of the energy is wasted when it is transformed into unwanted
forms of energy. For instance, a hair dryer uses electricity to produce heat to
dry our hair, but a lot of the electrical energy is turned into sound rather than
heat. The energy that goes into making sound is wasted making the appliance
less efficient.
1. Ask students to explore the electrical appliances in their world to see
how electrical energy is transformed. How is the electrical energy
intended to be used? How is energy wasted? Complete the table found
in BLM 2.2.
Financial Literacy Lesson Planning
12
Action (continued)
You could do this in two ways:
a. Students can take the observation table home and use appliances
they have around the house.
b. Use the Appliance cards from the first activity (BLM 2.1) and ask
students to reflect on any of the appliances from memory.
Is the same appliance made by different manufacturers more efficient?
2. Manufacturers often include a power rating on many of the devices
we use in our homes. You can use these labels to compare how much
power a device uses. You can also use the labels to compare two
similar devices and determine which device uses less energy - or is
more efficient.
The power ratings for a number of 32” LCD televisions are presented
in BLM 2.3. Students can analyze this data and compare similar
appliances to see which one uses the most power. Analysis questions
are included on the BLM to help students work through the data.
Keep in mind that while the television with the lowest power rating
would be the cheapest to operate, there may be other factors that
impact the buyer’s choice. (e.g., depending on the ambient light in
the room, a brighter picture on the television might be required and
would need more power to operate)
Consolidation
Watts Happened in the Past?
Assessment
Most families today use more energy for their daily activities than we did in
the past. In this writing activity, students will complete a compare and contrast
organizer (BLM 2.4) by reflecting on how we used energy in the past and how
we use energy today. (e.g., played board games in the past, play computer
games today).
Completion of the compare and contrast
organizer allows students to demonstrate
their ability to analyze the features of a
concept.
Writing the compare and contrast
Once students have completed the organizer, ask them to write a compare and paragraph provides an opportunity to
develop student writing skills.
contrast paragraph.
Ask students to comment on how these changes have affected society. How Differentiation
has it affected what it costs to run a household?
Develop the ideas in the graphic
organizer as a whole class then produce
the paragraph as a shared writing activity.
13
Financial Literacy Lesson Planning
BLM 2.1
1000
Watts
1150
Watts
200
Watts
500
Watts
Financial Literacy Lesson Planning
14
BLM 2.1
15
Toaster
Hairdryer
Refrigerator
Computer
(desktop)
Financial Literacy Lesson Planning
BLM 2.1
22
Watts
1000
Watts
5000
Watts
500
Watts
Financial Literacy Lesson Planning
16
BLM 2.1
Microwave
Washing
Machine
17
CD Player
Clothes Dryer
Financial Literacy Lesson Planning
BLM 2.1
80
Watts
30
Watts
2000
Watts
1050
Watts
Financial Literacy Lesson Planning
18
BLM 2.1
19
Stereo
Television
Air
Conditioner
Dishwasher
Financial Literacy Lesson Planning
BLM 2.1
115
Watts
50
Watts
Energy Card
Appliance
750
Watts
Financial Literacy Lesson Planning
Hairdryer
Toaster
Refrigerator
Computer (desktop)
CD Player
Microwave
Washing Machine
Clothes Dryer (electric)
Stereo
Air Conditioner (window)
Television
Dishwasher
Computer (laptop)
Furnace
Fan
Average
Wattage
20
BLM 2.1
Laptop
Computer
Fan
Energy Card
Card Answer
Energy
AnswerKey
Key
Average
Average
Appliance
Wattage
Appliance
Hairdryer
Hairdryer
Toaster
Toaster
Refrigerator
Refrigerator
Computer (desktop)
Computer (desktop)
CD Player
CD Player
Microwave
Microwave
Washing Machine
Washing Machine
Clothes Dryer (electric)
Clothes Dryer (electric)
Stereo
Stereo
Air Conditioner (window)
Air Conditioner (window)
Television
Television
Dishwasher
Dishwasher
Computer (laptop)
Computer (laptop)
Furnace
Furnace
Fan
21
Fan
Wattage
1000
1000
1050
1150
5600
500
200
200
22
22
1000
1000
500
500
5000
5000
30
30
1050
1050
80
80
2000
2000
50
50
750
750
115
115
Furnace
Financial Literacy Lesson Planning
Date: ____________________________ BLM 2.2
Name: __________________________________
How Do Appliances Use Energy?
