Before You Begin s1

Before you Begin:

The City of London has various resources available to you throughout this lesson including informational videos and webpages. If you have any questions about the material before or after the lesson please do not hesitate to contact us. If you have an idea for another lesson, or have connected this lesson to curriculum we have not, please let us know. We are always looking for feedback, ideas for improvement, and new lessons.

Resources:

The resources required for this lesson are those provided in the resource section. These include energy maps of London, one of Natural Gas usage and the other of Electricity usage. Another resource included is from EcoSchool’s Canada, and is a worksheet that illustrates the activity so that each student can complete their school energy audit easily. There are also extension activities provided to increase the students understanding of energy and how exactly it impacts our lives in London, Ontario.

Field Trip Resources:

London Environmental Education Centre Grade 5: 1. Conservation of Energy: Participate in a variety of indoor and outdoor hands on activities focuses on the various sources of energy and the importance of energy conservation. Learn how to assess personal impact both at home and school, and discover ways to reduce your Ecological Footprint. Fanshawe Outdoor Education Centre Grade 5: 1. May the Force Be With You! Dam Tour: Fanshawe Dam is a remarkable structure engineered to withstand tremendous internal and external forces. On the tour, we will put on hard hats and get an inside look at the dam when we visit the inspection tunnel 30 meters below the surface, The dam’s role in flood control and as a source of green energy will be highlighted. Feedback:

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Curriculum Connections Grade 5: Science and Technology

Understanding Earth and Space Systems: Conservation of Energy and Resources

Overall Expectations: 1. Analyze the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources 1.1 Evaluate the effects of various technologies on energy consumption and propose ways in which individuals can improve energy conservation.

2. Investigate energy transformation and conservation 2.2 Use scientific inquiry/research skills to investigate issues related to energy and resource conservation 2.3 Use technological problem-solving skills to design, build, and test a device that transforms one form of energy into another 2.4 Use appropriate science and technology vocabulary, including energy, heat, light, and sound, electrical, mechanical, and chemical 2.5 Use a variety of forms to communicate with different audiences and for a variety of purposes

3. Demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved. 3.1 identify a variety of forms of energy and give examples from everyday life of how that energy is used 3.2 Identify renewable and non-renewable sources of energy 3.3 Describe how energy is stored and transformed in a given device or system 3.4 Recognize that energy cannot be created or destroyed but can only be changed from one form to another 3.5 Explain that energy is apparently “lost” from a system has been transformed into other energy forms that are not useful to the system.

Grade 5: Social Studies People and Environments: The Role of Government and Responsible Citizenship

B2.2 Gather and organize a variety of information and data that present various perspectives about Canadian social and/or environmental issues, including the perspective of the level of government responsible for addressing the issues

B2.3 Analyze and construct maps in various formats, as part of their investigations into social and/or environmental issues.

B2.4 Interpret and analyze information and data relevant to their investigations, using a variety of tools Grade 5: Math Data Management and Probability

2 Overall Expectations 1. Collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including broken-line graphs. 2. Read, describe, and interpret primary data and secondary data presented in charts and graphs including broken-line graphs

Lesson Resources

The resources below are designed to teach students how much energy is used in the school. Please ask other faculty members at your school if they would allow your students to participate in a energy audit which would consist of them going into each classroom and counting the amount of lights that are on and lights that are off. You could also turn it into a learning activity for other students in the other classes by asking them to help count the amount of lights. It is important that for this specific resource you set aside at least one learning period, as the audit itself will take 20-30 minutes. The data you collect with your students can also be used to update your existing eco-schools certification, but also be used to apply for an eco-schools certification if you do not already have one.

Resource 1 - How Much Energy Does My School Use?

Classroom Classroom Number of Number of Number of lights Grade Teacher Light bulbs in lights on off the classroom

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Library

Auditorium

Principal’s Office

Resource 2: Graphing Energy Use by Classroom

Using the Information you collected in your light bulb count, graph the amount of light bulbs each grade had on during your visit using the bar graph below. Shade in the bars in different colours or patterns for each grade.

4 Resource 3: Mapping the School’s Energy My School’s Energy Map Draw your schools floorplan; include all the classrooms you visited during your energy audit. Give classrooms with the highest amount of lights a red colour, and those with the least amount of lightbulbs a blue colour. The classrooms in between can be coloured yellow. Be sure to label the classrooms and make a map legend for your colour choices.

