Suitable for K Year 2. Suitable for K Year 2. 1 big teacher s book and 5 small children s books

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2 Suitable for K Year 2 Suitable for K Year 2 Use a blue pencil to circle the things that use hot water. Hot water can use more electricity than anything else. Have a quick shower or don t fill the bath too much! Colour in all the lights yellow. Don t forget the lamps! Lights use electricity. Switch them off when you leave a room. How can Amy keep warm without turning the heater on? Circle the correct answers. a) Put on a jumper b) Feed the cat c) Close the curtains d) Play with the dog Heaters can use a lot of electricity. Try to find other ways to keep warm. You can help the environment by using less electricity at home. Show your parents how they can help too. Colour the fridge pink. The fridge uses the most electricity in the kitchen. Close the fridge door! Letting the cold air out uses more electricity. Circle in green the television, computer, printer, stereo, and microwave oven. Turn these appliances off at the power point to save energy. Find the clothes drying rack in the laundry and circle it in purple. Clothes dryers use a lot of electricity. Dry clothes in the sun. Using less electricity in your home helps the environment. Can you help Amy use less electricity in her house? Suitable for K Year 2 1 kit contains: 1 teacher s notes 1 big teacher s book and 5 small children s books 1 board game and 30 sorting cards 1 activity sheet Thank you for choosing to implement Amy s Energy Saving Kit in your classroom. The aim of these resources is to introduce children to the importance of reducing household energy consumption in order to benefit the environment and reduce energy bills. It also shows how children can encourage adults to help. These materials have been developed in collaboration with the NSW Department of Education and Training and Ausgrid. The teaching materials support the NSW Science and Technology K-6 syllabus. The components of this kit may be used in a variety of ways to introduce your students to the important ways in which reducing household energy consumption can minimise greenhouse gas emissions. These materials present ONE possible set of activities to meet the requirements of the NSW Science and Technology K-6 syllabus. You may utilise variations of the learning processes to expose students to the NSW Science and Technology K-6 syllabus outcomes. Board game and sorting cards These cards may be introduced as a whole class activity or used in small groups. Students benefit from having experiences in sorting, comparing and classifying. As they play a variety of sorting games, concepts and vocabulary such as: classifying groups/categories; same/different; empty/full; less/more; hot/cold; open/ closed; on/off; wet/dry; and dirty/clean can be introduced. Students may classify cards by colour or classify by their own category which they must explain and justify. s may suggest how the cards should be sorted items using electricity in one pile and those that don t use electricity in the other. An additional pile may be included, Not sure if it uses electricity, this category may then be used for discussion with the group or class. The cards could also be used to stimulate a talking/listening activity or a writing activity. Students could draw a card and describe what they see, where this item would be found, what this item is used for, and how this item could be used if we were to try and save energy. After the oral activity, students could then write about their card. Use the reverse of the cards to complete the puzzle and reveal the key message, Saving electricity helps save the world. Incidental learning: Students discover that rules are helpful when playing card games and often help to avoid problems. They learn that cooperation skills involve knowing, following and obeying the rules. Books The big book should be used as part of the shared book experience and smaller texts during group reading tasks. A variety of grammar and concept vocabulary activities could also be selected from the texts. Reflection It is important to allocate time throughout the teaching and learning process for students to reflect on what they have learnt. Provide ample time for student discussions, questions and some sharing.

3 Alignment to the curriculum Outcomes for students PP ES1.4 Explores and identifies the ways in which some forms of energy are used in their daily lives. When changes occur, energy is used, e.g. to cook food, melt ice, blow up a balloon. Our bodies use and store energy. People feel hungry when they need food for energy. People can sense various energy forms (when something changes), e.g. feel heat, see light, and hear sound. If someone pushes or pulls something, it may move. When an object moves or changes, energy is used. PP S1.4 Identifies and describes different ways in which some forms of energy are used in the community. People use energy resources in various ways, e.g. heat is used to dry clothes or cook food. Electricity is used to give light, heat, sound or movement. Light is used when it is dark and we need to see. The ways in which people have used energy, such as heat, light or electricity, have changed over time. Objects can move in different ways, e.g. go faster, slow down, or change in shape. Changes in movement and shape are caused by pushes and pulls (forces). A large push or pull will make an object move further or faster than will a small push or pull. INV ES1.7 Investigates their surroundings by observing, questioning, exploring and reporting. Makes observations using all senses and responds to questions about ways to find out. Suggests simple classifications based on physical properties. Makes collections and identifies features of items collected. Suggests simple cause-and-effect associations. Recognises sequences in events, and similarities and differences in items collected. Tells others about what has been found out. Explains own ideas about reasons for patterns and trends in items collected. UT ES1.9 Identifies and uses a limited range of equipment, computer-based technology, materials and other resources when undertaking exploration and production. Follows procedures to ensure the safety of self and others when using equipment and materials.