Appliance
Electricity Transformed to…
• thermal
energy (heat)
Toaster
Toaster
Hairdryer
Refrigerator
Computer
Financial Literacy Lesson Planning
Electricity Wasted as…
• light (the
elements
glow red)
(desktop)
22
Electrical Energy Used by Television
BLM 2.3
The information in the table tells us how much energy different televisions use when the device is turned on. The
numbers in the last two columns (Watts, and kWh/year) are measurements of how much energy is being used.
Bigger numbers mean the television uses more energy to do the same job.
Brand
Name
Product
Type
Screen
Type
Screen Size
(inches)
On Mode Power
(watts)
Estimated Annual
Energy Consumption
(kwh/year)
Toshiba
Television
(TV)
LCD
32
59.1
112.71
ViewSonic
Television
(TV)
LCD
32
56.4
109.66
Sony
Television
(TV)
LCD
32
70
129.14
Sharp
Television
(TV)
LCD
32
60
111.58
Sanyo
Television
(TV)
LCD
32
70
129.14
Samsung
Television
(TV)
LCD
32
42
77.34
Philips
Television
(TV)
LCD
32
59
108.37
Panasonic
Television
(TV)
LCD
32
50
93.33
LG
Television
(TV)
LCD
32
66
125.3
Dynex
Television
(TV)
LCD
32
46.9
86.98
Insignia
Television
(TV)
LCD
32
73.5
139.69
Think About It!
1. Why is the amount of electrical energy needed to operate a television an important factor for a consumer?
2. How could you use this information to help your family save money if they were going to purchase a new
television?
23
Financial Literacy Lesson Planning
Compare and Contrast
A compare and contrast paragraph is organized on the basis of the similarities and differences
between two objects or concepts. Students are often asked to compare two different things (ex.,
plants vs. animals) as a way of demonstrating their level of understanding. A graphic organizer is
a tool that can help students organize their thoughts before they begin writing. In addition to the
graphic organizer, students should also be provided with key words that can be used to link their
ideas together when they write.
Step 1 – Modeling
1. Start with a comparison that is
easy for all students to complete.
We want to stress the features of
the form, not the content (ex.,
skate boards and bicycles).
How Alike?
2. Start with a blank organizer
(overhead or poster) and describe
the areas of thegraphic organizer
to the students.
How Different?
3. Give students 1 minute to think
about how the objects are similar
or different.
With Regard To
4. Using student responses, fill in the
organizer.
5. Using the key words provided,
write a paragraph, as a class, that
compares a skateboard to a bicycle.
KEY WORDS
different from
same as
alike
unlike
similar to
resembles
on the other hand
by contrast
but
both
like
yet while
although
similarly
however whereas
Financial Literacy Lesson Planning
instead
24
Ex., Compare and Contrast of a Skateboard with a Bicycle
Skateboards and bikes are alike because they both have wheels and are used for transportation.
Bikes have two wheels whereas skateboards have four wheels. When you ride a skateboard, you
stand on your feet, but when you ride a bicycle you sit on a seat. Skateboards are different from
bikes in the way that you steer. Bikes have handle bars while skateboards are steered by shifting
your weight from side to side. Both bikes and skateboards are fun to ride.
Step 2 – Guided Practice
1. As part of a future lesson,
select another pair of objects
or concepts that students
could easily compare. Your
choice this time need not be
arbitrary, but could come from
course material.
2. Organize students into pairs
or small groups. Provide each
group with a blank graphic
organizer.
3. Students should first think
of answers on their own,
then work with their group
to complete the graphic
organizer.
4. The group should write a
paragraph that explains the
differences and similarities
between the two objects
Skateboard
Bicycle
How Alike?
