DOCUMENT RESUME K-12 Energy Education Program: A ... · K-12 Energy Education Program: A Conceptual Guide To K-12 Energy Education in Wisconsin. Wisconsin Univ., Stevens Point. Energy

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K-12 Energy Education Program: A Conceptual Guide To K-12Energy Education in Wisconsin.Wisconsin Univ., Stevens Point. Energy Center of Wisconsin.1997-00-0042p.; Funding provided by the Wisconsin EnvironmentalEducation Board.Energy Center of Wisconsin, 595 Science Drive, Madison, WI53711-1060.Guides Non-Classroom (055)MF01/PCO2 Plus Postage.Conservation Education; *Curriculum Development; Ecology;Elementary Secondary Education; *Energy Management;Environmental Education; Fuels; *Futures (of Society);Natural Resources; Physics; *Science Education; *TechnologyEducationWisconsin

In addition to presenting concepts that can help studentsunderstand and make decisions about energy issues, this guide providesguidance for teachers to incorporate energy education into their curricula.The guide is divided into two major sections: (1) the Energy EducationConceptual Framework and (2) the Suggested Scope and Sequence. The conceptualframework is not a curriculum in itself; rather, it is a skeleton thatprovides the foundation for a curriculum. The concepts were derived fromenergy-related frameworks designed by other educational organizations andtaken from physical and environmental science texts. Additional concepts weredeveloped to reflect issues specific to Wisconsin. Concepts within theframework are organized under four themes that are arranged to build uponeach other. Concepts within each theme are further organized into subthemes.Major themes include: (1) We Need Energy, which defines energy and describeshow energy is transferred and converted from one form to another according tothe laws of thermodynamics; (2) Developing Energy Resources, which addressesenergy sources and how humans use energy to meet societal wants and needsthrough technology; (3) Effects of Energy Resource Development, which covershow using energy resources affects human societies and the environment; and(4) Managing Energy Resource Use, which identifies strategies to help resolvemany of the issues presented in the third theme. The section on Scope andSequence provides guidelines for when and to what extent the energy conceptscould be integrated into school curricula. This guide also contains a conceptmap, glossary, a 13-item resources and references list, and an appendix ofeducational objectives. (PVD)

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A fl iA CONCEPTUAL GUIDE

TO K-12 ENERGY EDUCATIONIN WISCONSIN

(

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

AS BEEN GRANTED BY

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and tmorovernent

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced aseived from the person or organization

originating it.

Minor changes have been made toimprove reproduction quality.

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

CONCEPTUAL FRAMEWORK AND SUGGESTED SCOPE AND SEQUENCEPRODUCED BY THE WISCONSIN K-12

ENERGY EDUCATION PROGRAMAND THE WISCONSIN CENTER FOR ENVIRO"tVI.ENTAL EDUCATIOY,._

A PUBLICATION OF THE ENERGY CENTER Of WISCONSIN

.1-tirWr." r rN 047 N,7 T1 4 tr C.

Wisconsin K-12 Energy Education Program (KEEP)414 LRC

University of Wisconsin-Stevens PointStevens Point, WI 54481

PH (715) 346-4770FAX (715) 346-4698

Email: [email protected]

Ginny Carlton, Energy Education Program AssistantSteve Knudsen, Coordinator of ResearchJennie Lane, Coordinator of Curriculum DevelopmentCorky McReynolds, Energy Education Team LeaderRandy Champeau, Energy Education Project Director

KEEP Financial SupportEnergy Center of Wisconsin

Wisconsin Center for Environmental EducationWisconsin Environmental Education Board

University of Wisconsin-Stevens Point

KEEP Steering CommitteeRandy Champeau (Co-chair),

Wisconsin Center for Environmental Education

Carolyn Amegashie,Wisconsin Department of Transportation

Okho Bohm,Wisconsin Power & Light Company

Shelly Fischer,Wisconsin Department of Public Instruction

Al Hovey,Longfellow Middle School

Pat Marine,Wisconsin Association for Environmental Education

Chuck Mitchell,Alliance for Clean Energy Systems

Cheryl Parrino,Public Service Commission of Wisconsin

Susan Stein,Midwest Renewable Energy Association

Mark Hanson (Co-chair),Energy Center of Wisconsin

Tom Bobrofsky,Wisconsin Elementary Science Teachers

Floyd Henschel,Wisconsin Society of Science Teachers

James Jenson,Madison Gas & Electric Company

Corky McReynolds,Treehaven Environmental Center

Sharon Nelson,Wisconsin Society of Science Teachers

Barbara Samuel,Dept. of Administration, Division of Energy

and Intergovernmental Relations

Al Stenstrup,Wisconsin Department of Natural Resources

Jerry Young,Wisconsin Electric Power Company

KEEP Advisory Review CommitteeRandy Champeau, Director,

Wisconsin Center for Environmental Education

Anne Green, Outreach Coordinator,Wisconsin Center for Environmental Education

Daniel Sivek, Associate Professor,College of Natural Resources,


Corky McReynolds, Director,Treehaven Environmental Center

Phyllis Peri, EE Resource/Network Coordinator,Wisconsin Center for Environmental Education

Dennis Yockers, Assistant Professor,College of Natural Resources,


Copyright 01996, 1997 Energy Center of Wisconsin andThe Wisconsin Center for Environmental Education. All rights reserved.

AcknowledgmentsThis document was developed by the Wisconsin K-12 Energy Education Programand published by the Energy Center of Wisconsin.Portions of this document were adapted from A Conceptual Framework for Energy Education,©1988, National Energy Foundation. All rights reserved. Used by permission.

Concept Map by Perry Cook, Assistant Professor, Department of Education,University of Wisconsin-Stevens Point.

Conceptual Framework and Scope and Sequence Reviewed ByMs. Carolyn Amegashie, Program and Planning Analyst, Wisconsin Department of

Transportation, MadisonMr. Tom Bobrofsky, Wisconsin Elementary Science Teachers Association, LoyalMr. Tom Bromley, Science Chairperson, Whitefish Bay High School, Whitefish BayDr. Randy Champeau, Director, Wisconsin Center for Environmental Education, Stevens PointDr. Perry Cook, Assistant Professor, Department of Education, University of Wisconsin-Stevens PointMr. Frank Greb, Manager of Residential and Small Business Marketing Sales, Wisconsin Power and

Light Janesville

Ms. Anne Green, Outreach Coordinator, Wisconsin Center for Environmental Education,Stevens Point

Ms. Sally Ellingboe, K-12 Environmental Education Coordinator, Stevens Point School District,Stevens Point

Mr. Dave Engelson, Environmental Education Consultant, Sun PrairieDr. Mark Hanson, Executive Director, Energy Center of Wisconsin, MadisonMr. Floyd Henschel, Past President, Wisconsin Society of Science Teachers, Beaver DamMr. Al Hovey, Teacher, Longfellow Middle School, WauwatosaMr. Jim Jenson, Community Education Coordinator, Madison Gas and Electric, MadisonMr. Don Lutz, General Science Teacher, Marathon Middle School, Marathon CityMs. Pat Marinac, Chairperson, Wisconsin Association for Environmental Education, WeyauwegaMs. Libby McCann, Wisconsin Adopt a Lake/Project WET Coordinator, Stevens PointDr. Corky McReynolds, Director, Treehaven Environmental Center, TomahawkMr. Chuck Mitchell, Alliance for Clean Energy Systems, AlmondMr. Kurt, C.E.O., SOLutions, CornucopiaMs. Sharon Nelson, Past President, Wisconsin Society of Science Teachers, WaunakeeMs. Cheryl Parrino, Chairman, Public Service Commission of Wisconsin, MadisonDr. Tehri Parker, Co-Executive Director , Midwest Renewable Energy Association, AmherstMs. Hedda Patzke, Science Chairperson, 9th Grade Teacher, Bullen Junior High School, KenoshaMs. Phyllis Peri, EE Resource/Network Coordinator, Wisconsin Center for Environmental

