RESOURCE
wc
Ho
a
nI
e wis
ma k
e spending decisions
abo
ut e
n
erg
y?
Grade 9 - SNC 1D/1P
The Characteristics and Applications of Electricity
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, Project Manager, Saunders Secondary School, Thames Valley District
School Board
Patrick Busby, Science Department Head, St. Martin Secondary School, DufferinPeel Catholic District School Board
Simone Labi-Han, Science Co-curriculum Leader, Newtonbrook Secondary School,
Toronto District School Board
Reviewers
Laura Chapman, MSc
Laima Stoncius, St. Martin Secondary School, Dufferin-Peel Catholic District
School Board
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 - Where is Energy Wasted?..................................................................................................... 3
Appendix 1.1 Where is Energy Wasted?.............................................................................. 6
Appendix 1.2 Energy Reduction Videos ............................................................................. 7
Appendix 1.3 OSSLT News Report....................................................................................... 8
Appendix 1.4 Present Your Findings.................................................................................. 10
Appendix 1.5 Choice 1: Mind Map.................................................................................... 11
Appendix 1.6 House............................................................................................................. 12
Lesson 2 – What is a Watt?.................................................................................................................... 13.
Appendix 2.1 I’ve Got the Power........................................................................................ 15..
Appendix 2.2 EnerGuide and Energy Star......................................................................... 16
Appendix 2.3 Watt Do I Calculate?................................................................................... 17
Appendix 2.3 Answers.......................................................................................................... 20
Appendix 2.4 Watt Device Uses the Most Electricity?..................................................... 23
Appendix 2.5 Watt Did You Learn? Assessment Quiz..................................................... 26
Appendix 2.5 Answers - Watt Did You Learn? Assessment Quiz.................................. 27
Appendix 2.6 School Audit Checklist................................................................................ 28
Appendix 2.7 School Energy Reduction Action Plan Assignment................................ 29
Appendix 2.8 School Energy Reduction Action Plan Assignment Rubric ................... 30
Appendix 2.9 School Energy Reduction Action Plan Assignment Outline.................. 31
Appendix 2.10 School Energy Reduction Action Plan Calculation Sheet.................... 32
Appendix 2.11 Check List for Final Project...................................................................... 33
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 issue-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 - Where is Energy Wasted?
Connections to Financial Literacy
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:
•
•
•
•
•
understanding needs and wants;
consumer protection and consumer awareness;
social, ethical, and environmental implications of financial decisions;
active citizenship;
planning for the future.
Lesson 1: Heat in the Environment – How Much is Too Much?
Curriculum Expectations
Both Applied and Academic Expectations:
Scientific Investigation Skills
A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in
writing, and/or electronic presentations, using appropriate language and
a variety of formats
Subject/Course
Code/Title/Curriculum Policy
Learning Goals
At the end of this lesson, students will
be able to identify the areas around the
house where they are wasting energy.
Applied Expectations:
Overall:
E1. assess the major social, economic, and environmental costs and benefits of
using electrical energy, distinguishing between renewable and non‑renewable
sources, and propose a plan of action to reduce energy costs
Specific:
E1.2 propose a plan of action to decrease household energy costs by applying
their knowledge of the energy consumption of different types of appliances
(e.g., front-load and top-load washing machines; cathode ray tube [CRT]
and liquid crystal display [LCD] computer monitors) [PR, AI, C]
Academic Expectations:
Overall:
E1. assess some of the costs and benefits associated with the production of
electrical energy from renewable and non-renewable sources, and analyze
how electrical efficiencies and savings can be achieved, through both the
design of technological devices and practices in home
Specific:
E1.3 produce a plan of action to reduce electrical energy consumption at home
(e.g., using EnerGuide information when purchasing appliances), and the
roles and responsibilities of various groups (e.g., government, business,
family members) in this endeavour [IP, AI, C]
3
Financial Literacy Lesson Planning
Instructional Components and Context
Readiness
Materials
Prior to this lesson, students will have:
• Computer with multimedia projector,
- an awareness of devices that waste energy
speakers or a set of computers with ear
- an understanding of the difference between current and static electricity
phones
- an awareness that they will need to write and pass an OSSLT Test next year • One or more video cameras/cell phone
to graduate from high school
(optional)
• One or more microphones and a
Terminology
recording device (either on the computer
Current electricity, static electricity, energy consumption
or tape recorder) (also optional)
Minds On
Connections
1. THINK, PAIR, SHARE ==> Fill out “Where is Electricity Wasted?”
A for L Assessment for learning:
(Appendix 1.1)
Diagnostic, using handout
THINK ==> Brainstorm
Description
Individually students first identify areas in the house and school where energy
is being wasted using the “Where is Electricity Wasted” chart.
PAIR ==> Add to the chart
Description
Students then will pair up and share, with a partner, their ideas to add to the
chart.