Both have wheels
Both are types of transportation
Both are fun to ride
How Different?
four wheels
push on ground
with feet
shift your weight
With Regard To
Number of Wheels
two wheels
How you make then move
push on the
petals
How you steer them
turn the handle
bars
Step 3 – Independent Practice
25
1. Require students to use the compare and contrast organizer as part of their prewriting
strategies for projects and assignments they are doing on their own. A completed
graphic organizer could even form part of the assessment or evaluation for the
assignment.
Financial Literacy Lesson Planning
BLM 2.4
How Alike?
How Different?
With Regard To
Financial Literacy Lesson Planning
26
Activities in
the Past
Activities
Now
How Alike?
Have devices that use electricity
Need to wash our clothes and get work
done around the house
Like to play games
How Different?
board games or
cards
hang clothes on
line
sink and soapy
water
27
With Regard To
Playing Games
computer
games
Drying Clothes
put clothes in
a dryer
Washing Dishes
automatic
dishwasher
Financial Literacy Lesson Planning
How can I make wise spending decisions about electrical energy?
Financial Literacy
Lesson 3 - What information is on a hydro bill?
Throughout this five part lesson series, students will
• learn about electricity consumption and how to reduce their consumption at home and school,
• examine home hydro bills and explore the variations in cost and the factors that impact the cost of the bill,
• examine the use of electricity at school through the exploration of light use throughout the day,
• examine the cost savings of conservation using an online calculator to determine savings of money, KWH, and
carbon when conservation strategies are utilized.
Lesson 3: What Information is on a Hydro Bill?
Understanding Matter and Energy
Curriculum Expectations
Learning Goals
SE1.2 assess opportunities for reducing electricity consumption at Students will:
home or at school that could affect the use of non-renewable
resources in a positive way or reduce the impact of electricity a. define and understand units of electricity
(kilowatt),
generation on the environment
OE1 evaluate the impact of the use of electricity on both the way we live b. read and understand home electricity bills,
and the environment
c. u
nderstand how behaviour, environment,
and choices impact the cost of hydro bills.
Instructional Components and Context
Readiness/Prior Knowledge
Materials
• conservation results in less consumption • BLM for each student or projection ability
• ideas of how to conserve electricity
• computer lab access to complete questionnaire
Terminology
• conservation
• electricity
• kilowatt
Minds On
Description Summary
Connections
Students will complete an on-line questionnaire evaluating their use of
electricity at home, based on their habits. Students will then examine a
sample hydro bill to increase their general knowledge about hydro bills
and assess factors that impact the hydro use and resulting cost within a
household.
What is my Electric Personality?
1. Students complete this on-line quiz to see how much electricity they
conserve at home (based on their habits). Click on What’s my Electric
Personality.
http://kids.everykilowattcounts.ca/en/index.html
Financial Literacy Lesson Planning
28
Action
Group Task
2. Provide students with a copy of the sample hydro bill (BLM 3.1).
3. As a group, examine the different elements of the hydro bill.
• Meter Information: Inform students that a meter reading is done
on the building’s meter to determine how much electricity the
building has used. The usage determines the cost of the hydro
bill. Determine the usage for this home.
• Billing Summary box: Discuss the important elements within
this box (previous balance, current amount due, interest charges
for late payment).
• Your Electricity Charges: This bill is for the month of May. There
are three separate billing costs (Summer Block 1, Summer Block
2, and Winter Block 1). The blocks are based on the seasons.
The cost or rate applied to hydro usage during the winter block
is less than both summer blocks. This hydro bill runs between
the end of the winter block and the beginning of the summer
block. Make note of the differing costs of the electricity and
then calculate the cost of hydro if all calculations were based
on one block only (i.e., 0.064 cents). Explore the differences
between the blocks. Discuss why the Hydro Company would
have differing rates for different seasons. Link the discussion of
the new Smart Meter programme and how it impacts the cost
of hydro (encourages use of electricity during off-peak times
which will reduce the cost of hydro to the consumer). Typical
time of use: off-peak: 7:00pm – 7:00am, mid-peak: 7:00am –
11:00am, and 5:00pm – 7:00pm, peak: 11:00am – 5:00pm.