Education, Stevens PointMr. Ken Raneer, Public Service Commission of Wisconsin, MadisonMs. Barbara Samuel, Public Information Coordinator, Wisconsin Energy Bureau, Department

of Administration, MadisonDr. Daniel Sivek, Associate Professor, College of Natural Resources, University of Wisconsin-

Stevens PointMs. Susan Stein, Co-Executive Director, Midwest Renewable Energy Association, AmherstMr. Al Stenstrup, Education Specialist, Wisconsin Department of Natural Resources, MadisonMr. Dennis Weibel, 2nd Grade Teacher, River Heights Elementary, MenomonieMs. Julie Willard, Environmental Education Specialist, Wisconsin Center for Environmental

Education, Stevens PointDr. Dennis Yockers, Associate Professor, College of Natural Resources, University of

Wisconsin-Stevens PointMr. Jerry Young, Community Relations Liaison, Wisconsin Electric Power Company, Milwaukee

Building An Energy Education CurriculumWorkshop ParticipantsMr. Michael Anderson, Milwaukee Public Schools, MilwaukeeMr. Joe Cabibbo, McFarland School District, McFarland

Ms. Le Ann Chase, Port Edwards Public School District, Port Edwards

Ms. Rochelle Cumming, School District of Phillips, PhillipsMr. Jean Paul Dieme, George Williams College Educational Center, Williams Bay

Ms. Sally Ellingboe, Stevens Point Area School District, Stevens Point

Mr. Mark Elworthy, Eau Claire Area School District, Eau Claire

Mr. David Engelson, Retired, Wisconsin Department of Public Instruction, Sun PrairieMs. Kim Fabitz, Student Teacher, Madison Metropolitan School District, Madison

Ms. Arnie Marie Hemming, Wisconsin Center for Environmental Education, Stevens PointMs. Mary Ford-Washington, Marshfield Schools, MarshfieldMs. Marlene Furo, St. Vincent De Paul School, Wisconsin Rapids

Ms. Stephen Goding, McFarland School District, McFarlandMr. Floyd Henschel, Past President, Wisconsin Society of Science Teachers, Beaver Dam

Ms. Jean Hoffmann, Retired Teacher, Whitefish BayMr. Jeff Hyma, South Shore School District, Port Wing

Ms. Ruth Jaeger, School District of Beloit Turner, Beloit

Mr. John Kimmet, Wisconsin Rapids Public Schools, Wisconsin RapidsMs. Barb Kobs, School District of Iola-Scandinavia, Iola

Mr. James Korb, Richland School District, Richland CenterMs. Patricia Krueger, Pittsville Public Schools, PittsvilleMr. Don Lutz, School District of Marathon, Marathon

Mr. Max Machotka, Madison Metropolitan School District, MadisonMr. Ken Maciaz, Shawano-Gresham School District, Shawano

Ms. Pat Marinac, Appleton School District, AppletonMs. Nola Michalskii, Park Falls School District, Park Falls

Ms. Rhonda Narus, School District of Iola-Scandinavia, IolaMs. Tanunie Niffennegger, Port Washington-Saukville School District, Port WashingtonMs. Phyllis Peri, Wisconsin Center for Environmental Education, Stevens Point

Ms. Lynn Rinderle, Milwaukee Public Schools, Milwaukee

Mr. Dean Sauers, Retired Teacher, New LondonMr. David Seefeldt, Sheboygan Area School District, SheboyganMs. Barbara Seiter, George Williams College Educational Center, Williams Bay

Mr. James Servais, Green Bay Area Public Schools, Green BayMs. Judy Soles, School District of Platteville, Platteville

Ms. Susan Stein, Midwest Renewable Energy Association, Amherst

Ms. Lynn Swift, Greenfield School District, Greenfield

Mr. Ron Weber, Weyerhauser Schools, WeyerhauserMs. Debora Williams, Milwaukee Public Schools, Milwaukee

Ms. Fran Wong, Madison Metropolitan School District, MadisonMs. Karen Yost, Our Lady of Sorrows School, Milwaukee

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ContentsWhat Is The Wisconsin K-12 Energy Education Program? 1

A Rationale For Energy Education 2

Purpose of this Publication 2

Energy Education Conceptual Framework 3

Introduction 4

Framework Organization 4

Themes 5

We Need Energy 6

Developing Energy Resources 10

Effects of Energy Resource Development 12

Managing Energy Resource Use 14

Suggested Scope And Sequence 17

Introduction 19

Scope and Sequence Organization 19

We Need Energy 22

Developing Energy Resources 24

Effects of Energy Resource Development 25

Managing Energy Resource Use 26

Concept Map 27

Glossary 30

Resources And References 33

Appendix 34

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410 What Is The Wisconsin K-12 EnergyEducation Program?The Wisconsin K-12 Energy Education Program (KEEP) was created to help pro-mote energy education in Wisconsin. In 1993, the Wisconsin Center forEnvironmental Education (WCEE) proposed that a comprehensive guide to K-12energy education in Wisconsin be developed. In 1995, the Energy Center ofWisconsin, a nonprofit energy-efficiency research organization based inMadison, agreed to fund the project. The Wisconsin Environmental EducationBoard and the University of Wisconsin-Stevens Point also provided support.With this initial funding secured, WCEE hired a coordinator of curriculumdevelopment, a coordinator of research, and a program assistant in the summerof 1995, and the Wisconsin K-12 Energy Education Program was born.

Mission StatementThe mission of KEEP is to initiate and facilitate the development, dissemination, imple-mentation, and evaluation of energy education programs within Wisconsin schools.

GoalsOur goal is to improve and increase energy education in Wisconsin's K-12schools by developing and disseminating this Conceptual Guide to K-12 EnergyEducation in Wisconsin and an energy education activity guide.

110 This project consists of three phases:

Phase I: Produce the Conceptual Guide to K-12 Energy Education in Wisconsin andan Energy Education Activity Guide.

Phase II: Develop and offer college-credit energy education courses for teachers.

Phase III: Continue the energy education initiatives beyond the project fund-ing period.

We completed the first part of Phase I with the 1996 publication of the ConceptualGuide which helped direct the development of the Energy Education Activity Guide.

This updated Conceptual Guide reflects modifications to the framework thatevolved during the completion of the Activity Guide.

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A Rationale For Energy EducationAsk people to talk about energy, and what will they say? Some will describehow they use energy in their lives and at their work places. Some will talk aboutthe cost of energy and mention the price of gasoline or the cost of heating theirhomes in winter. Others will point out that widespread use of fossil fuels leads toair pollution, acid rain, and global warming; they would say that the marketplace or the government should promote the use of environmentally-benignenergy resources. Still others will recall the energy crisis of the 1970s, when theUnited States faced an oil embargo by the nations of the Middle East, and later,the subsequent sudden rise in the price of oil. They might add that our nationnow imports half the oil it needs, that a disruption in its supply is still possible,and that development of domestic energy resources should be increased. Whileacknowledging these issues, nearly all of these people will agree that energy isnecessary for maintaining their health, their well-being, their lifestyles, and theireconomy. Many will even say that they often take energy for granted.