SHARE ==> Whole Class Discussion
Description
As a class, add to the chart from appendix 1.1 so that all students have a large
list of where energy is wasted in the home and school. At this point, the teacher
may want to identify the areas where students can have the greatest impact on
reducing energy loss.
ESL adaption: A word wall of common words should be developed. Using 1.6,
an image of a house with labeled rooms and electronic devices can help these
students.
Modification: Using appendix 1.6, students could circle, draw or cut out
electronic devices that are wasting energy.
Action!
• Introducing new learning or extending/reinforcing prior learning
• Providing opportunities for practice and application of learning (guided
> independent)
2. CLASS OR INDIVIDUAL ==> Watching Energy Reduction Videos
A for L Assessment for learning:
(Appendix 1.2)
Diagnostic, using handout
Description
As a class, watch some or all of the videos. Add to the list some of the energy
waste sources that were missed from the first activity. As students are watching
the videos, they should be making notes on the ways to reduce energy wastage,
either immediately or after each video. The first video without words is
excellent for ESL students since there are no words. The Phantom video is
more appropriate for applied students.
Financial Literacy Lesson Planning
4
Consolidation
• Providing opportunities for consolidation and reflection
• Helping students demonstrate what they have learned
3. OSSLT PRACTICE ==> News Report (Appendix 1.3, 1.5, 1.6)
Description
Individually, students will complete the OSSLT Practice style news report.
As required in the actual OSSLT Test, students will need to follow the strict
instructions listed on the page to complete the task properly. Appendix 1.5
includes a mind mapping page that could be used. Students will join a partner
and take turns reading each other their news report and giving anecdotal
comments to each other. It then can be submitted to the teacher for evaluation
using the EQAO’s OSSLT Item Specific Rubric and Sample Student Responses
with Annotations found at
http://www.eqao.com/pdf_e/09/Sisrubssra_xe_0609_web.pdf.
This activity can also be used to provide further feedback and possibly identify
students who are possible at-risk students for the OSSLT Test.
4. EXTENTION (Optional)
Individual or pairs ==> Present Your Findings (Appendix 1.4 and 1.5)
Description
Students have a choice on which way they want to organize/present the chart
they developed in appendix 1.1. Students can choose to make voice-overs
to a silent video, make an organized chart of their findings or video tape a
news report. Appendix 1.5 includes a mind mapping page that could be used.
Videos or scripts would be presented to the class on another day.
Alternatively, the teacher could use the mind map in 1.5 as an exit card,
demonstrating the consolidation of the lesson. A modification could be that
students could place stickers either from pictures or actually in the classroom
identifying areas where energy is lost.
5
Explicitly identify planned
DI
differentiation of content, process or
product based on readiness, interest or
learning.
Choice on presentation style
A for L Assessment for learning:
Reflection product: Used to assess how
well students have understood the
initial energy concepts and financial
implications, and to provide them
feedback on clarity of their initial
communication, their use of examples,
etc. Not used for evaluation.
Financial Literacy Lesson Planning
Appendix 1.1
Where is Energy Wasted?
LOCATION
YOUR IDEAS
YOUR PARTNER’S
IDEAS
CLASS IDEAS
KITCHEN
BATHROOM
LIVING ROOM/
FAMILY ROOM
OFFICE
BEDROOM
HALLWAY
LAUNDRY ROOM
CLASSROOM
SCHOOL HALLWAY
SCHOOL OFFICE
Financial Literacy Lesson Planning
6
Appendix 1.2
Energy Reduction Videos
Teachers can choose to have students watch all the videos or select several appropriate to their class. This can be with the
entire class or with individuals using head phones. While students are watching, they should try to record the problem
areas and the solutions for each. All students should watch the first one called “Money Talks” since it is the most related to
financial literacy.
Below is a chart that can be used to organize and assess students.
After they have made their lists, you can make sure that students have enough information for their presentations by
having a discussion and encouraging students to add to their charts.
Money talks:
http://www.youtube.com/watch?v=C-w01jxidDk&feature=related
Static electricity joke that talks about energy star products:
http://www.youtube.com/watch?v=58P4hso65_Y&feature=related
Cartoon shows money loss from devices:
http://www.youtube.com/watch?v=lYVPTXOl3Go&feature=related
Phantom power:
http://www.youtube.com/watch?v=6Li32BD4dII
Video without words:
http://www.youtube.com/watch?v=1-g73ty9v04&NR=1
http://www.youtube.com/watch?v=R5CeQCALESw&NR=1
Electricity Waste
7
Solution to the Problem
Financial Literacy Lesson Planning
Appendix 1.3
OSSLT News Report
Task:
Write a news report on the next page based on the headline and picture below.
• You will have to make up the facts and information to answer some or all of the following
questions: Who? What? Where? When? Why? How?
