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Unit of Learning 1st Years Energy Done.docx

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I found this resource helpful for gauging the amount of guidance the students would require.

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https://www.energy.gov/eere/education/downloads/energy-literacy-videos

Provides students with a detailed oversight of energy.

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Want to learn about the Energy Literacy Principles and Concepts?
The Energy Literacy Initiative is excited about its new video series highlighting each of the 7 Essential Principles of Energy. The Department of Energy, the Center for Geoscience and Society at the American Geosciences Institute (AGI), and the National Center for Science Education (NCSE), developed these videos to help educators bring key energy principles to the classroom. The videos are also available in Spanish.

Teachers - Are you planning a lesson around these videos?
Get started with the Quick Start Guide for educators. Scroll down to the bottom of this page to download a copy of an accompanying student analysis guide and teacher guide. AGI has also created social studies guides for each of the seven principles.
Interested in a particular principle? Click on it to watch the video:
Want more videos?
Check out the Department of Energy's YouTube channel.

Are you an educator looking for more lessons and resources?
Use the Education Toolbox to get engaged with energy education today. You can also find additional resources at the following sites:

Wondering how this all fits into the Next Generation Science Standards (NGSS)?
Use our Energy Literacy Alignment Tools to see how the Energy Literacy principles and concepts align with NGSS, and find out how your own activity or curriculum stacks up.

Lesson Plan
Download the student analysis guide and teacher guide to get your students actively thinking about the 7 Essential Principles of Energy:

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Want to learn about the Energy Literacy Principles and Concepts? The Energy Literacy Initiative is excited about its new video series highlighting each of the 7 Essential Principles of Energy. The Department of Energy, the Center for Geoscience and Society at the American Geosciences Institute (AGI), and the National Center for Science Education (NCSE), developed these videos to help educators bring key energy principles to the classroom.

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https://search-proquest-com.proxy.lib.ul.ie/docview/1514820692?accountid=14564&rfr_id=info%3Axri%2Fsid%3Aprimo

From this paper, I used the idea of students 'pitching' the best renewable energy source to their classmates. When implemented in the classroom, this engaged the students exceptionally well and encouraged them to think critically about the information that they were being provided with. I found this method to be a great success.

https://www-tandfonline-com.proxy.lib.ul.ie/doi/abs/10.1080/09500693.2016.1177777

From this paper, the main thing I implemented in my lessons was the use of group work to encourage student learning and participation. However, from this I found that teacher guidance, at appropriate times, is vital in ensuring that the students understand the topic completely.

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Throughout this Learning Outcome, students are presented with the Principle of Creativity and Innovation where they can put their learning to use in a practical manner, creating their own investigations.

Students are also presented with the Principle of Engagement, Relevance and Enjoyment as the investigation allows them to enjoy participating in the class. It is also relevant to their own lives when items such as light bulbs or fans are incorporated, this engages the students and encourages them to learn.

Finally, the Principle of Life Long Learning is also relevant here as students are encouraged to ask 'why' a certain result is observed. This allows for a more inquiry-based approach to learning which is a vital learning skill which will aid the students in future challenges they may encounter.

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I think the main key skill used during this learning outcome is Being Creative. Students are encouraged to think outside the box, explore different ideas and put these in to practice. According to the results obtained, the students can then decide to adjust their investigation accordingly.

Another important key skill is Working With Others. As the investigations were carried out in groups of 2 to 3 students, the students had to cooperate with each other and be mutually respectful of each other's ideas and opinions on certain aspects of the investigation. I also found that the students learnt very well from one another and managed to come up with ideas, methods and conclusions that they would not have thought of if they were working individually.

As well as working with others, students must also be able to manage themselves when taking part in groupwork, which relates to the key skill Managing Myself. Students must express themselves clearly and outline their opinions in a diplomatic manner in order to avoid conflict with fellow group members. They must also listen to other's ideas. This is a vital skill for students to improve on throughout their years in school and continuing out in to the workforce.

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NoS 3 - Students should be able to design, plan and conduct investigations, explain how reliability, accuracy, precision, fairness, safety, ethics and selection of suitable equipment have been considered.
With this learning outcome, the main focus is on students being able to design, plan and carry out their own investigation. When doing so, for this experiment, the students were required to take in to account mainly safety and the selection of equipment that they believed to be suitable.
EaS 6 - Students should be able to research different energy sources; formulate and communicate an informed view of ways that current and future energy needs can be met.
When students are carrying out the PW 7 learning outcome, they will already be aware of different energy sources used in the world. They should also be aware of the fact that people must use energy more efficiently in order to meet the future energy needs of the Earth, therefore, they will be able to outline ways that the efficiency of their investigation could be improved.
PW 3 - Students should be able to investigate patterns and relationships between physical observables.
When students are carrying out their investigation they will be observing the results in order to come to a conclusion. If students are encouraged to attempt to alter their investigations slightly they should be able to observe patterns that are formed which can draw them to a conclusion.
PW 6 - Students should be able to explain energy conservation and analyse processes in terms of energy changes and dissipation.
In order to fully understand their investigation, students must first be aware of the different forms of energy and how energy is converted from one form to another. Once this knowledge is available, the students can analyse the energy conversion taking place and outline any areas where energy is being dissipated and could instead be conserved.

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Science Starting Planning CS - B&W - Assignment.docx

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PW 7: Students should be able to design, build and test a device that transforms energy from one form to another in order to perform a function; describe the energy changes and ways of improving efficiency. 

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PW 7: Students should be able to design, build and test a device that transforms energy from one form to another in order to perform a function; describe the energy changes and ways of improving efficiency. 