Energy is more than an individual economic, environmental, or sociopoliticalissue or a passing concern. It is the agent of change for all processes on Earthand throughout the universe. Every interaction among living and nonlivingthings is accompanied by the transfer and conversion of energy. Energy is theunderlying "currency" that is necessary for everything humans do with eachother whether in the work place or in their personal lives. Understanding energyin this way enables people to see how issues are interconnected, and how asolution to one issue may even lead to the solution of another. For instance, theperson who buys a fuel-efficient car saves money on gasoline, reduces air emis-sions, and decreases our nation's reliance on imported oil.

Since energy plays an essential role in people's lives, the study of energy andenergy issues should be emphasized in education. Some curriculum developersand teachers in Wisconsin include energy-related activities in education curricu-la. However, many people believe more needs to be done if energy education isto be widely and consistently instituted throughout Wisconsin in a manner thateffectively promotes life long learning and links students to the world aroundthem. This Conceptual Guide to K-12 Energy Education in Wisconsin helps meet thatneed, whether you use it to update an existing curriculum or to develop a wholenew program for energy education. We have designed this guide so that educa-tors can use it to provide Wisconsin students of every grade level the opportuni-ty to receive a logically sequenced, comprehensive education about energy.

Purpose of this Publication1. Identify and present concepts that can help people understand energy and

make decisions about energy issues.

2. Provide guidance for teachers to incorporate energy education into their curricula.

3. Direct the development of the Energy Education Activity Guide.

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ENERGY EDU TION CONCEPTUAL F MEWORK

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Conceptual FrameworkIntroductionThis energy education conceptual framework is not a curriculum in itself, rather, it isa skeleton that provides the foundation for a curriculum. Just as the bones of askeleton provide strength and structure to a body, the concepts that make up theframework provide the basis for a strong, organized, and comprehensive curriculum.We have endeavored to provide concepts that address a variety of different issuesand viewpoints.

These concepts were derived from energy-related frameworks designed by othereducational organizations (National Energy Foundation, 1988; North AmericanAssociation for Environmental Education, 1990) and from physical and environ-mental science texts. We developed additional concepts to reflect issues specific toWisconsin. Throughout this process, the KEEP Steering Committee and two focusgroups-consisting of energy resource management specialists, curriculum planners,and educators-reviewed and evaluated the framework. Their assistance helps ensurethat the concepts in this framework form the basis of a logically sequenced, compre-hensive energy education.

This framework is designed to evolve as energy education evolves. We encourageteachers and curriculum developers to assist with this evolution by modifying andadding to this framework as they build a curriculum that best fits the needs of theireducational programs.

Framework OrganizationThe concepts within the framework are organized under four themes. Each themeconsists of concepts which are further organized into subthemes.

The themes are arranged so that they build upon each other. The information in thefirst theme lends understanding to concepts in the second theme, and so forth. Thefirst theme, We Need Energy defines energy, describes how energy is transferred andconverted from one form to another according to the laws of thermodynamics, andexplains how energy flows through living and nonliving systems. Developing EnergyResources addresses the sources of energy and how humans, through technology, useenergy to meet societal wants and needs. It also shows how humans have come totreat energy as a resource. Effects of Energy Resource Development covers how using energyresources affects human societies and the environment. Finally, Managing EnergyResource Use identifies strategies we can use to help resolve many of the issues pre-sented in the third theme. In addition, this theme discusses how today's energy-related decisions and actions influence the future availability of energy resources.

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Themes Page

We Need Energy 6

-.4oeve7oping Energy Resources 10

7rEffierets of Energy Resource Development 12

.-4,l0lanaging Energy Resource Use 14,0-

The themes in the Energy Educational Activity Guidethemes are identified with the following symbols:

We Need Energy

Developing Energy Resources

Effects of Energy Resource Development

Managing Energy Resource Use

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We Need EnergyThe concepts within this theme provide students with a fundamental knowledgeabout energy and help students appreciate the nature of energy in their everydaylives, providing them with an awareness of how energy is used to maintain, orga-nize, and change systems that affect their lives. These concepts also provide thefoundation upon which the concepts in the following themes are built.

Definition of energyUnderstanding these concepts helps students to identify forms of energy.

1. Energy is the ability to organize orchange matter or "the ability to dowork"

2. Energy exists in two main forms:potential energy (energy

stored in matter) andkinetic energy (energy ofmotion). More specificforms of energy includethermal, elastic, electro-magnetic (such as light,

electrical, and magneticenergy), gravitational, chemi-

cal, and nudear energy.

3. Energy can be measured andquantified. Different units of

measure can be used to quantifyenergy. One unit can be convertedto another. Units of measure forenergy include calories and kilo-watt-hours.

4. Power is the rate at which energy isused. Units of measure for powerinclude horsepower and watts.

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Natural laws that govern energyMastering these concepts helps students interpret how energy is transferred and converted. It alsohelps them recognize that there are natural limitations to the amount of energy that anyone oranything can use.

5. Energy can be transferred fromone location to another, as inwhen the sun's energy travelsthrough space to Earth. The twoways that energy can be trans-ferred are by doing work (suchas pushing an object) and bytransferring heat (conduction,convection, and radiation).

6. Energy can neither be created nordestroyed, it can only be convertedfrom one form to another. This isthe first law of thermodynamics.For example, the chemical energystored in coal can be convertedinto thermal energy.

7. With each energy conversion fromone form to another, some of theenergy becomes unavailable forfurther use. This is the second lawof thermodynamics. For example,the thermal energy released byburning coal is eventually dis-persed into the environment andcannot be used again. The measureof this dispersal of energy is called"entropy' For example, the entropyof an unburned piece of coal andits surroundings is lower than theentropy of the ashes, cinders, andthe warmed surroundings due toburning that piece of coal.

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Energy flow in systemsComprehending these concepts helps students interpret the natural laws that govern energy flowthrough living and nonliving systems.

8. All systems obey the natural lawsthat govern energy.

9. Some of the energy converted bysystems flows through them. The

rest is stored within them forseconds or even millions of years.Some systems convert energymore efficiently than others.

Energy flow in nonliving systemsUnderstanding these concepts helps students explain how energy creates weather patterns andshapes the Earth's surface.

10. Energy flows through and is storedwithin a variety of nonlivingsystems.

Solar energy absorbed anddistributed on Earth's surfacegives rise to weather systemsand ocean currents.

The thermal energy stored inEarth's interior shapes and

moves Earth's crust as in earth-quakes, mountain building, andvolcanic activity.

Energy flow in living systemsBy mastering these concepts, students should be able to illustrate how humans and other organ-isms get the energy they need to survive.

11. Living systems use energy to grow,change, maintain health, move,and reproduce. Some of the energyacquired by living systems isstored for later use.

Plants and other autotrophsconvert solar energy to chemi-cal energy via photosynthesis.

Animals and other heterotrophsconvert chemical energy inplants or in other animals tochemical energy they can usevia cellular respiration.

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Energy is needed for maintainingthe health-nutrition and thequality and quantity of food-ofall organisms, including humans.

12. Living systems differ in how fastthey use energy. Some livingsystems-such as birds-use energyquickly for growth andmetabolism, and therefore mustreplace it quickly. Others-such asturtles-use energy more slowlyand, therefore, need to replace itless frequently.

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We Need Energy Continued

Energy flow in ecosystems, including human societiesFully comprehending these concepts helps students recognize how energy flows through andcharacterizes ecosystems. It also helps students appreciate that the world around them-includinghuman societies-depends on a continuous supply of energy.