• You must relate your newspaper report to both the headline and the picture.
Purpose and
Audience:
to report on an event for the readers of a newspaper.
Length:The lined space provided for your written work indicates the approximate length of the writing
expected.
Student Suggests Ways To
Cut Electricity Consumption
Rough Notes
Use the space below for rough notes.
Nothing you write in this space will be
scored.
Write your report on the lines provided on the following page.
Financial Literacy Lesson Planning
8
Student Suggests Ways to Cut Electricity Consumption
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
9
Financial Literacy Lesson Planning
Appendix 1.4
Present Your Findings
Now it is time to summarize what you have learned from the videos. Choose only one assignment that you
would like to do:
1. Complete the mind map using videos.
2. Video or act out as a reporter interviewing ways to reduce energy use.
3. Write or record a script for one of the two “without words” videos.
Assignment Chosen:_____________________________
Assessment Checklist:
At least 10 sources for waste
For each source of waste, a solution to improve energy consumption
Well organized, easy to understand and follow
Easy to read/hear/understand
Financial Literacy Lesson Planning
10
Appendix 1.5
Choice 1: Mind Map
List all the areas of waste in your house using the boxes below. For each area, suggest a way to reduce the waste
using the stars. Add as many squares as you want, but a minimum is ten. You can reorganize or redesign this
table anyway you want.
Energy
Waste
11
Financial Literacy Lesson Planning
Appendix 1.6
House
Image from: http://www.house2harvest.org/intro.html
Financial Literacy Lesson Planning
12
How can I make wise spending decisions about electrical energy?
Financial Literacy
Lesson 2 - What is a Watt?
Connections to Financial Literacy
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;
• social, ethical, and environmental implications of financial decisions.
Lesson 2: What is a Watt?
Curriculum Expectations
Both Applied and Academic Expectations:
Scientific Investigation Skills
A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and
appropriate units of measurement (e.g., SI and imperial units)
A1.13 express the results of any calculations involving data accurately and precisely
Applied Expectations:
E1. assess the major social, economic, and environmental costs and benefits of using
electrical energy, distinguishing between renewable and non‑renewable sources,
and propose a plan of action to reduce energy costs
E1.2 propose a plan of action to decrease household energy costs by applying their
knowledge of the energy consumption of different types of appliances (e.g.,
front-load and top-load washing machines; cathode ray tube [CRT] and liquid
crystal display [LCD] computer monitors) [PR, AI, C]
E2.7 calculate the costs of running common household electrical devices, and
compare their efficiency (e.g., EnerGuide information) [Al, C]
E2.8 graph and interpret electricity consumption data collected over a period of
time from electrical meters at home or in the community (e.g., their school, a
local community centre) [PR, AI, C]
Academic Expectations:
E2.9 determine the energy consumption of various appliances, and calculate their
operating costs (e.g., using the kilowatt hour rate from a utility bill)[Al, C]
E3.1 identify electrical quantities (i.e., current, potential difference, resistance, and
electrical energy), and list their symbols and their corresponding SI units
E2.8 graph and interpret electricity consumption data collected over a period of
time from electrical meters at home or in the community (e.g., their school, a
local community centre) [PR, AI, C]
Understanding Matter and Energy
Learning Goals
At the end of this lesson, students
will:
- analyze the savings created by
using Energy Star products,
- understand the concept of power,
- be able to calculate watts based on
voltage and current,
- identify the factors to be
considered when calculating
energy usage,
- identify the devices/appliances in
the home that use the most and
least amount of energy.
Instructional Components and Context
Readiness/Prior Knowledge
Materials
• students need to have measured potential difference and current
• Electronic balance or triple beam
• students need to know the symbols for potential difference and current
balance
• must understand how current electricity works in terms of electron flow
• Stop watch
• Objects that weigh 1kg (ex., bags of
Terminology
sand)
Current electricity, current, potential difference, energy, mass
• Metre stick or measuring tape
• Calulators
13
Financial Literacy Lesson Planning
Minds On
1. Pair or Small groups ==> “ I’ve Got the Power” (Appendix 2.1)
Description
Individually, students will use mechanical energy to demonstrate power and Watts.
Action!
• Introducing new learning or extending/reinforcing prior learning
• Providing opportunities for practice and application of learning (guided > independent)
2. Whole Class and Individual ==> How Do You Determine Power? (Appendix 2.1
and 2.2)
Description
Students will try to rank electrical devices found in the classroom. As a class, students
will look at and understand the significance on Energy Star and EnerGuide.
Modification: Ranking could be done in different ways. For those who have difficulty
expressing in writing, students could rank using pictures or actual devices.
Connections
A for L Assessment as learning:
Performing and anecdotal
comments
A for L Assessment as learning:
Students will complete
mathematical practice handout
and fill out the form on
calculating devices.