4 Learning activities for students Benefits for students Everyone everywhere has a part to play in helping to protect the environment. The elements of Amy s Energy Saving Kit: the text, The Day Amy Helped Save The World, the board game and sorting cards and the Help Amy Save the World activity sheet, are integral components of the learning experience. These activities lead to an increased awareness of how to reduce energy consumption and costs, and of the reasons why it is important to protect the environment and minimise greenhouse gas emissions. They provide simple ways that children can help in protecting the environment and encourage adults around them to help also. To students Using energy more wisely in your home helps to reduce the impact you have on the environment. There are many simple things you can do to save electricity. Step 1 Step 2 Step 3 Step 4 Step 5 Build field knowledge How is energy used? Energy use identifying needs and wants Ways to save energy Your turn What is energy? When an object moves or changes, energy is used. What uses energy and what doesn t? Board game with sorting cards. Play Amy s sorting game and sort and classify items that use electricity and those that don t. How do we use energy? Energy audit walk. Where do we use energy? at school? at home? What is energy used for? Why do we need energy? Children s storybooks. View illustrations of the text, The Day Amy Helped Save The World and identify where energy is used. Brainstorm energy saving ideas. Read how Amy tries to save the world. What ways can you help save energy? at school? at home? How can you encourage mum and dad to do the same? Your turn to help save the world, starting at your school. Become proactive. How can you help Amy? Activity sheet. Complete the activity sheet. Sorting cards. Solve the puzzle.

5 Step 1 Build field knowledge What is energy? Some students may suggest that electricity is a form of energy. Question students to find out what they know about energy (electricity). Create a class chart. What is energy? It makes things go; the ability to do work; makes things work, e.g. turn on a switch the lights come on, etc. 1 How do we use energy/get electricity? Basic understanding only turn lights on; through the wires; for the TV; etc. Board game with sorting cards. Introduce sorting card game. Discuss the illustrations and allow students to sort and classify picture items what uses electricity/what doesn t. Play Amy s sorting game. Sorting and classifying could easily be developed as an IWB task. Discuss student choices. 2 Re-visit the game throughout the unit of work to reinforce concepts and clarify understandings. Teach metalanguage and specific terms throughout the unit. 1 The stress at this stage and Stage 1 is on experiential concepts, i.e. those that can be observed. Although young students have explanations for events, teachers should not place undue emphasis on these concepts at this stage. It needs to be remembered that energy is itself an abstract idea and that we see only the effects of it. s at all stages need to try to avoid giving an impression that energy is a substance with substance-like properties. At Stage 1, the focus on the uses of energy extends to the wider community. Students have their own ideas about energy and its various forms. They have definite ideas about how we see, how a circuit makes a light glow, how we hear, what shadows are, where forces act and so on; ideas that can be discussed, challenged, tested and expanded. Supporting SciTech in the Primary School Big Ideas. 2 Literacy link using picture cards as sentence writing stimulus or IWB activity, e.g. This is a..., It is used for..., To save energy we could...,

6 Step 2 How is energy used? How do we use energy? Where does the energy come from? Discuss and brainstorm the many places electricity is used, beginning with the classroom. Students use their observation skills to locate and identify energy usage areas within the classroom. List/use pictures of areas found to display information. Identify other areas for surveying energy usage. General areas, e.g. workplace, home, community shops, school. 3 Introduce the term energy audit to the students. Students go on an energy audit walk around the school identifying and locating all the places in the school where energy is used, e.g. school office, hall, computer lab, other classrooms and canteen, and mark on a school map. This could be conducted in groups with parent or peer group helpers. Each group would be allocated specific locations. Keep a record/audit of the number of lights, computers, air conditioners, etc. switched on/off in each area. Choose a different time of day and continue the energy audit by buddying up with a primary class as your survey helper and compare the results. Discuss if each area was using the energy in the best way, e.g. were the computers being used and if not, were the monitors turned off? Expand energy exploration. In groups, students are allocated specific areas where energy/electricity is used, e.g. home, school, community shopping areas, workplace, and record responses of specific uses of energy on a retrieval chart/poster. 4 Home Community shops Living Room TV, Lights, Lamp. Street Traffic Lights, Speed Cameras, Street Lights. Bedroom Clock, X-Box. Fire Station Computers, Lights. Office Computer, Lights. Shopping Centre Lights, Cash Registers. Laundry Washing Machine, Dryer. Police Station Lights, Phones. Discuss and add to if other items are suggested. Students share their brainstorming with the class. 3 HSIE link community helpers. 4 Each poster could be in the shape of designated area house, shop, etc., and the appliances listed may also be in pictorial form for younger students.