13. Ecosystems use energy to maintainbiogeochemical cycles-such asthe sedimentary, gaseous, andhydrologic cycles-between livingand nonliving systems.

14. Ecosystems are characterized by:

Types and quantities ofavailable energy sources, suchas the chemical energy storedin plants.

Types and characteristics ofenergy flows, such as foodwebs.

Energy budgets, which are theamount of energy availablewith respect to the amount ofenergy used by an ecosystem.The total energy budget of anecosystem determines itscarrying capacity.

An ability to use energy tomaintain a balanced or steadystate.

15. Wisconsin has five main biologicalcommunities: northern forests,southern forests, prairies, oaksavanne and aquatic.

16. Human societies, like naturalecosystems, need energy toorganize and maintain themselves.The human use of energy followsthe natural laws that governenergy flow in all systems.

17. Human societies range fromhunter-gatherer to industrial andcan be classified by the amount ofenergy they use and the rate atwhich they use it (Miller, 1988).

Hunter-gatherer societies areadapted to their natural envi-

ron-ments.Theydependon ener-gy andmaterialsavailabledirectlyfrom nature, and their rates ofconsumption of the energy andmaterials they use are often inbalance with nature.

Nonindustrial agriculturalsocieties modify their naturalenvironments primarily todomesticate food sources. Theydepend on modest technologiesto provide energy and materials.

Industrial societies attempt toremake and control their naturalenvironment They have highrates of energy consumption,

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depend on sophisticated tech-nologies, and require a substantialenergy subsidy to provide energyand materials for residential, com-mercial, industrial, agricultural,and transportation needs.

18. In general, Wisconsin and the restof the United States is an industri-al, technologically advanced, high-energy-use society.

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Developing Energy ResourcesThis theme helps students realize how they and other humans have become moreand more dependent on the development and use of energy resources to satisfytheir standard of living. Understanding what energy is and how it flows throughsystems is necessary to appreciate how humans have come to value and treatenergy as a resource.

Development of energy resourcesUnderstanding these concepts helps students explain how humans have used technology to fur-ther their ability to use energy. It also helps students identify and compare different energyresourcessuch as renewable and nonrenewableand appreciate the importance of energy-relatedtechnologies.

19. Primary energy sources are thosethat are either found or stored innature.

II* See concept 20 for secondaryenergy resources.

uts1 See concept 25 for renewable andnonrenewable energy resources.

The sun isa primaryenergysource andthe principalsource ofEarth's ener-gy. Energyfrom thesun is

stored in other primary energysources such as coal, oil, naturalgas, and biomass (such aswood). Solar energy is alsoresponsible for the energy inthe wind and in the water cycle(the hydrologic cycle).

um See concept 13 for the hydrologic andother biogeochemical cycles.

Other primary energy sourcesfound on Earth include nuclearenergy from radioactivesubstances, thermal energystored in Earth's interior, andpotential energy due to Earth'sgravity.

20. Secondary ener-gy resources areproduced fromprimary energyresources usingtechnology. Forexample, weproduce electric-itya secondary resourcebyburning coal in a power plant orby using photovoltaic cells to har-ness solar energy. We can alsoproduce alcohol fuel from crops.

21. Energy sources are considered tobe energy resources by individualsand society when theyserve societal needsand wants. Examplesof using resources areburning wood forwarmth, andextracting andrefining oil toproduce fuelfor trans-portation ormaterials such as plastic.

22. Human societies have obtainedenergy resources in the followingways:

Hunter-gatherer societies gettheir energy from decentralized

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energy systems-as in gathering 24.wood from a forest and burn-ing it to cook food.

Nonindustrial agriculturalsocieties also get their energyfrom decentralized energysystems-such as using wind-mills to grind grain-althoughthese systems are morecentralized than those ofhunter-gatherer societies.

Industrial societies get theirenergy from a mix of central-ized energy systems (powerplants) and decentralized energysystems (solar panels onrooftops), with centralized ener-gy systems being the dominantenergy system. Most of theseenergy systems were developedby understanding the naturallaws that govern energy andapplying this knowledge tocreate sophisticated energytechnologies.

23. Some energy sources are concen-trated, such as the nuclear energystored in enriched uranium usedin a nuclear power plant, and oth-ers are diffuse, such as thermalenergy stored in the oceans.

Geographically, Earth's energysources are unevenly distributed.

25. Certain energy resources arerenewable because they can bereplaced by natural processesquickly. Renewable resourcesinclude solar energy, wind,hydropower, and biomass. Evensome of these resources can bedepleted when their rate of useexceeds their rate of replacement.Other energy resources arenonrenewable because they areeither replaced very slowly or arenot replaced at all by naturalprocesses. Nonrenewable resourcesinclude fossil fuels-coal, oil, andnatural gas-and nuclear fuels suchas uranium.

26. Wisconsin has primary energysources.

27. Most of the energy resourcescurrently used in Wisconsin arefossil and nuclear fuels, all ofwhich are imported into the state.Other resources used in Wisconsininclude biomass, hydropower,solar energy, and wind, all ofwhich are renewable and can befound within the state.

Consumption of energy resourcesMastering these concepts helps students assess modern human societies' dependence on energyand analyze how we have come to value energy as a resource.

28. Supply and demand influenceenergy resource discovery,development, and use. The supplyand demand for an energyresource is determined by resourceavailability, level of technologicaldevelopment, and societal factorssuch as lifestyle, health and safety,economics, politics, andculture.

See the next theme, What Are The EffectsOf Energy Resource Use? for concepts thataddress the economic and sociopoliti-cal effects of energy consumption.

29. Global demands for energyresources are increasing. This is

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due to human population growthand increasing worldwide con-sumption. As certain energyresources aredepleted anddemandincreases,competitionfor theseresourcesalso increas-es. This isespeciallytrue of non-renewableresources, such as fossil fuels.

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Effects of Energy ResourceDevelopmentConcepts in this theme help students investigate how energy use has affected theirlives. Recognizing these effects increases students' awareness of why and how theyuse energy and promotes an understanding of why it's important to manageenergy resource use.

Quality of lifeUnderstanding these concepts helps students analyze current energy-use practices and evaluatehow they affect quality of life.

Lifestyles30. A driving factor in the develop-

ment of energy-related technologyhas been people's desire for corn-fort, convenience, and entertain-ment."0 See concepts 44 47 for how comfort,

convenience, and entertainment relateto cultural aspects of energy develop-ment and use.

31. Technologies that supportpeople's lifestyles maylead to theinefficientuse ofenergyresources,dependingon how thesetechnologies aredesigned and used.

Health and safety32. There are personal and community

health and safety factors associatedwith the development and use ofenergy resources. Energy resourcedevelopment and use may posedirect risks to personal andcommunity health and safety. Byaffecting the quality of theenvironment, energy use may poseindirect risks to personal andcommunity health and safety.HI* See concept 48 for environmental risks

to the health and well-being of humanand nonhuman life.

33. The health and safety of Wisconsincitizens is related to the develop-ment and use of energy resources.

Economic34. The availability and use of energy

resources influence the economicgrowth and well-being of society.

35. Many occupations, businesses, andpublic services-such as utilities-result from the development anduse of energy resources.

36. The market price of energyincludes the cost of energyresource exploration, recovery,refining, pollution control, distrib-ution, and transportation, as wellas taxes and other fees.