Individual ==> Watt Do I Calculate? (Appendix 2.3)
A for L Assessment as learning:
Description
Students will complete the handout calculating the cost to run appliances based on the Complete quiz
EnerGuide information attached to appliances or the amount of volts and amps provided
with the device.
Modification: More handouts may have to be used if students are having difficulty using
mathematics that break up the steps. Teacher may have to provide calculators.
Individual ==> Watt Device Uses the Most Energy? (Appendix 2.4)
Description
Students will list devices found at home and at school and calculate power and costs
involved in running them. Then, students will reflect on their results, identifying the
most energy costs.
Modification: Teacher will direct students to calculate devices that are in the classroom
only.
INDIVIDUAL ==> Watt Did I Learn? (Appendix 2.5)
Description
Students do a quiz to assess their understanding.
Modification: Could be used as a game to play or could be done orally for some students.
Consolidation
• Providing opportunities for consolidation and reflection
• Helping students demonstrate what they have learned
INDIVIDUAL OR PAIRS ==> School Energy Reduction Action Plan Assignment
(Appendix 2.6 to 2.11)
Description
Students will conduct a school audit of one or more areas of the school using appendix 2.6
to decide what room in the school has the greatest energy waste due to electronics. They
will estimate the number of hours the energy is used in the area/classroom, calculate the
energy used, choose an alternative product to replace the energy wasting device(s), and
then calculate the difference (appendix 2.10). Then, they will make a presentation of their
choice to convey their results. This will take more than one day to do. One day is needed
to do the audit; another is to present their findings.
Alternative: Teacher assigns students to areas of the school that have wasteful devices and
then work on 2.10.
Modification: Teacher provides an image or an actual device found in the classroom.
Students are given the number of hours this device is on during a day. Then, they work
on appendix 2.10.
Financial Literacy Lesson Planning
A for L Assessment as learning:
Appendix 2.11
A for L Assessment of learning:
Students will demonstrate
their financial literacy by
analyzing the expense of
using energy and looking
for alternative Energy Star
products. Appendix 2.8
Students will have a
choice on how to present their
information once they have
calculated their costs.
DI
14
Appendix 2.1
I’ve Got the Power
1. F
irst activity is to demonstrate “one watt”. Obtain a 1 kg mass; it could be a free weight from your gym or you
could weigh out 1 kg of rocks/sand into a plastic bag. Have students measure out 1 metre starting below their
waist height and mark using a string, ruler or tape. Using a timer, have the students lift the mass one metre in 1.0
second time.
2. This activity represents one watt. State one watt as the energy to lift 1 kg in 1.0 second, which is a unit for
POWER. Power is defined as the measure of work per second. Explain that energy is defined as the ability to do
work. They did work (mechanical energy) when they lifted the 100g one metre. The formula is Power = work/
time. You can have students add more mass, 100 g at a time, to feel the extra power needed for more watts.
Challenge them to predict if increasing the amount of the weight, increasing the distance or decreasing the time it
takes to cross 1 metre will increase or decrease power (all will increase).
3. Electrical energy does work, too. Electricity does work to create movement of things like motors, or push electrons
through a resistor that produces heatand/or light. [An enriched/academic class may go on to define acceleration,
force, work, and power.]
How to Determine the Power
1. A
sk students to help make a list of the electrical devices in their homes and have students try to rank them based
on highest to lowest electicity use. You might want to have either the images or the actual devices in front of the
class. You could have students either write them out on paper or order the pictures or devices. Poll the class to see
what device they thought was the highest rank.
2. Demonstrate how students can read the labels of a device. Show them either the EnerGuide labels or the labels
found on electrical devices that are non-EnerGuide electrical devices. Non-EnerGuide products will have a label
somewhere that informs the amount of amperes if in maximum use. Since most electric wiring in North America
is for 120 volts (except for stoves and dryers that are 220 volts), you can figure out the power by multiplying the
number of amps by the number of volts which in this case would be 120 volts. For example, if a light bulb uses 0.33
amps, that would mean it uses 0.33 A x 120 V or 40 Watts. Devices with a transformer convert electricity from
AC to DC. For example, a transformer might read: Input 9 V., 0.05A. That means you multiply the DC current
which is 9 volts x0.05 amps which is 4.5 volts. Then this number must be multiplied by 120 volts again. This is not
a consistent way to measure the electricity used, since it is the maximum use and maybe your device only gets that
high for 5 minutes on the hour. It is only a general measurement.
Instructions from: http://www.ehow.com/how_2283445_find-how-much-electricity-device.html#ixzz1TpiSjSpR
3. Show a VCR or TV that has been left on for an hour. Have a student place her hand on the top. It should be
noticeably warm. That heat is wasted energy. Even the most efficient electrical devices will still make some heat.
