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Digital Activities
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INSIDE
• Vocabulary
Words
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Dear Educator:
On behalf of Stockland and The National Theatre
for Children, thank you for your interest in natural
resources.
This Teacher Guide contains classroom activities,
expanded information and ways that your students
can start saving natural resources today. We believe
that children need 21st Century Education Skills
in order to be effective citizens. We design our
curriculum to emphasize the 4 Cs—Collaboration,
Communication, Creativity and Critical Thinking.
How to Use this Teacher Guide:
1.Prior to the live performance, distribute the
workbooks to your classes, read the inside
cover and start a discussion about the key
learning points.
You’ve Seen
The Show!
Now evaluate the
program and have a
chance to win $200 for
your classroom!
To evaluate
THE RESOURCE
RAIDERS
2.Attend the live performance of The Resource
Raiders.
production and classroom
materials:
3.After the show, we encourage you to use the
workbook in class as well as send it home with
the students. These activities reinforce the
curriculum presented in the production.
1.Log on to: www.HeyTeachers.org
4.Share any of the material found in this
Teacher Guide to give the students a broader
understanding of the subject. Make sure to
utilise techniques such as Think-Pair-Share,
Journaling, Critical Thinking, etc.
3.Fill out the evaluation
5.Please go to HeyTeachers.org to evaluate the
production and educational materials.
Thanks and enjoy the show!
2.Enter the code from the hand-out you
received from the actors
4.Proceed to www.Playworks.com
for digital activities and games
The National Theatre for
Children
2/323 Koornang Road
CARNEGIE VIC 3163
1300 652 470
www.nationaltheatre.com.au
© The National Theatre for Children 2016
2
USING THE WORKBOOKS
To assist educators, The National Theatre for Children programs all align with the Australian
Curriculum. Please find listed below a selection of the key Australian Curriculum Content
Descriptions with which this program aligns.
AUSTRALIAN CURRICULUM
LINKS YRS 7 - 9:
LEARNING AREAS: Science, HASS, English,
Health & PE, The Arts
GENERAL CAPABILITIES: Literacy, Critical &
Creative Thinking, Personal & Social Capability,
Ethical Understanding
CROSS CURRICULUM PRIORITY: Sustainability
• Classification of environmental resources
and the forms that water takes as a resource.
• What approaches can be used to improve
the availability of resources and access to
services?
• Some of Earth’s resources are renewable,
including water that cycles through the
environment, but others are non-renewable.
• Energy appears in different forms, including
movement (kinetic energy), heat and
potential energy, and energy transformations
and transfers cause change within systems.
• Why are interconnections and
interdependencies important for the future of
places and environments?
• Ecosystems consist of communities of
interdependent organisms and abiotic
components of the environment; matter and
energy flow through these systems.
STUDENTS LEARN
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•
•
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What are natural resources?
How we use resources
How resources are wasted
What YOU can do
Vocabulary Words
Aerator
A small attachment
on a tap to save
water in kitchens and
bathrooms
Compact
Fluorescent
Light Bulb
(CFL)
A type of energy-saving
light bulb
Conservation
Using resources wisely
Efficient
Performing with very
little waste
Electricity
Energy that is made at
a power plant
Energy
The ability to do work
and the force that
makes things change
EnergyEfficient
Showerhead
A showerhead that
prevents wasted water
Natural
Resource
Something from nature
used to create energy.
Some examples are:
coal, natural gas, water,
wind and the sun.
Power Plant
A building where
electricity gets made
by using resources
Turbine
A fan-like device used
to create electricity in a
power plant
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Home Activity
What’s Your Energy Pattern?
Objective:
Graph energy consumption based on data contained in monthly energy
bills and formulate inferences about the target home.
Procedure:
Materials:
•12-month supply
of utility bills
Ask students to work with their parents at home. Student and parent should gather one year’s worth
of utility bills along with some graph paper. Have the student graph the kilowatt hours used for each
month of the year and bring the completed graphs back to the classroom.
After the graphs have been completed, analyze and discuss the range (highs and lows). It is likely
that some students will have prepared bar graphs and others line graphs. Have students display
their graphs and discuss their reasons for choosing a particular type of graph. Perhaps a consensus
can be reached about which graph most clearly illustrates the trends in energy consumption.
Discussion Questions:
1. Which month had the highest kilowatt per hour usage?
•Answers will vary, but summer and winter months tend to have the highest usage
due to heating and cooling needs.
2. Do you think this home has air conditioning?
•By focusing on the summer months, the students can observe whether or not the
kilowatt per hour usage increases or decreases.
Expanded Information
The Facts of Light
We use a lot of energy in the form of electricity
to make light so that we can see. Up to 30% of
the electricity used by your school is for lighting!
Our homes use a lot of energy for lighting, too.
Around 12% of the electricity used in your home
is for lighting. Changing to energy efficient
lighting is one of the quickest and easiest ways
to decrease your electric bill. If your home
uses inefficient incandescent bulbs—the same
technology developed in 1879 by Thomas
Edison—you are wasting a lot of energy and
money. These bulbs are surprisingly inefficient,
converting up to 90% of the electricity they
consume into heat.
Energy Efficient Lighting Choices:
• Compact fluorescent lamps (CFLs)
provide the same amount of light as
incandescent bulbs but use up to 75%
less energy and last ten times longer. CFLs
produce very little heat. Using CFLs can help
cut lighting costs up to 75% and reduce
environmental impacts.
• Light emitting diodes (LEDs) are gaining
in popularity. Once used mainly for exit
signs and power on/off indicators, improved
technology and lower prices are enabling
LEDs to be used in place of incandescents
and CFLs. LEDs are one of the most energyefficient lighting choices available today.