37. Other costs that are not part of themarket price of energy(called externalitycosts) are due tofactors such asenvironmentaldamage, prop-erty damage,civil unrest, war,and health care.

38. The rate of energy consumption isinfluenced by energy prices andexternality costs.

39. The cost of energy is a factor inWisconsin's economic develop-ment and affects the householdbudget of Wisconsin citizens.

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Sociopolitical40. Sociopolitical processes result in

laws and regulations that governenergy development, availability,and use. Sociopolitical processeshave usually governed centralizedenergy systems such as publicutilities.

41. The demand for energy resourcesinfluences relationships-alliancesand conflicts-among states,regions, and nations.

42. The positive and negative effects ofenergy resource development anduse are not shared equally amongstates, regions, nations, and indi-viduals, although sociopoliticalprocesses have made some effortto address this.

43. Wisconsin's sociopolitical process-es result in laws and regulationsthat govern energy development,availability, and use.

Quality of the environment

Cultural44. The availability of energy resources

has shaped cultures, and each cul-ture has value systems that influ-ence how energy resources areused.

45. Energy use by cultures is expressedthrough art, architecture, urbanplanning, music, language and lit-erature, theater, dance, other formsof media, sports, and religion.

46. Because society's understanding ofand relationship with energychanges over time, cultural expres-sions of energy use change overtime as well. For example, ancientEgyptians worshiped the sun,while modern societies associatethe sun with a positive mood,recreation, and nature.

47. Wisconsin's culture has been, andwill continue to be, shaped in partby available energy resources.

By comprehending these concepts, students will be abletices affect the quality of the environment and the healt

48. Energy resource developmentand use can alter environmental

conditions leadingto, for example,reduced air andwater quality,deforestation, andchanges in land usedue to road build-ing. These alteredenvironmentalconditions maypose risks to the

health and well-being of humanand other life-forms.

49. The faster and more extensivelyenergy resources are developedand used, the more likely thatenvironmental conditions will bealtered to a greater degree.

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to explain how current energy use prac-h of organisms living in the environment.

It takes less energy and less moneyto preserve the environment thanit does to restore the environmentafter it has been altered.

51. Wisconsin's environment has been,and continues to be, altered byenergy resource development anduse.

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WOW kl160t k 7 students identify ways to ensure that energy resourceswill be avo, Table fat fu e users. For students to willingly and effectively takeaction to Manage enirg resource use, they must have a thorough understandingan appreciation of Oka energy is, how it flows through systems, its value as aresource and tre Tsn'Se has on human societies and the environment.

Miarnagement of energy resource useBy mastering these concepts, students will recognize their ability to make decisions regardingwhich resources to use and how those decisions influence the future availability of resources.Students will also identify actions they can take based on these decisions.

52. The choice of energy resource andhow it is used influences howenergy resources are managed.

53. Energy resources may be managedthrough conservation, whichincludes reducing wasteful energyuse, using energy for a givenpurpose more efficiently, orreducing energy use altogether.Energy conservation prolongs theavailability of energy resourcesand contributes to the develop-ment of a sustainable society.

54.. A citizen, acting individually or aspart of a group or organization,may make decisions (such asdeciding to ride a bicycle instead of

driving a car) and takeactions (riding thebicycle) that determinehow the energy theyuse will be managed.Citizens may also affectthe actions of otherindividuals, groups, ororganizations to

determine how the energy they usewill be managed. This can beaccomplished by ecomanagement(physical action), education,persuasion, consumer action,political action, or legal action.

55. The decisions and actions taken bysocieties and their citizens dependon the barriers and incentivesassociated with energy manage-ment choices. Examples of barriersinclude high energy costs, lack ofaccess to newtechnologies,and laws thatdiscourage thedevelopmentor use ofcertain energyresourcesExamples ofincentivesincluderebates, build-ing codes thatpromote energy conservation, andappliance efficiency standards.

56. Energy management products andprograms are available to helpWisconsin citizens use energyresources more efficiently, such asthrough conservation programs,home heating fuel options, andprograms that promote certainlifestyles. These products andprograms also help maintain thequality of the environment withinand beyond Wisconsin.

20

Future outlooks for the development and use ofenergy resourcesBy understanding these concepts, students can evaluate how their actions affect the quality of lifeand the environment of their community, nation, and world. Students will also predict how sci-entific, technological, and social changes will influence future energy resource availability.

57. New energy resources, new waysof managing energy resources, andnew energytechnologieswill bedevelopedin thefuture.

58. Choices madetoday about energy resource man-agement will affect the future qual-ity of life and the environment.

59. New types of societies-such as asustainable society or apostindustrial society whoseeconomy is based on informationand service-may emerge as energyresource development and usechanges.

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Suggested Scope And SequenceIntroductionThis section provides guidelines showing when and to what extent energy con-cepts could be integrated into school curricula. The Wisconsin K-12 EnergyEducation Program (KEEP) developed this suggested scope and sequence withthe help of K-12 teachers who attended the KEEP Building an Energy EducationCurriculum workshop in October 1995. You can use this section as a guide forwhen (grade level) and where (subject area) energy concepts can be incorporatedinto a curriculum.Note that this scope and sequence is not a one-size-fits-all solution to energyeducation; educators and curriculum designers in each school system will need todetermine the best ways to introduce concepts into their curricula. For example,they may find that after surveying existing curricula, many of these concepts arealready being addressed. If a particular concept is not covered, then courses mayneed to be revised to include them. The companion Energy Education Activity Guidewill contains interdisciplinary energy-related activities that can be used by educa-tors to bring energy concepts into their lessons.

Scope and Sequence OrganizationThis scope and sequence is based on the conceptual framework consisting offour main themes presented in the preceding section. The earlier themes in theframework involve lower level thinking skills such as knowledge and compre-hension. These should be introduced in the early grades and mastered in middleschool. The later themes involve higher level thinking skills such as synthesis andevaluation. These are best suited to middle and high school students.Proficiency LevelsEach theme will move through three proficiency levels-introduction, development,and mastery-according to grade level.

IntroductionThe introduction level presents basic information related to the concept.Learning usually occurs at the lower cognitive levels (knowledge and com-prehension). The objective is to help students become aware of the factsrelated to the concept and how it is relevant to their lives.

DevelopmentThe development level builds on information learned in the introduction level.Students should gain enough knowledge and skills to apply the informationto different settings. Analysis of information also begins at this level.

MasteryThe mastery level completes a thorough understanding of the concept.Learning usually occurs at the highest cognitive levels (synthesis and evalua-tion). The objective is for students to be able to use the information activelyin their daily lives.

These proficiency levels are based on the taxonomy of thinking skills within thecognitive domain (Bloom, 1956) and on environmental education subgoals (Engleson andYorkers, 1994). See the appendix for more information on the cognitive thinkingskills taxonomy and environmental education subgoals. P

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Overview of Suggested Scope and SequenceThe table below is an overview summarizing at what grade levels each themeshould be introduced (I), developed (D), and mastered (M). This is a generaloverview that identifies where most-but not all-of the concepts within eachtheme should be incorporated. This overview also shows which taxonomic lev-els of the cognitive domain (CD) are emphasized and what environmental edu-cation subgoals (EE) are relevant for each theme. The next section, Scoped andSequenced Themes, provides a more detailed look at each theme.

Theme and ComprehensivePerformance Objective

Grade levelsK-2 3-5 6-8 9-12

We need energyStudents will be able to identify forms of energy and simulate ordemonstrate how energy is used as it flows through systems (non-living, living, and ecosystems, including human).