Although a refrigerator is supposed to generate a cool environment, it actually produces more heat than it cools! It
is most efficient to use appliances that generate the minimum heat, because heat is wasted energy, unless of course
the device is intended to be a heater.
4. Show students an example of the ENERGY STAR® symbol. Encourage students to look for this rating on devices,
such as stoves and microwaves, since appliances with this rating and symbol do the same job for less energy. It
makes sense to buy products with this symbol because they are more cost effective and have less of an impact
on the environment. Ideally, if the teacher can find an Energy Star product and compare it to a non-Energy Star
product, it will help demonstrate this concept. See Appendix 2.2 for info on ENERGY STAR® and EnerGuide.
15
Financial Literacy Lesson Planning
Appendix 2.2
EnerGuide and Energy Star
Household Appliances
Federal law in Canada, under Canada’s Energy Efficiency Regulations, requires that the EnerGuide label be
placed on all new electrical appliances manufactured in or imported into Canada and that the label indicate the
amount of electricity used by that appliance. This information is determined by standardized test procedures. A
third-party agency verifies that an appliance meets Canada’s minimum energy performance levels.
The Black and White EnerGuide Label
1. Average annual energy consumption of the appliance in
kilowatt hours (kWh)
1
2
3
200
3. Annual energy consumption range for models of this
type and size
680
125
2. Energy efficiency of the appliance relative to similar
models
4. Type and size of the model
4
5
0000
5. Model number
The international ENERGY STAR symbol displayed alone or as part of the EnerGuide
label, identifies major electrical appliances that meet or exceed technical specifications
designed to ensure that they are among the most energy efficient in their class, without
compromising performance.
Document from: http://oee.nrcan.gc.ca/residential/personal/appliances/energuide.cfm?attr=4
Financial Literacy Lesson Planning
16
Appendix 2.3
Watt Do I Calculate?
Part A: To calculate the cost of energy, you need the amount of kilowatts (a derived unit of power that measures
the rate of energy conversion) multiplied by the amount of hours it is used (kWh) and the cost of energy from
your energy provider (in Ontario on-peak price = 10.7 cents/kWh or $0.107/kWh between 11am- 5pm in the
summer months and 7am-11pm or 5-7pm in the winter months). To find the kWh, we can calculate it or find
the energy information of the device on the EnerGuide label.
The following are Energy information for a few common household appliances:
1. On average, how many kilowatt hours does
this computer use per year?
___________________________________
2. If this computer was used only during peak
time, how much would it cost to run the
entire year? (kWh x 10.7cents/kWh)
200
___________________________________
3. Based on the previous answer, on average
how much would it cost per month to run
this computer? (cost per year/12 months)
680
125
0000
___________________________________
4. Using information above, on average how
much would it cost to run this computer
per week? (cost per year/52 weeks)
____________________________________
5. Using information above, on average how
much would it cost to run this computer
per day? (cost per year/365 days)
____________________________________
17
Financial Literacy Lesson Planning
582
1000
3000
0000
This EnerGuide label was taken from a refrigerator. Following the mathematical equations in the previous questions, answer the following:
1. On average how much would it cost to run the refrigerator for the year?
__________________________________________________________________________________________________
2. On average how much would it cost to run the refrigerator for a day?
__________________________________________________________________________________________________
3. On average how much would it cost to run the refrigerator for a month?
__________________________________________________________________________________________________
4. On average how much would it cost to run the refrigerator for an hour?
__________________________________________________________________________________________________
Financial Literacy Lesson Planning
18
Part B: As mentioned earlier, the power that is required by an appliance may also be calculated as the EnergGuide may
not be available on all appliances. To do this, you will need to find the volts and amps that are used. This is usually found
somewhere on the device. (Note: Most appliances are plugged into 120 V; only the stove and dryer are on a 240 V circuit.)
To calculate Watts from this, we use P (watts)= V(volts) x I(amps).
I. Calculate the number of Watts that the following devices would use:
A 32” LCD TV uses 1 amp and is plugged into a 120V outlet:
______________________________________________________________________________
A new microwave oven that is plugged into a 120V outlet uses 10 amps:
______________________________________________________________________________
II. The values above are in Watts (W) but the common unit to use is kilowatts (kW). Convert the values above to kW
(1 kW = 1000 W):
TV _____________________________________
Microwave ______________________________
III. Assume that the television is used 1900 hours per year and the microwave is used 48 hours per year.
Calculate the kWh per year (kW x hours per year):
TV _____________________________________
Microwave ______________________________
IV. Once again, assume that the cost for a kWh is 10.7cents ($0.107). Complete the following table using the calculations
you completed:
Cost
Device
Per year
Per month
Per day
TV
(1900 hours/year)
Microwave
(48 hours/year)
19
Financial Literacy Lesson Planning
Appendix 2.3 Answers
Watt Do I Calculate?