5 Resource 4: Literacy Questions

Based on your map and graph, answer the questions below;

1. What classroom has the most light bulbs?

2. Why do you think this classroom has the most light bulbs?

3. What classroom has the least light bulbs?

4. Why do you think this classroom has the least amount of light bulbs?

5. What type of energy do light bulbs use? (Try to remember from the slide show)

6. What are some ideas of how we can reduce energy at our school?

6 Lesson Notes:

Introduce the students to the lesson explaining that energy is something that we rely on every day to complete work for us. Such as turning on our alarm clock so we can catch the bus on time, turning on the lights when we get ready in the morning, or even watching TV before and after school. Explain that energy is an important resource that we use in London each day, and that today they will be learning more about how energy works.

What is energy? Explain to them that the definition of energy is the capacity of something to preform work. For example batteries which use electrical energy allow our cellphones to do work by calling home or texting our friends. As well energy provided by gas and oil also help our cars move and help our lawnmowers complete yard work.

What is work? Explain to them that work is the transfer of energy from one thing to another. For example when you kick a ball you are using your energy which you got from eating a healthy meal to give the ball energy to move to score a goal or pass to a friend. The movement of the ball is completing the work that you want it to.

There are 9 types of energy, ask the students if they can guess any types of energy. Ask them to think about how they hear, how they keep warm, how they can use light so they can see, etc. - The nine types of energy are: o Kinetic, Mechanical, Sound, Thermal, Chemical, Electrical, gravitational, and Radiant Slide 4: Explain to the students that kinetic energy is something they use and see every day. Explain that any object that is moving means that it has kinetic energy. Explain to them that the more an object weighs the more energy it has (kinetic). To prove it you could use two objects such as a feather and a marble. Get a volunteer to drop both at the same time, students can than see that the heavier object falls faster as it moves, it has more kinetic energy. - Another example of kinetic energy is someone who runs track and field, the speed at which someone is running is their kinetic energy.

Explain to the students that potential energy is stored energy possessed by an object. For example ask a volunteer to come to the front, give them an elastic and ask them to stretch it out. Ask the volunteer to let it go. The elastic will snap and move. Explain to them that the elastic cannot move by itself however it does have the potential to move since it has stored elastic energy. - Another example is a bow and arrow, the box string has the potential energy to move the arrow 7 - Another example is a spring, a spring has stored energy, when pressed down and then released it has the ability to spring upwards. - Another example is a large rock teetering on the edge of the cliff, if pushed it has the potential to fall creating kinetic energy.

Explain to students that mechanical energy is the combination of both kinetic (movement energy) and potential energy in an object. Mechanical energy is the energy that is associated with the motion and position of any object. Ask for another student volunteer to illustrate the example on the screen. Use a toy hammer rather than a real hammer. Ask the volunteer to swing the hammer (kinetic energy) and hit the table (potential energy). - Another example is a pendulum (inside an old clock) it has mechanical energy because it swings back and forth associating it with motion and position.

Explain to students that sound energy is the movement of energy through a substance in longitudinal waves. Explain that sound is produced when a force (movement) causes a substance to vibrate. Explain that sound is not used very often as an energy source as it contains far less energy than other types of energy. Ask all of the students to tap their desks with one hand and feel their desktop with the other, explain to them that they are making noise from tapping their desk because the top of the desk is vibrating/ moving. - Another example is their alarm clock, the top of old alarm clocks would vibrate to make noise.

Explain to students that thermal energy comes from the temperature of an object. Explain to them that when an object has a higher temperature its particles and molecules are constantly moving, increasing the amount of heat created. The warmer and object is the more its molecules are moving. Explain to the students that the hotter something is the more energy it has. For example, explain that the sun gives energy to all things on earth. It uses thermal energy to warm the earth so we can live here. The sun has the highest amount of thermal energy in our solar system. - Ask the students about the picture on the right (two containers full of water) ask them when their parents boil water at home. Ask them to think if it would take more time to heat container A or B and ask why. Than ask which container would take the longest to cool down. The A container will take longer to heat up but will have more thermal energy because it has more molecules and particles than container B.