CD: Knowledge, Comprehension and ApplicationEE: Perceptual Awareness, Knowledge and Environmental Ethic

D NI

Developing Energy ResourcesStudents will be able to identify energy resources and explain howthey are developed and used.

CD: AnalysisEE: Environmental Ethic and Citizen Action Skills

I D M

Effects of Energy Rescource DevelopmentStudents will be able to present and defend their views on howcurrent energy-use practices have affected the quality of life andthe quality of the environment.

CD: AnalysisEE: Knowledge, Environmental Ethic, and Citizen Action Skills

I D nn

Managing Energy Resource UseStudents will be able to make energy choice and use decisions andtake action based on their analysis of available energy resources.Students will also demonstrate how use of these resources couldaffect the quality of life and the quality of the environment.

CD: Synthesis and EvaluationEE: Environmental Ethic, Citizen Action Skills, and Citizen Action

Experience

D nn

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Scoped and Sequenced Themes

For each of the four themes, we use a table to show at what grade level groupsof concepts within that theme should be introduced, developed, and mastered(see Figure 1). Concept numbers refer to their locations within the conceptualframework. The tables also indicate the subject areas into which each group ofconcepts can be integrated.

Following each table are sample performance objectives that describe how studentsshould be able to demonstrate they have learned a concept. We use action verbsthat reflect the designated proficiency level for the concepts. We considered differ-ent learning styles of students, based on the Theory of Multiple Intelligences (seeappendix). This theory identifies different ways people best express their knowl-edge and competencies. For example, some people are musically inclined whileothers are more analytical, so that instead of students simply stating energy safetyrules, they might be encouraged to apply skills within the Musical-RhythmicIntelligence category by writing and performing a song that communicates theserules. Considering both cognitive thinking skills and multiple intelligences increasesthe diversity and creativity of the performance objectives, making them more rele-vant to different subject areas. Superscript numbers within the tables show whichsubject areas and grade levels are associated with each performance objective.

Figure 1. Scope and Sequence Table

Concepts Subject areasGrade levels

K-2 3-5 6-8 9-12

A A

Cites conceptnumbersin conceptualframework andsummarizes thesubtheme

c

Lists subjectareas that couldinclude concepts

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Charts grade lev-els in which con-cepts should beintroduced (1),developed (D),and mastered (M)

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We Need EnergyThe concepts within this theme provide students with a fundamental knowledgeabout energy and help students appreciate the nature of energy in their everydaylives, providing them with an awareness of how energy is used to maintain, orga-nize, and change systems that affect their lives. These concepts also provide thefoundation upon which the concepts in the following themes are built.

These concepts should be incorporated early in students' learning experiences andand emphasized throughout students' learning experiences. These concepts aremastered when students can thoroughly explain how the natural laws that gov-ern energy flow determine the form and function of ecosystems.


K-2 3-5 6-8 9-12

1-4: Definition of energyEnergy is the ability to do work.There are many forms of energy.Power is the rate at which energy isused.

Fine arts1Language arts2MathematicsPhysical educationPhysical science

11 D2 mn

5-7: Natural laws that governenergy

Energy cannot be created ordestroyed; it can only be convertedfrom one form to another. With eachconversion, some energy is alwaysdispersed into a less useful form.

MathematicsPhysical science3Technology education

1 1 D3 M

8-12: Energy flow in livingsystems

Living systems' use of energy includesgrowth, movement, maintenance,and reproduction.

Health educationSciencel*

I D1 D M

13-18: Energy flow inecosystems, includinghuman societies

Ecosystems are characterized by ener-gy availability and patterns of flow.Wisconsin has four ecosystems.Human societies can be classifiedaccording to how they use energy.

Family and consumereducationGeography2Global studiesMathematicsScience*Social studies

1 D M2 M

*Includes the Earth, life, and physical sciences

Sample Performance Objectives

1. Students will be able to demonstrate that certain actions produce sounds.Multiple Intelligence: Musical-Rhythmic (introduction to sound energy)Cognitive Domain: KnowledgeEE Subgoal: Perceptual Awareness, perceiving and discriminating among stimuli

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Sample Performance Objectives Continued

2. Students will be able to write a story about a hanging drop of water thatincorporates the concepts of potential and kinetic energy.

Multiple Intelligence: Verbal-LinguisticCognitive Domain: ComprehensionEE Subgoal: Knowledge, translating and interpreting information

3. Students will be able to build a machine that uses the potential energy inwater to lift an object.

Multiple Intelligence: Visual-SpatialCognitive Domain: ApplicationEE Subgoals: Perceptual Awareness, processing, refining, and extending

perceptions;Knowledge, knowledge of principles;Citizen Action Skills, application of principles

4. Students will be able to trace the energy flow of every item in their lunch backto the sun.

Multiple Intelligence: Logical-MathematicalCognitive Domain: ComprehensionEE Subgoal: Knowledge, interpreting information

5. Students will be able to design a model village that illustrates how energyflows through a community.

Multiple Intelligence: Visual-SpatialCognitive Domain: ApplicationEE Subgoal: Knowledge, application of principles;

Citizen Action Skills, application of principles.

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Developing Energy ResourcesConcepts in this theme help students realize how they and other humans havebecome more and more dependent on the development and use of energy resourcesto satisfy their accustomed standard of living.

This theme involves students interpreting how humans, through technology, havedeveloped energy resources. Higher-level thinking skills are involved as studentsanalyze how these developments have influenced energy consumption patterns.These concepts may not be thoroughly mastered until students are in high school.


K-2 3-5 6-8 9-12

19-27: Development of energyresources

Through technology, humans have Geography)been able to develop a variety ofrenewable and nonrenewable energysources to meet societal needs.

MathematicsSocial studies

I I D1 M

Wisconsin imports many of its energyresources.

28-29: Consumption of energyresources Fine arts2

Global studiesSupply and demand influence energyresource development and use. Physical science

Social studiesI I D M2

Global demand for energy resourcesis increasing.

Sample Performance Objectives

1. Students will be able to design a chart that compares percentages of energyresources used in Wisconsin and that identifies which of these resources areimported.

Multiple Intelligences: Visual-Spatial and Logical-MathematicalCognitive Domain: ComprehensionEE Subgoal: Knowledge, interpreting information

2. Students will be able to write and perform a play that shows how the cost ofa resource increases as its availability decreases.

Multiple Intelligence: Bodily-KinestheticCognitive Domain: AnalysisEE Subgoal: Environmental Ethic, valuing

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Effects of Energy ResourceDevelopmentConcepts in this theme help students to investigate how energy use has affected theirlives. Recognizing these effects increases students' awareness of how they use energy andpromotes an understanding of why energy resource use should be managed.

Awareness of how energy use positively and negatively affects quality of life and the envi-ronment can begin during the primary grades; however, because of the complexity of envi-ronmental issues they may be better introduced at a later stage (e.g., late elementary). Inaddition, students should develop skills necessary to investigate energy-related environmen-tal issues. Students should master this theme during their high school years.

IGrade levelsK-2 3-5 6-8 9-12Concepts Subject areas

30-47: Quality of life Economics3

Energy use has affected the quality ofhuman life: life styles; health and safe-

Family and consumereducation

ty; economic development; sociopoliti-cal development; and cultural devel-opment. Wisconsin's quality of life hasbeen affected by energy use.

Health education ILanguage arts2Science*Social studies4

I 11 D2,3 M4

48-51: Quality of the environmentEnergy use has affected the quality ofthe environment which in turn

Fine arts5Global studies

affects the health of organisms livingin the environment. Wisconsin's envi-ronment has been affected by energyresource development and use.