Part A: To calculate the cost of energy, you need the amount of kilowatts (a derived unit of power that measures
the rate of energy conversion) multiplied by the amount of hours it is used (kWh) and the cost of energy from
your energy provider (in Ontario on-peak price = 10.7 cents/kWh or $0.107/kWh between 11am- 5pm in the
summer months and 7am-11pm or 5-7pm in the winter months). To find the kWh, we can calculate it or find
the energy information of the device on the EnerGuide label.
The following are Energy information for a few common household appliances:
1. On average, how many kilowatt hours does
this computer use per year?
_______________200kWh________________
2. If this computer was used only during peak
time, how much would it cost to run the entire
year? (kWh x 10.7cents/kWh)
200
_______________$21.40_________________
3. Based on the previous answer, on average how
much would it cost per month to run this
computer? (cost per year/12 months)
680
125
0000
________________$1.78__________________
4. Using information above, on average how
much would it cost to run this computer per
week? (cost per year/52 weeks)
________________$0.41__________________
5. Using information above, on average how
much would it cost to run this computer per
day? (cost per year/365 days)
________________$0.06__________________
Financial Literacy Lesson Planning
20
582
1000
3000
0000
This EnerGuide label was taken from a refrigerator. Following the mathematical equations in the previous questions, answer the following:
1. On average how much would it cost to run the refrigerator for the year?
_____________________________________________ $62.27 _______________________________________________
2. On average how much would it cost to run the refrigerator for a day?
______________________________________________ $0.17 _______________________________________________
3. On average how much would it cost to run the refrigerator for a month?
______________________________________________ $5.19 _______________________________________________
4. On average how much would it cost to run the refrigerator for an hour?
______________________________________________ $0.01 _______________________________________________
21
Financial Literacy Lesson Planning
Part B: As mentioned earlier, the power that is required by an appliance may also be calculated as the EnergGuide may
not be available on all appliances. To do this, you will need to find the volts and amps that are used. This is usually found
somewhere on the device. (Note: Most appliances are plugged into 120 V; only the stove and dryer are on a 240 V circuit.)
To calculate Watts from this, we use P (watts)= V(volts) x I(amps).
I. Calculate the number of Watts that the following devices would use:
A 32” LCD TV uses 1 amp and is plugged into a 120V outlet:
__________________________________ 120W _____________________________________________
A new microwave oven that is plugged into a 120V outlet uses 10 amps:
__________________________________ 1200W ____________________________________________
II. The values above are in Watts (W) but the common unit to use is kilowatts (kW). Convert the values above to kW
(1 kW = 1000 W):
TV _______________ 0.12kW ______________________
Microwave _________ 1.2kW___________________
III. Assume that the television is used 1900 hours per year and the microwave is used 48 hours per year.
Calculate the kWh per year (kW x hours per year):
TV ________________ 228kWh _____________________
Microwave __________ 57.6kWh ___________________
IV. Once again, assume that the cost for a kWh is 10.7cents ($0.107). Complete the following table using the calculations
you completed:
Cost
Device
Per year
Per month
Per day
TV
(1900 hours/year)
$24.40
$2.03
$0.07
Microwave
(48 hours/year)
$6.16
$0.51
$0.02
Financial Literacy Lesson Planning
22
Appendix 2.4
Watt Device Uses the Most Electricity?
1. Handout or have students create a table with these columns and at lease twelve rows (Appendix 2.4 has the
handout):
Device
Amount of watts
per hour from
the label
Hours left on per
day (24 hour)
Energy per day
Cost per day
Cost per year
2. Students read the labels of several electrical items on display. Students complete the first column of the table.
Afterward, students note that some items use far more electrical power than others. Ask students if they can make
generalizations or categorize the devices that use the most energy. [ANS: Heating items]
3.Assign students to go home to complete the chart for homework, adding devices from their homes so that most of
the devices are included (tell them not to move around really large appliances).
4.Have students estimate in pairs how long each device is left on and place it in the third column, using decimals
of fractions of hours. Have students complete the chart and answer the observation questions found at the end of
Appendix 2.4. Suggest to them that power and time both contribute to the cost of using the appliance.
Lesson modified from: http://www1.eere.energy.gov/education/lessonplans/plans.aspx?id=245
5. Have the students look at the graph from Appendix 2.4.
Have students complete the questions and submit their results, observations, and reflections.
23
Financial Literacy Lesson Planning
HOME AUDIT
Device
Amount of watts
per hour from
the label
Hours left on per
day (24 hour)
Energy per day
Cost per day
Cost per year
Observations:
1. Rank the devices that you calculated the annual expenses, from the most expensive (#1) to the least expensive. List the
top five most expensive devices. Can you generalize from the top five most expensive items, what type of product or
function they all have in common?