Sources: www.sustainability.vic.gov.au
www.energyrating.gov.au
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Creativity Activity
Energy and Structures at Home
Objective:
Explain how the location of windows and landscaping can affect efficient
heating and cooling of a home.
Materials:
•Ruler or other
straight edge
•Blank paper
Procedure:
Have students make a sketch of their home.
Have them label which sides face north, south,
east and west. Have them make a separate
sketch for each floor of the home. Count the
number of windows on each side of the home.
If the windows are different sizes, approximate
the size of the larger windows in the drawing.
Estimate how many smaller windows it would
take to equal the size of the large windows.
Be sure to count glass, patio and other sliding
doors as well. On the drawing, have students
label each side of the house/apartment with the
correct number of windows.
During summer months, energy can be saved
by shading any windows that let in direct
sunlight. Have students indicate on the drawing
where there are awnings, building overhangs,
trees or vines which provide shade or any other
shading devices.
During winter months, strong prevailing winds
can accentuate heating problems caused by
poorly sealed and poorly insulated areas in the
home. Heating dollars can be saved by using
appropriate landscaping. This might include a
windbreak consisting of bushes or evergreens.
It is also advantageous to have windows on
whichever side of the home catches winter sun.
Have students add to the drawing a sketch
of any natural windbreaks present around the
home.
Discussion Questions:
1. Do you think the locations of windows in the home have been well-planned to take advantage of heat from sunlight?
•Answers will vary
2. Is the home in need of any additional shading? If so, where?
• Answers will vary based on orientation and location of student homes
3. Imagine you have a friend whose family is building a new home. Write three suggestions you would give your friend to help ensure the new home has energy-efficient design features.
•Answers could be: Depending on local climate and immediate surrounds, add
windows for winter sun, add trees, blinds or awnings to add shade in summer,
add windbreaks such as landscaping on windy sides, insulate the home with
energy efficient windows, door seals and roof insulation.
5
Creativity, Communication, Collaborative Activity
Energy Use Short Film
Objective:
Students will write, direct and produce a short film using persuasive
communication skills to illustrate energy efficiency.
For this first activity, you will need access to footage of a variety
of television commercials. Use recent and popular commercials
with appropriate content. 10 to 20 commercials would provide
excellent material for discussion in the first activity.
Materials:
• Paper for storyboarding
• Video recorder
• Editing software
Procedure:
Begin by showing the commercials. Ask the class to create a list of the products advertised in the
commercials. Then ask students to determine which commercials they liked best and why.
Introduce persuasive techniques at this time. You may wish to include some or all of the following ideas:
Persuasive Techniques:
Authority: A famous person or someone who has authority in our society pushes a particular product. Examples include commercials featuring a doctor or a professional sports figure.
Side-tracking: Discusses a subject that seems to be related, but is not.
Examples include a basketball player trying to sell hamburgers.
Bandwagon: “Everyone is doing it and you should too.” This approach appeals to feelings of belonging. Example includes everybody going to see the latest movie and raving about it in a commercial.
Slanted language: Uses words packed with emotion to make people feel a certain way. Examples of positive slanted language include use of words like smooth, fresh and clear. Negative slanted words might include bumpy, overdue, crowded and noisy.
Show the commercials a second time, asking students to look for persuasive techniques used in
each of the advertisements. Inform students that they are going to create a commercial on the topic
of energy efficiency. The commercial should be designed to persuade homeowners that they should
use energy more efficiently. Emphasize that one or more of these persuasive techniques must be
used in the class produced energy commercial.
Before students make the final determination of the style their commercial will take on, it may be
advisable for students to break into smaller working groups and choose energy-saving topics for the
commercial. Student groups may choose from a list of the following:
•Energy-efficient showerheads
•Using compact fluorescent light bulbs
or LED lights
•Using the clothesline to dry laundry
•Efficient use of washing machine
•Efficient use of the dishwasher
•Tap aerators
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•Closing up leaks in doors
•Closing up leaks in windows or outlets
•Using fewer lights
•Turning down the water
heater temperature
•Adjusting programmable thermostats
to save on heating or cooling
Creativity, Communication, Collaborative Activity
The commercial should contain explanations of procedures involved in making specific changes.
Creativity is encouraged, including the use of music, props, etc.
The important steps in commercial production are summarized below.
1. What’s your idea?
•Audience: Who is your audience?
•Length: How long will your short film be?
The commercial should be no more than
two minutes long.
•Style: What do you want your short film to
look like? (Example: humorous, musical,
informative?)
2. Write a script
4. Assign all jobs
•Costume design
•Prop assembly
•Make-up artist
•Graphic artist
•Location scout
•Lighting director
•Who are the characters?
•Camera person
•What are they doing?
•Director
•What are they saying?
•Actors
3. Construct a storyboard
•Roughly draw a series of “shots” that will
communicate your ideas.
•Who is in the shot?
•Is it a long shot (far away), medium shot or
close up?
•What action is happening in the shot?
•What dialogue is being spoken?
•Others
5. Rehearse
•How many times have you rehearsed?
•Have you had a dress rehearsal?
6. Shoot
•Lighting: Did you use as much light as
possible indoors? Did you avoid windows?
Was the sun behind you outdoors?
•Audio: Did you eliminate all
background noise?
Discussion Questions:
1. Was your commercial successful? Why or why not?
• Answers will vary
2. Name some persuasion techniques in other forms of advertisements
like radio or print ads.
• Authoritative and bombastic voices, images of beauty and popularity, images of fun, etc.
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