Physical scienceSocial studies

I D IV15

*Includes the environmental, life, physical sciences

Sample Performance Objectives1. Students will be able to perform a rap song that includes safety rules about electricity.

Multiple Intelligence: Musical-RhythmicCognitive Domain: KnowledgeEE Subgoal: Environmental Ethic, responding

2. Students will be able to analyze how energy use and availability have affected thelives of characters in a novel (e.g., Little House on the Prairie, by Laura Ingalls Wilder andBrave New World by Aldous Huxley).

Multiple Intelligence: InterpersonalCognitive Domain: AnalysisEE Subgoal: Environmental ethic, valuing

3. Students will be able to interpret the results of an energy audit to determine how thecosts of energy affect the family budget.

Multiple Intelligence: InterpersonalCognitive Domain: AnalysisEE Subgoal: Citizen Action Skills, production of a plan or proposed set of options

4. Students will be able to role play a mock rate case hearing that illustrates how the PublicService Commission of Wisconsin regulates the state's electric and gas utilities.

Multiple Intelligences: Bodily-Kinesthetic and InterpersonalCognitive Domain: AnalysisEE Subgoal: Environmental Ethic, valuing

5. Students will be able to write a journal article that analyzes the history of an energy-related environmental issue, and presents and interprets the values people affected bythe issue hold.

Multiple Intelligence: InterpersonalCognitive Domain: Analysis PEE Subgoal: Environmental Ethic, valuing (C/

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ManaginglEnergy Resource UseAN

Concepts i his .emelae students to identify ways in which they can help ensurehalenergy KffeirceMil vailable for future users.

-Young chi Jen can b aught how to use energy efficiently and why it's important toWO (i'.wAsikidents incpas heir understanding of how energy-use practices affect thequality oft* andvthe ellivirdnment, they will begin to determine how they choose touse enet resourgtsfigAtelime students graduate from high school, they should

ave° masteredjae itinikconcepts that will enable them to make wise energychoice easioAT and takelattioris that reflect their personal energy use ethic. In addi-Wok thfirto,utdbe014.11Oefir apolate how their actions today could affect the avail-"aiiihigfikuttlyrgoirreg tomorrow.

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52-56: Management of energyresource use

Energy resource management Language artsinvolves societies deciding whichresources to use and determininghow to use them efficiently.

Environmental sciencelSocial studies3Technology education2

11 12 m M3

Wisconsin has a variety of programsavailable on energy conservation.

57-59: Future outlooks for thedevelopment and use ofenergy resources Language arts

New energy resources, new ways of man-aging energy resources, and new tech-nologies will be developed in the future.

Environmental scienceSocial studies

I I D

Energy resource management will affectthe quality of life and the environment

Sample Performance Objectives1. Students will be able to distinguish between a household that is using energy efficiently and

one that is not (such as a household that leaves lights on unnecessarily).Multiple Intelligence: Logical-MathematicalCognitive Domain: KnowledgeEE Subgoals: Knowledge, knowledge of terminology;

Environmental Ethic, responding2. After they have cooked a meal in a solar oven of their own design, students will be able

to explain why they would or would not choose to use a solar oven.Multiple Intelligences: Intrapersonal and Visual-SpatialCognitive Domains: Synthesis and EvaluationEE Subgoals: Environmental Ethic, organizing a value system;

Citizen Action Skills, evaluation

3. Students will be able to evaluate the success of promoting and implementing anenergy efficiency plan for their school.

Multiple Intelligence: IntrapersonalCognitive Domain: EvaluationEE Subgoals: Citizen Action Skills, analysis and synthesis;

Citizen Action Experience, education and persuasion

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Concept MapIntroductionThe framework in this document is a list of concepts. Another approach to pre-senting the concepts is to use a concept map that shows how thoughts and ideasare organized in the mind.

Concept maps are becoming popular instruments in many aspects of learning,including curriculum development. By creating and revising these maps, curricu-lum developers and teachers illustrate meaningful interconnections among con-cepts. The map serves as a guide during curriculum development, ensuring thatthe content is integrated and cohesive.

OrganizationOur concept map visually represents the themes and selected concepts presentedin the framework. It shows that the concepts are not isolated, fragmented ideas.Rather, they are integral components of the framework and are complementary,connected, and interrelated. As we develop the energy education activity guide,we will create more detailed concept maps for each theme.

We encourage educators and curriculum planners to investigate and revise thismap or create one of their own as they develop an energy education curriculumor incorporate energy-related concepts into existing curricula.

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Glossary

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AutotrophOrganism capable of synthesizing its own food from inorganic substances usinglight or chemical energy. Examples of autotrophs include plants and some proto-izoans.

Biogeochemical cycleNatural processes that cycle nutrients in various chemical forms from theenvironment, to organisms, and then back to the environment. Examples are thecarbon, oxygen, nitrogen, phosphorous, and hydrologic cycles.

Biomass

Plant or animal matter. Biomass can be burned directly as a source of heat orconverted to a more convenient gaseous or liquid fuel. Examples include woodand animal waste.

Centralized energy systemEnergy system where large amounts of an energy resource are converted fromone form to another in a central location. The energy is then distributed to and I

used by a large number of consumers located within a large area. Electricity gen-1erated by a nuclear power plant and distributed by transmission lines to a large Inumber of homes and businesses is an example of a centralized energy system.

1

ConservationWise use and careful management of resources, so as to obtain the maximum

1possible social benefits from them for present and future generations. Energyresources can be conserved by reducing wasteful energy use, using energy for a 1given purpose more efficiently, or by reducing energy use altogether.

Decentralized energy systemEnergy system where small amounts of an energy resource are converted fromone form to another for use by a small number of people. The conversion and

1consumption of the energy resource usually occurs in the same location. Anexample is a solar water heater used to provide hot water for a home. 1

EcomanagementPositive physical action taken by an individual or group that improves or main-1tains some part of the environment. An example would be creating a recyclingcenter in a community.

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EcosystemSelf-regulating natural community of organisms (e.g., plants, animals, bacteria)interacting with one another and with their nonliving environment. Wetlands,forests, and lakes are examples.


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Energy formsFundamental kinds of energy that are distinct from each other. Two main formsof energy are potential energy (the energy stored in matter) and kinetic energy(the energy of motion). More specific forms of energy include thermal, elastic,electromagnetic (light, electrical, magnetic), gravitational, chemical, and nuclearenergy.

Energy resourceEnergy source that is used to meet the needs of a human society. For example,oil is an energy resource because it is used to produce fuel for transportationand heating.

Energy sourceMatter or system from which one or more forms of energy can be obtained.Natural gas, for example, is a source of thermal energy; sugarcane is a source ofchemical energy.

Entropy(1) A measure of the dispersal or degradation of energy. (2) A measure of thedisorder or randomness in a dosed system. For example, the entropy of anunburned piece of wood and its surroundings is lower than the entropy of theashes, burnt remains, and the warmed surroundings due to burning that piece ofwood.

Externality costPortion of the cost of production and marketing of a product that is borne bysociety, not by the producer, and thus is not induded in the price of the product.For example, the cost of cleaning up a beach after an oil spill is usually notinduded in the market price of motor oil.

First law of thermodynamicsEnergy cannot be created or destroyed; it can only be converted from one formto another. For example, the chemical energy stored in coal can be convertedinto thermal energy.

HeterotrophAn organism, such as a mammal, that cannot synthesize its own food and isdependent on complex organic substances for nutrition.