2. Take a highlighter or underline with another colour all the devices that use over 200 W of power.
a) Did you find these devices expensive to run? b) If one or more of these devices are not expensive to run, explain why
they were inexpensive.
3.Using another colour, highlight or underline all the devices that are on for more than 5 hours per day. Did these devices
cost a lot of money to run? If any of these devices did not cost a lot of money to run, explain why.
Financial Literacy Lesson Planning
24
Reflection
Graph from: http://www.facebook.com/energysavers.gov?sk=app_200276926679401
1.From the bar graph above, name the three parts of the house that could improve the most with ENERGYSTAR
approved devices.
2.Circle the devices that are used in your school that are on the graph. Rank them below in order from largest to
smallest consumption of electricity.
3.Compare the graph above with some devices that you calculated in the last column of your chart. Were the numbers
close? If not, try to give one or more reasons why they are different.
25
Financial Literacy Lesson Planning
Appendix 2.5
Watt Did You Learn? Assessment Quiz
For each question, circle if it is true or false. If false, rewrite the statement to make it true.
1. True or False. The unit for power is the watt.
2. True or False. One example of one watt is lifting 1k g mass, 1 metre in 1 minute.
3. True or False. The formula for Power is work x time.
4. True or False. Electricity cannot do work.
5. True or False. The amount of voltage that comes out of the wall is usually 100 volts, except for the stove which is
200 volts.
6. True or False. To calculate the number of watts that a device uses, multiply 120 volts with the amperes found on
the label.
7. True or False. Devices that use the most electricity generally produce heat.
8. True or False. To calculate electrical energy used, one must divide the power by the time.
9. True or False? Heat released from devices such as VCR’s represents wasted electricity.
Financial Literacy Lesson Planning
26
Appendix 2.5 Answers
Watt Did You Learn? Assessment Quiz
For each question, circle if it is true or false. If false, rewrite the statement to make it true.
1.
True The unit for power is the watt.
2.
False
One example of one watt is lifting 1 kg mass, 1 metre in 1 minute.
3.
1 SECOND, NOT 1 MINUTE
False. The formula for Power is work x time.
POWER = WORK/TIME
Electricity cannot do work.
4.
False
5.
ELECTRICITY CAN DO WORK, EITHER BY MOVING OJBECTS OR ELECTRONS.
False. The amount of voltage that comes out of the wall is usually 100 volts, except for the stove which is 200
volts.
Wall = 120 volts and Stove uses 220 volts
6.
TrueTo calculate the number of watts that a device uses, multiply 120 volts with the amperes found on the
label.
7.
True 8.
False. To calculate electrical energy used, one must divide the power by the time.
27
9.
Devices that use the most electricity generally produce heat.
ENERGY USED = POWER X TIME
True Heat released from devices such as VCR’s represents wasted electricity.
Financial Literacy Lesson Planning
Appendix 2.6
School Audit Checklist
_______ Windows properly caulked and free of cracks
_______ Effective weather stripping on doors
_______ Deciduous plants to shade southern & western sides of building
_______ Low wattage lighting and electronic ballasts in fluorescent lights
_______ Remove incandescent lighting; replace, if needed, with compact fluorescent
_______ Lights off in unoccupied spaces (classroom, gym, cafeteria, office, workroom)
_______ No unnecessary electric devices (refrigerators, lamps, etc.)
_______ Electronic equipment (TV, VCR, computer monitor) not plugged in when not needed
_______ Computers OFF at the end of the day, not just sleep mode
_______ Window coverings to block sun where needed in the summer
_______ Electronics located away from thermostats
_______ Thermostats/return air vents not blocked
_______ Thermostats adjusted after occupied hours (summer 25° C, winter 17° C), especially in portables, cafeteria
_______ Hall lights off when not needed, half lighting used wherever possible
_______ Sinks, water fountains have no leaks (work order needed if leaking)
_______ Hot water heater set at 43 °C for general use, 60 °F for dishwasher
_______ Internal gym doors closed
Ideas for checklist from:
http://www1.eere.energy.gov/education/lessonplans/plans.aspx?id=236
Financial Literacy Lesson Planning
28
Appendix 2.7
School Energy Reduction Action Plan Assignment
Assignment: You have been hired from EcoWise to measure, design, and develop an action plan to help decrease the
amount of electricity usage in your school.
Success Criteria:
Step 1: Decide on a part of the school or a specific device (ex., computer/lights) that use a lot of electricity in the school.
Step 2: Measure the amount of electricity used by either a room or product found in the school. Assess how long each
product is used during the day. This may require some interviewing with teacher(s), librarian and/or custodians.
Step 3: Research and brainstorm ways to reduce the amount of energy used in the room.