• Electricity and Water Usage History: Examine the average daily
‘Electric Use’ (kWh) and discuss various elements that impact
the usage on the hydro bills, including: time of year, season,
temperature, appliance usage, holidays, working at home, size
of house, size of family). Have students determine the months
where the most electricity was used (Nov-Feb and July) to show
the impact of cold and hot weather on the cost of electricity.
Consolidation
4. Using BLM 3.2, students will read through two scenarios. The
scenarios present two different families and their use of electricity
during the day. When examining the use of electricity, students
should take into account the time of use rates as the family in
scenario one uses more electricity as compared to the family in
scenario two, but they also use more during peak hours, which
will result in a higher cost on the hydro bill.
5. Students will identify the behaviours that are costing the family
money. They will also identify the times at which consumption is
occurring and relate the times to the time of use graph.
29
Financial Literacy Lesson Planning
CUSTOMER NAME
STREET ADDRESS
CITY, PROV, POSTAL CODE
Sample Hydro Bill
000-0000000000-00
Financial Literacy Lesson Planning
CUSTOMER NAME
BLM 3.1
STREET ADDRESS
30
BLM 3.2
BLM 3.2
A Day in the Life
Read each scenario and identify which behavioursA Day in the Life are costing the family money and which behaviours are saving
the family money. Be sure to refer to the time of use rate graph to evaluate the cost of electricity. Which family
Read each scenario and identify which behaviours are costing the family money and which behaviours are saving has the higher
hydro bill?
the family money. Be sure to refer to the time of use rate graph to evaluate the cost of electricity. Which family has the higher hydro bill? Scenario 1
Activities
Scenario 1 Mr. Stay is a stay-at-home dad with 4 children. He works
hard during
the day to clean the house and get the chores
complete before
the children come home from school and
Mr. Stay is a stay at home dad with 4 children. He his wife returns
from
work.
works hard during the day to clean the house and get the chores complete before the children come home Once everyone
leaves for the day, he turns on the TV and
from school and his wife returns from work. watches his favourite morning show. He also starts the
laundry. Mr. Stay likes to use hot water to clean his family’s
Once everyone leaves for the day, he turns on the TV clothing. He runs the washing machine and dryer for the
and watches his favourite morning show. He also starts entire morning.
the laundry. Mr. Stay likes to use hot water to clean his family’s clothing. He runs the washing machine and After lunch, Mr. Stay sits down and watches an afternoon
dryer for the entire morning. programme. He has had the television on all
day to keep him company. He then makes cookies and
After lunch Mr. Stay sits down and watches an begins to clean the house. He vacuums all the floors.
afternoon programme. He has had the television on all He turns the air conditioning down because he is hot.
day to keep him company. He then makes cookies and He beginsbegins to clean the house. He vacuums all the floors. dinner once the children come home from
He turns the air conditioning down because he is hot. school. The whole family goes to watch a soccer game
after dinner.
He begins dinner once the children come home from school. The whole family goes to watch a soccer game after dinner. Activities Lowest Cost per kWh
Lowest Cost per kWh Moderate Cost per kWh
Moderate Cost per kWh Highest Cost per kWh
Highest Cost per kWh lowest cost per kWh moderate cost per kWh highest cost per kWh 31
Financial Literacy Lesson Planning
BLM 3.2
Scenario 2
Activities
BLM 3.2
A Day in the Life Mrs. Go works outside the home. She rushes around each
Lowest Cost per kWh
morning to help her 4 children get to school on time. Before
she heads Read each scenario and identify which behaviours are costing the family money and which behaviours are saving off to work, she makes sure the air conditioning is
turned down because no one will be home during the day.
the family money. Be sure to refer to the time of use rate graph to evaluate the cost of electricity. Which family has the higher hydro bill? At 5:00pm,
Mrs. Stay returns home to greet the children and
her husband, and starts dinner. She makes dinner and does
one load of laundry after 7:00. When the washing machine
is done, she hangs the clothes on the clothes line to dry.