7 Step 3 Energy use identifying needs and wants Why do we need energy? Children s storybooks. View/read illustrations and text, The Day Amy Helped Save The World. 5 Discuss items in Amy s home that used electricity. Compare them with the list which students generated in the previous activity. Add modifications to the list accordingly. Create a list of needs and wants by posing a series of What if... questions, e.g. What if you didn t have a house to live in? What if your TV blew up? Use the above list to explicitly categorise the difference between needs and wants and discuss how some of these are provided and the appliances that provide them in the home. Discuss what children need each day and why (basic needs), and list. What household appliances are used in providing these needs. 6 Using the Home chart and pictures create a list of all electrical items contained in each of the rooms. Students classify which items are needs and which are wants. View illustrations (re-read the text, The Day Amy Helped Save The World). How does Amy ensure that her needs are met? 7 The accompanying text, The Day Amy Helped Save the World contains many concepts, e.g. empty/full; less/more; hot/cold; open/closed; on/off; wet/dry; dirty/clean; etc. These concepts are often difficult for young children to grasp. A variety of literacy tasks/bingo games, etc. could be played to develop conceptual understandings as a component of this work. 5 Cover the text with Post It At this reading/viewing of the text, do not focus on energy saving tips. The purpose here is to identify the appliances in the home that use electricity. 6 Much discussion will be required. Opportunities exist for links with living things, for example food, as a basic need, comes from plants plants need water, soil, sun to grow; energy from the sun may provide warmth for people and for drying clothes. Provide a guided investigation about what happens when you leave food out of the fridge for extended periods, e.g. bread in a plastic bag (DO NOT open the bag), a piece of fruit left to go mouldly, milk left overnight, etc., and discuss changes in appearance. 7 Again the focus of the reading/viewing of the text is on Amy s needs, not how she helps save energy.

8 Step 4 Ways to save energy Brainstorm energy saving ideas What do you know about saving energy? Why do you think people would want to? List the reasons. Brainstorm/question children about what would happen if we wasted all of our energy. Use a wind-up toy to demonstrate full of energy running on empty, e.g. Eveready bunny, running out of petrol, etc. Students undertake some form of physical activity. 8 Discuss why they may have felt puffed out after performing some of these tasks. Lead a discussion about wasting energy, e.g. in the same way that we can waste the energy stored in our bodies (saved in the wind-up toy), we can also waste other forms of energy. Introduce the text, The Day Amy Helped Save The World. Tell students that Amy is a young girl just like many of them and she is going to try to save the world. Her teacher has told her that using less electricity is good for the environment so Amy has decided to try to do what she can to stop energy from being wasted in her home. Read page 2 of the text. Students predict ways in which Amy could use less electricity to help save the world. List. Re-read the text, The Day Amy Helped Save The World, and compare the predictions with what Amy did. 9 The text, or specific sections of it, may need to be read several times to develop a deep understanding of how one simple action may have a much larger consequence for the environment. 8 Ideal opportunity to teach some of the fundamental movement skills and integrate the PDHPE key learning area. 9 After re-reading and ensuring understanding of concepts, have children identify opposites on each page, e.g. page 10 wet clothes/dry clothes etc. Play opposites bingo. Sorting cards. Solve the puzzle. NB: Remind students about safety around electrical items. Step 5 Just as Amy s actions helped save the world at home, now it s your turn to help save the world at school. Become proactive! Investigate ways that you could save the world at school. Make your own list/plan. Design an action plan/poster/reminder/sign etc. to encourage the teachers and students to protect the environment by turning off lights, etc. Insert an Energy Tip section or column in the school newsletter and/or school website. Design a Tips for s, Savers for Students or Pointers for Parents section to be included in the school newsletter, e.g. efficient use of air conditioners/heaters. Play Who wants to be a Superhero and save the world? e.g. highlight the correct answer 10 You are feeling cold what do you do? A. Close the blinds. B. Put on a jumper. C. Turn on the heater. Activity sheet. Complete Help Amy save the world activity sheet by locating all the areas in the home that use electricity. 10 Students could work with a buddy class and make their own quiz card game based on their knowledge. Assessment: observation of student responses, justifications and explanations of their sorting and classifying may be used as an assessment tool in identifying student understanding of the concepts of energy use.

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