Step 4: Choose the format to present your work:
a) Series of announcements
b) Posters in the school
c) Letter to the principal
d) YouTube ad
Step 5: Submit the School Energy Reduction Action Plan Assignment outline to your teacher.
Due Date: _________________________
Step 6: Fill out the School Energy Reduction Action Plan Calculation Sheet.
Due Date: ___________________
Step 7: Research and create your presentation.
Due Date: ________________________
Notes: You must submit step 5, step 6, step 7, and the rubric.
Adapted from: Ontario Educational Resource Bank
http://download.elearningontario.ca/repository/1231800000SVN3MPU05A03/assignment.html
29
Financial Literacy Lesson Planning
Appendix 2.8
School Energy Reduction Action Plan Assignment Rubric
Categories
Level 1
(50 – 59%)
Level 2
(60 – 69%)
Level 3
(70 – 79%)
Level 4
(80 – 100%)
THINKING AND INVESTIGATION
Use of processing
skills and strategies
(e.g., performing and
recording, gathering
evidence, and solving
equations)
uses processing skills
and strategies in
the measuring and
calculating of energy
consumption with
limited
effectiveness
uses processing skills
and strategies in
the measuring and
calculating of energy
consumption with
some effectiveness
uses processing
skills and strategies
in the measuring
and calculating of
energy consumption
with considerable
effectiveness
uses processing skills
and strategies in
the measuring and
calculating of energy
consumption with
a high degree of
effectiveness
Communication for
different audiences
(e.g., peers, adults)
and purposes (e.g., to
inform, to persuade)
in oral, visual, and/or
written forms
expresses and
organizes ideas
and information
with limited
effectiveness
expresses and
organizes ideas
and information
with some
effectiveness
expresses and
organizes ideas
and information
with considerable
effectiveness
expresses and
organizes ideas and
information with a
high degree of
effectiveness
Use of conventions,
vocabulary, and
terminology of the
discipline in oral,
visual, and/or written
forms (e.g., symbols,
formulae, scientific
notation, SI units)
uses conventions,
vocabulary, and
terminology of
the discipline
with limited
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with considerable
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with a high
degree of
effectiveness
proposes courses
of practical
action for energy
conservation with
limited
effectiveness
proposes courses
of practical
action for energy
conservation with
some effectiveness
proposes courses
of practical action
for energy
conservation with
considerable
effectiveness
proposes highly
effective courses
for energy
conservation with
practical action
COMMUNICATION
APPLICATION
Proposing courses
of practical action to
deal with problems
relating to science,
technology, society,
and the environment
Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
Financial Literacy Lesson Planning
30
Appendix 2.9
School Energy Reduction Action Plan Assignment Outline
Device or devices being measured:
___________________________
Classroom or area concentrating in: ___________________________
In what format will the work be presented (circle):
a)Series of announcements
b)Posters in the school
c)Letter to the principal
d)YouTube ad
Assignment Contract:
Group Members
Tasks to Complete
Initials
Describe in detail how electricity consumption will be measured:
31
Financial Literacy Lesson Planning
Appendix 2.10
School Energy Reduction Action Plan Calculation Sheet
a) Number of hours each device or one device is on:
Device: ________
Device: _______
Device: _________
Hours:_________Hours:_________Hours:_________
b) Device(s) electrical usage information:
c) Calculate the cost of energy used per year (kWh x 10.7cents per kWh):
d) Suggest alternative energy efficient device(s) that can replace the ones that are wasting energy and include the cost of
each, including tax (include the store where it would be purchased):
e) Alternative device(s) electrical usage information:
f) Calculate the cost of energy used per year: (kWh x 10.7 cents per kWh):
g) Calculate the savings from the old device to the alternative device per year (c-d):
h) C
alculate how many years it would take to recover the cost of the alternative device (d) with only electricity cost savings
(g):
Financial Literacy Lesson Planning
32
Appendix 2.11
Check List for Final Project
Radio/YouTube
Criteria
Loud enough to hear
Easy to understand
Proper pronunciation
Includes visuals/sound effects/changes in voice to make it appealing to the listener
Message focuses on the information, not distracting
Timing is right, doesn’t bore the listener
Includes numerical data to impress the audience
Student Check Teacher Check
Poster
Criteria
Neat/printed large lettering
Well organized, proper flow, easy to follow
Proper spelling/grammar
Visually appealing using colour, fonts, pictures
Message focuses on the information, not distracting
Clear message, easy to understand
Includes numerical data to impress the audience
Letter to the Principal
Criteria
Neat/printed lettering
Well organized, proper flow, easy to follow
Proper spelling/grammar
Follows proper business letter format with addresses, salutation, organized
paragraphs, and closing valediction
Message focuses on the information, not distracting
Clear message, easy to understand
Includes numerical data to impress the audience
33
Student Check Teacher Check
Student Check Teacher Check
Financial Literacy Lesson Planning