The oldestMr. Stay is a stay at home dad with 4 children. He child vacuums the house after dinner while Mrs.
works hard during the day to clean the house and get Stay makes
cookies just before she goes to bed.
the chores complete before the children come home from school and his wife returns from work. The children
watch television after dinner until bed time.
Once everyone leaves for the day, he turns on the TV and watches his favourite morning show. He also starts the laundry. Mr. Stay likes to use hot water to clean his family’s clothing. He runs the washing machine and dryer for the entire morning. After lunch Mr. Stay sits down and watches an afternoon programme. He has had the television on all day to keep him company. He then makes cookies and begins to clean the house. He vacuums all the floors. He turns the air conditioning down because he is hot. He begins dinner once the children come home from school. The whole family goes to watch a soccer game after dinner. Scenario 1 Activities Moderate Cost per kWh
Lowest Cost per kWh Highest
Cost per kWh
Moderate Cost per kWh Highest Cost per kWh lowest cost per kWh moderate cost per kWh highest cost per kWh Financial Literacy Lesson Planning
32
How can I make wise spending decisions about electrical energy?
Financial Literacy
Lesson 4 - Do all light bulbs use/transform electrical energy in the same way?
Describe the financial literacy knowledge and skills which will be addressed and assessed in this lesson. Financial
literacy knowledge and skills could include, but are not limited to:
• consumer protection and consumer awareness,
• personal financial planning, such as budgeting, saving, and investing,
• social, ethical, and environmental implications of financial decisions,
• active citizenship,
• planning for the future.
Lesson 4: Do all light bulbs use/transform electrical energy in
Understanding Matter and Energy
the same way?
Curriculum Expectations
Learning Goals
SE2.1 follow established safety procedures for working with electricity At the end of this lesson, students will know
(e.g., ensure hands are completely dry when working with and/or understand...
electricity; be aware of electrical hazards at home, at school, and
in the community)
a. that light bulbs transform electrical energy
into light and heat,
SE2.6 use appropriate science and technology vocabulary, including b. that bulbs that produce more thermal
current, battery, circuit, transform, static, electrostatic, and
energy are less efficient and cost more to
energy, in oral and written communication
use,
c. that changing to a more efficient bulb can
SE3.5 identify ways in which electrical energy is transformed into
save a family money.
other forms of energy (e.g., electrical energy is transformed into
heat energy in a toaster, light and sound energy in a television,
mechanical energy in a blender)
Instructional Components and Context
Readiness
• understand that light bulbs transform
electrical energy into heat and light
• that it costs money to power a light bulb
Vocabulary
• compact fluorescent
• thermal energy
33
Materials
• incandescent bulb
• compact fluorescent bulb
• cardboard box
• desk lamp
• thermometer
• access to internet and data projector
• Blackline master 4.1 Testing Lamps
• Blackline master 4.2 bulbs at home
Financial Literacy Lesson Planning
Minds On
Connections
Lights, Camera, Action!
Assessment
1. Use the two video clips (see links) to introduce the idea that changing
incandescent bulbs to compact fluorescent bulbs can save money. An
understanding of how different types of bulbs transform energy is
important to help students understand that changing the type of light
bulbs we use is one way of saving money and conserving energy.
a. Use the David Suzuki Tips video to explore a wide range of energy
savings ideas with students.
http://www.youtube.com/watch?v=C2Ew7v7lZeY
b. Use the EcoGeek video to explain the properties of the different
types of light bulbs available for us to use. This video will lead into
the final conservation activity found in lesson 5.
http://www.youtube.com/watch?v=pv-mr3VLW34
Differentiation
Action!
How do different light bulbs use energy?
Assessment
All light bulbs transform energy into light, but depending on the bulb, a certain
amount of thermal energy (heat) is also produced. The next task is designed to
illustrate how much thermal energy is produced when an incandescent bulb Differentiation
and a compact fluorescent bulb are lit for 15 minutes.
2. Explain to students that light bulbs transform electrical energy into
light and heat. The energy that is transformed into heat is basically
wasted energy. Their task is to measure how much thermal energy
is released from two types of bulbs. We can compare the amount of
thermal energy by measuring the temperature change of trapped air in
an insulated box. Use the activity Testing Light Bulbs for Energy Waste
(BLM 4.1) to gather the information necessary.