Nonrenewable energy resourceEnergy resource that is either replenished very slowly or not replenished at allby natural processes. A nonrenewable resource can ultimately be totally depletedor depleted to the point where it is too expensive to extract and process forhuman use. Fossil fuels are nonrenewable resources.

Photovoltaic cellDevice that converts solar energy directly into electricity. For example,photovoltaic cells provide electricity for hand-held calculators, watches, batterychargers, homes, and satellites. p

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Primary energy sourceSource of energy either found or stored in nature, such as the sun, coal, and oil.

Renewable energy resourceEnergy resource that can be quickly replenished. Some renewable resources-such as solar energy-will always be available no matter how they are used.Others-such as wood-can be depleted when their rate of use exceeds their rateof replacement.

Second law of thermodynamics(1) Each time energy is converted from one form to another, some of the energyis always degraded to a lower-quality, more dispersed, and less useful form. (2)No system can convert energy from one useful form to another with 100 percentefficiency. (3) Energy cannot be spontaneously transferred from a cold body to ahot body. (4) The entropy of a dosed system increases over time.

Secondary energy resourceEnergy resource that is produced from a primary energy resource using technol-ogy, such as electricity produced from solar energy by Photovoltaic cells.

Sustainable societySociety based on working with nature by recycling and reusing discarded matter,by conserving matter and energy resources through reducing unnecessary wasteand use, and by building things that are easy to recycle, reuse, and repair.

System

(1) A group of interacting, interrelated, or interdependent parts made up of mat-ter and energy that form a complex whole. (2) Anything that uses matter andenergy to organize, maintain, or change itself. A system, for example, can be thesun, a glass of water, a frog, or a city.

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Resources And ReferencesArmstrong, T. 1994. Multiple intelligences in the classroom. Alexandria, Va.: Associationfor Supervision and Curriculum Development.

Bloom, B. S., ed. 1956. Taxonomy of educational objectives: The classification of educationalgoals: Handbook I: Cognitive domain. New York: David McKay Company, Inc.

Engleson, D. C., and Yockers, D. H. 1994. A guide to curriculum planning in environmen-tal education. Madison, Wisc.: Wisconsin Department of Public Instruction.

Gronlund, N. E. 1991. How to write and use instructional objectives, 4th edition. NewYork: MacMillan Publishing Company.

Krathwohl, D. R., Bloom, B. S., and Masia, B. B. 1964. Taxonomy of educational objec-tives: The classification of educational goals: Handbook II: Affective domain. New York:David McKay Co., Inc.

Hungerford, H. R., Litherland, R., Peyton, R. B., Ramsey, J., Tomera, A., and Volk, T.1992. Investigating and evaluating environmental issues and actions: Skill developmentmodules. Champaign, Ill.: Stipes Publishing Company.

Miller, G. T. 1988. Living in the environment: An introduction to environmental science.Belmont, Calif.: Wadsworth Publishing Company.

National Energy Foundation. 1987. Energy conceptual framework. Salt Lake City:National Energy Foundation.

North American Association for Environmental Education. 1990. Essential learningsin environmental education: A database for building activities and programs. Troy, Ohio:North American Association for Environmental Education.

Novak, J. D., and Gowin, D. B. 1984. Learning how to learn. New York: CambridgeUniversity Press.

Starr, M. L., and Krajcik, J.S. 1990. Concept maps as a heuristic for sciencecurriculum development: Toward improvement in process and product. Journal ofResearch in Science Teaching 27: 987-1000.

University of North Iowa Energy Education Curriculum Project. n.d. Goal state-ments and curriculum framework. Duplicated.

Wandersee, J. H. 1990. Concept mapping and the cartography of cognition.Journal of Research in Science Teaching 27: 923-936.

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AppendixTaxonomy of Educational ObjectivesThese tables briefly describe the taxonomy of thinking skills within the cognitiveand affective domain. In each table, the descriptions are arranged from lowestlevel of thinking skills to the highest or most complex.

Cognitive Domain and Selected Illustrative VerbsDescription of Categories Within the Cognitive Domain Illustrative Verbs

KnowledgeRemembering and recalling previously learned information.

define, identify,outline

ComprehensionUnderstanding and interpreting learned information.

paraphrase, predict,rewrite, summarize

ApplicationDemonstrating understanding by using learned informa-tion in new or different situations.

change, model, solve,prepare, manipulate

AnalysisIdentifying parts and components of learned informationand investigating relationships among those components.

analyze, diagram, illus-trate, relate, perform

SynthesisArranging components of learned information to createa new product (e.g., a collection of ideas, an invention).

categorize, build,create, plan, organize

EvaluationJudging the value or worth of learned information andproducts created during synthesis.

evaluate, conclude,critique, justify

Based on Bloom, 1956.

Affective Domain and Selected Illustrative VerbsDescription of Categories Within the Affective Domain Illustrative Verbs

ReceivingWillingness to participate in an experience or new learningsituation.

reply, name, follow,identify,dentity recognize

RespondingReacting to and displaying interest in a new learning situation.

report, assist, request,read, seek

ValuingForming or identifying attitudes and values toward anew learning situation.

complete, describe,explain, demonstrate

OrganizationAnalyzing values related to a learning situation andorganizing them into a value system.

modify, organize, pre-pare, determine

Characterization by a Value or Value ComplexDemonstrating behaviors that indicate a value systemhas been incorporated into one's lifestyle.

illustrate, perform,solve, develop, exhibit

Based on Krathwohl, et al. 1964.

34 40

Summary of Multiple Intelligences

Subgoals of Environmental EducationThis table describes the subgoals of environmental education and identifies theirassociated learning domains.

Subgoal Definition Learning Domain

PerceptualAwareness

To help students develop the ability to perceive and dis-criminate among stimuli; to process, refine, and extendthose perceptions; and to concurrently acquire an aes-thetic sensitivity to both natural and built environments.

Affective(primarily receivingand responding)

Knowledge

To help students acquire a basic understanding of howthe natural environment functions, how its functioning isaffected by human activity, and how harmony betweenhuman activity and the natural environment can beachieved.

Cognitive

EnvironmentalEthic

To help students develop a universal ethic on whichthey may act to defend, improve, and sustain thequality of the environment.

Affective

Citizen Actionkills

To help students develop the skills needed to identi-fy, investigate, and take action toward the preven-tion and resolution of environmental issues.

Cognitive

Citizen ActionExperience

To help students gain experience in applying theiracquired perceptual awareness, knowledge, environ-mental ethic, and citizen action skills in workingtoward the prevention and resolution of environmen-tal issues at all levels, local through universal.

Cognitive,Affective

Based on Engleson and Yockers, 1994.

This table describes the seven types of intelligences.

Type of Intelligence Definition

Verbal-Linguistic Using language to express ideas and concepts.

Logical-Mathematical Skillfully using numbers mathematically and reasoning outproblems.

Visual-Spatial Perceiving elements of the spatial world and representingthose expressions efficaciously.

Bodily-Kinesthetic Creatively using the whole body to illustrate ideas and concepts.

Musical-Rhythmic Discriminating among musical components and usinginstruments or the voice to express understandings.

Interpersonal Demonstrating empathy toward or appreciating thethoughts and feelings of others.

IntrapersonalAnalyzing one's own thoughts and motivations andexpressing understandings of those thoughts and feelingsthrough behavior.

Based on Armstrong, 1994.

41

P(4,

k 35

Wisconsin .K-12 Energy'. Education Program(KEEP)

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