Explain to students that chemical energy comes from the energy stored in the bonds (joint/connections) between atoms and molecules which make up everything around us. Atoms and molecules are too tiny to see. (Point out the image on the right with the molecules and atoms to show how they are joined to students) Ask the students if they have eaten today, and when they eat if they feel they have more energy. Explain to them that when food enters our stomachs it is broken down to release the energy stored

8 between molecules. When this energy is released our bodies receive energy which helps us function and play.

Explain to students that electrical energy is generated by the movement of electrons, and that electrons are inside atoms (atoms are what we discussed in the previous slide). Electrons are inside of us and other objects and when they jump to another atom or join to an atom they get a charge of energy. Ask the students if they have any of the objects in the bottom image, ask them how they work, where they get their energy from? Explain to them that because they are plugged into the wall receiving electricity the atoms in their motors are being charged and moving creating energy in the object.

Explain to students that gravitational energy is energy that is created by the earth’s gravitational pull. Ask the students to stand, ask them to jump. Ask them what brings them back to the ground; ask them if they had to jump on the moon if they could jump higher (less gravity). - Example, dropping something, the reason it hits the ground is gravitational energy. - Example; Sky diving, the reason people fall from planes to the ground is gravitational energy, their parachutes act to slow them down before they hit the ground.

Explain to students that radiant energy is energy of electromagnetic waves. These are waves that cannot be seen. Explain to them that their microwave at home uses electromagnetic waves to heat their food up. Explain that shorter wavelengths have higher energy levels. Explain that x-rays have such high energy that they can penetrate a lot of objects and is why they use them to see if our bones are broken. Also let students know that it is the only form of energy that can travel through space. Ask a volunteer to go to the light switch and turn of the lights, explain to students that with the absence of lights giving off electromagnetic waves there is no light (except the light coming from outside which comes from the largest source of radiant energy-the sun). An example is the light that a flashlight gives off or a light gives off in the home.

Explain to students that the map on the screen is called an energy map and it shows how much energy is used around London. The type of energy illustrated in the image is how much electrical energy is used in London. Explain that energy maps are used to help people plan out neighbourhoods or add new power lines.

Ask the students the following questions about the map: 1. What do you think the red areas represent? 2. What do you think the blue areas represent? 3. What is electricity used for at home?

9 4. Do you see any shapes or patterns?

Explain to the students that they are going to determine if the school deserves a red, yellow, or blue evaluation for energy use. Explain that yellow is used to illustrate areas of medium energy usage (not the highest but not the lowest).

ACTIVITY: Give each student “Resource 1: Energy Audit Worksheet”. Lead the students around to each classroom in the school (preferably one classroom of every grade, including their own classroom). At each classroom ask them to count how many lights they have. Tell them to put the number in the correct spot on the worksheet provided. Once you have visited one of every grade head back to the classroom. Provide the students with “Resource 2: Graphing Energy by Classroom” together as a class go over how to graph the data (may require a smart board illustration or the use of an overhead transparency). Tell them to use whatever colours they would like for each class to illustrate how many lights each classroom has.

Show the slide after the activity and explain to students how this specific energy map works. Explain to them that at this particular school the cafeteria, auditorium, and gym all has the most light bulbs and therefore were probably using the most energy. Because of this they were given a red colouration. Explain that the orange and yellow coloured classrooms illustrate those with the middle amount of lights and that because they have minimal lighting compared to the red coloured parts of the school they use less energy. Finally explain the blue areas, explain that because offices have less light bulbs they probably use less energy and just like in the London energy map they are coloured blue (for the least amount of energy used).

ACTIVITY: Hand out “Resource 3: Mapping the School’s Energy” tell the students that using their graphed data they can draw an energy map of their own school. Provide the students with rulers, and colouring pencils. Ask them to draw their schools layout to the best of their ability and colour in the classrooms appropriately. Remind them that classrooms using the most light bulbs (more energy used) are red in colour, classrooms with a medium amount of light bulbs are orange and yellow in colour, and the classrooms with the least amount of light bulbs (less energy used) are blue in colour.

ACTIVITY: Ask the students to look at their map and as a class answer the questions, found in “Resource 4: Literacy Questions”, on chart paper.

What did you think? Provide the students a minute to talk about what they thought about the lesson and its resources. Ask them what they would have done and how they would have done it, or if

10 they found one part of the lesson to be more interesting than other parts. Through asking students what they think about the lesson the City of London can continue to make more appropriate and intriguing lessons for school groups.