Consolidation
What types of bulbs are in your house?
Assessment
3. Ask students to go home and count the number of incandescent
and compact fluorescent bulbs they have in their homes. Use
BLM 4.2 to collect data about the types of light bulbs in students’ Differentiation
homes.
4. How could you save money on your family’s energy costs by
changing the way you light your house?
Financial Literacy Lesson
34
BLM 4.1
Testing Light Bulbs for Energy Waste
Testable Question
Which light bulb will waste the most energy?
Materials
• Cardboard box (big enough to safely hold lamp)
• Small desk lamp
• Thermometer
• Incandescent bulb
• Compact fluorescent bulb (equivalent brightness to incandescent)
Procedure
Analysis
Conclusion
35
1. Put an incandescent bulb into the desk lamp.
2. Cover the desk lamp with the box. Be careful that the box not touch the lamp.
3. Take the temperature of the air in the box before turning on the lamp.
4. Record the temperature in your observation chart.
5. Turn on the lamp for 15 minutes.
6. Take the temperature of the air inside the box.
7. Record the temperature in the observation chart.
8. Turn off the lamp and allow the air in the box to cool back to room temperature
before proceeding.
9. Repeat Steps #1‐7 using a compact fluorescent bulb.
a. Calculate the change in temperature for each lamp by subtracting the final temperature from the initial temperature.
b. Which lamp produced the greatest change in temperature inside the box?
c. What caused the change in temperature in the box?
d. Based on your observations which lamp do you think wasted the most energy?
Financial Literacy Lesson
BLM 4.2
What types of bulbs are in your house?
Go home and count the number of incandescent and compact fluorescent bulbs you have in your home.
# of light bulbs
# of light bulbs
Compact fluorescent bulbs use about 75% less energy than standard incandescent bulbs and last at least
6 times longer. Unlike incandescent bulbs, compact fluorescent bulbs require special handling once they
burn out because they contain hazardous chemicals, like mercury.
What do you think?
1. Which type of light bulb do you have more of in the place that you live?
2. What could you do if you wanted to save money on your family’s electrical costs?
3. Are there any reasons not to switch to compact fluorescent bulbs in your home?
Financial Literacy Lesson
36
How can I make wise spending decisions about electrical energy?
Financial Literacy
Lesson 5 -What does it cost to light your classroom?
Connections to Financial Literacy
Throughout this five part lesson series, students will
• learn about electricity consumption and how to reduce their consumption at home and school,
• examine home hydro bills and explore the variations in cost and the factors that impact the cost of the bill,
• examine the use of electricity at school through the exploration of light use throughout the day,
• examine the cost savings of conservation using an online calculator to determine savings of money, KWH, and
carbon when conservation strategies are utilized.
Lesson 5: What does it cost to light your classroom?
Understanding Matter and Energy
Curriculum Expectations
Learning Goals
OE1. evaluate the impact of the use of electricity on both the way we Students will:
live and the environment
a. calculate the cost of lighting a classroom/
SE1.2 assess opportunities for reducing electricity consumption at
school using variables, such as type of light
home or at school that could affect the use of non-renewable
bulb, duration of use, number of lights
resources in a positive way or reduce the impact of electricity
utilized,
generation on the environment
b. gain an understanding that using energy
SE3.5 identify ways in which electrical energy is transformed into
efficient lighting and reducing the amount
other forms of energy (e.g., electrical energy is transformed into
of time that lights are utilized will save
heat energy in a toaster, light and sound energy in a television,
energy,
mechanical energy in a blender)
c. develop an understanding that use of a
SE3.8 describe ways in which the use of electricity by society, including
device impacts consumption of electricity
the amount of electrical energy used, has changed over time (e.g.,
and energy costs.
drying clothes in a dryer instead of using a clothesline; playing
video games instead of playing board games; using electric lights
instead of candles)
Instructional Components and Context
Readiness
Materials
• saving energy often means saving money • computer lab access for class
• the amount of electricity consumed will • photocopies of BLM
increase or decrease cost of hydro bill
Terminology
• conservation
37
Financial Literacy Lesson
Minds On
Students will watch a video to set the stage for learning. Then students will use the website www.greenlearning.ca to
explore the cost of lighting a classroom/school and the impact of implementing electricity savings measures on the total
cost of the school’s hydro bill.
Follow the website prompts so that students can follow the instructions on the website to calculate the cost of using
all the lights in their classroom for the entire day. After calculating the base cost, students are given the opportunity to
suggest changes to how they use the classroom lights during the day. For example, they can modify how long they use the
lights, the type of bulb used, and how many lights are utilized. Students will use BLM 5.1 recording sheet to record the
cost of the lighting plan that is calculated based on the choices they make.
Introduction to Changing Light Bulbs
1. Use the Tree House Commercial to set the stage for students taking action with conservation.
http://www.youtube.com/watch?v=cDi6R2a-r0c&feature=related
Calculating the Cost of Lighting the Classroom
2. Students will access www.greenlearning.ca.
3. Select Lessons and Activities from tool bar.
4. Select: EnerAction conservation activities.
5. Select the large orange button on the right hand side labeled “EnerAction Student Energy Missions”.
6. As a group, begin the on-line activity (‘Let’s get started’).
7. Explore the character icons at the top, including GHS’s?, Watts?, and Why Lights?, Then click on “Let’s Go!”.
8. Click “Let’s Go!” and then read “Your Mission”.
9. Begin using the online conservation calculator and guide students through each step.
10. Students are expected to complete BLM 5.1 which records the data from their calculator.
11. ** It will be important to pre-determine the type of light bulbs in the classroom. (ie., fluorescent bulbs are either
old type at 40 watts or new retrofitted type at 28 watts).
Action!
Checking on Other Classrooms
1. The students in the class will be assigned a specific classroom in the school to study.
2. Students will calculate the cost of lighting the assigned classroom. They will also calculate the cost of electricity if
only half the lights were used each day.
3. Students must record their data using BLM 5.2 and complete a list of ideas about how to reduce their consumption
of electricity at school (including: type of bulbs, number of bulbs in classroom, duration they were turned on).
Note: there are different types of fluorescent bulbs which use different watts.
4. Students will insert their data into a BLM 5.3 School Calculation Chart to determine savings for the whole school
if only half the lights were utilized on a daily basis
Consolidation
Persuasive Letter Writing Campaign:
1. Given the data we collected, think of one or two solutions that might help us use less electricity. Using
specific data and environmental factors, write a persuasive letter to the principal that might allow your
class to implement change and, as a result, use less electricity within the school environment.
Financial Literacy Lesson
38
Name: _______________________________ Date :______________
BLM 5.1
EnerAction Student Mission #1
As you analyze your classroom lighting, record the choices you select as you progress through the website. Record your original choices and then record the changes you selected to conserve electricity.
Original Choices
“Now”
Conservation
Choices “What if ”
Watts
Watts
Bulb type
Bulb type
Hours used
Hours used
GHGs
GHGs
Cost $
Cost $
kWh (per
week)
kWh (per
week)
Comments
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
39
Financial Literacy Lesson
Name: _______________________________ Date :______________
BLM 5.2
EnerAction Student Mission #2
Make a list of the different things you could do at school to reduce the electricity consumption.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Classroom Number:_______________
Using the EnerAction Calculator, calculate the cost of lighting the assigned classroom. Then calculate
the cost of electricity if only half the lights were used each day.
Original Choices
“Now”
Calculations using ½
the lights “What if ”
Watts
Watts
Bulb type
Bulb type
Hours used
Hours used
GHGs
GHGs
Cost $
Cost $
kWh (per
week)
kWh (per
week)
Comments
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Financial Literacy Lesson
40
Name: _______________________________ Date :______________
BLM 5.3
School Calculation
Students will insert their data from the EnerAction Mission #2 (BLM 5.2) into the School Calculation to
determine savings for the whole school if only half the lights were utilized on a daily basis.
Classroom
Number
41
Original Cost using all the
lights
Cost using ½ the lights
Financial Literacy Lesson