Service-Learning Unit Plan
Title: Protecting our environment through energy efficiency and conservation
Grade Level: 6
Subject: Science
Course: Energy
Duration: Semester
Stage 1
Big Idea: Energy exists in various forms; we use these forms of energy to
meet our needs.
Big idea and desired
outcome
Essential Questions (1-2,
complex, provocative,
ambiguous)
Desired Outcome: Humans need to become better stewards in energy
conservation.
1. Why is energy conservation important? How can we conserve it?
2. How can we promote social change of energy use?
Ideas students should take away:
 There are many forms of energy such as thermal, mechanical, light,
sound, electrical, solar, chemical, and electromagnetic. Energy
cannot be created or destroyed, but only changed from one form
into another. This means that the total amount of energy in a
system stays the same. Energy conversion is never perfect and
usually heat is released in the process.
Knowledge and Skills
(What the student must
know and do to master
the standards and answer
the essential questions.)

Heat flows through materials or across space from warm objects to
cooler objects, until both objects are at equilibrium. Heat travels
through solids, primarily by conduction. Heat is circulated in fluids,
both liquids and gases, through the process of convection.

Light is a form of energy emitted by the Sun as well as lightproducing objects on Earth.

Humans have learned to use forms of energy in many ways to
meet our basic needs and enrich our lives. Humans have
developed many tools and instruments that detect the many forms
of energy. These instruments help us understand the properties of
materials, which determine their suitability for technological
design.
What students should be able to do:
 Recognize effective strategies to reduce energy consumption
 Promote energy awareness among family, school, and community
 Make an effort to reduce his/her own energy consumption
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Service-Learning Unit Plan
Key Vocabulary associated with the E=WISE2 Program:
Baseline: an initial set of data used for comparison.
Benchmark: a follow-up set of data from which measurements may be
made, usually comparing them to the baseline data.
Carbon footprint (CO2): the amount of carbon dioxide emissions produced
by the energy consumed by an individual, organization or product.
Cost Avoidance: amount of money not spent because of advanced
planning or preparation.
Emission: Releases of gases to the atmosphere from some type of human
activity (cooking, driving a car, etc). In the context of global climate change,
they consist of greenhouse gases (e.g., the release of carbon dioxide during
fuel combustion).
Energy efficiency: Refers to activities that are aimed at reducing the
energy used by substituting technically more advanced equipment,
typically without affecting the services provided.
HVAC: the abbreviation for heating, ventilating and air conditioning
systems.
Kilowatthour (kWh) - A measure of electricity defined as a unit of work or
energy, measured as 1 kilowatt (1,000 watts) of power expended for 1
hour. One kWh is equivalent to 3,412 Btu or 3.6 million joules.
Phantom Load: The amount of electricity drawn from electric appliances
when they appear to be off, but are actually in stand-by mode (often
signified by a small colored light). Usually, cords with small black boxes
attached, such as a cell phone charger, continue to draw electricity, even
when the phone is not connected to that cord.
Plug Load: The amount of electricity drawn from electric outlets by
appliances and equipment.
NOTE:
A more complete energy glossary can be found at
www.eia.doe.gov/kids/.
Vocabulary specific to the curriculum/6th grade: Goal 6:
Heat
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Service-Learning Unit Plan
Equilibrium
Conduction
Convection
Convection currents
Radiation
Density
Energy
Thermal energy
Mechanical energy
Light
Sound
Solar energy
Chemical energy
Electrical circuits
Energy transformation
Law of conservation of energy
Competency Goal 1: The learner will design and conduct investigations to
demonstrate an understanding of scientific inquiry.
1.01
Identify and create questions and hypotheses that can be
answered through scientific investigations
NCSCOS Goals/Objectives
1.02
Objectives are pending
review…this is a DRAFT.
Develop appropriate experimental procedures for:


1.03
Given questions
student generated questions.
Apply safety procedures in the laboratory and in field studies:



Recognize potential hazards.
Manipulate materials and equipment.
Conduct appropriate procedures.
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Service-Learning Unit Plan
1.04 Analyze variables in scientific investigations:





Identify dependent and independent.
Use of a control.
Manipulate.
Describe relationships between.
Define operationally
1.05 Analyze evidence to:



Explain observations.
Make inferences and predictions.
Develop the relationship between evidence and explanation.
1.06 Use mathematics to gather, organize, and present quantitative data
resulting from scientific investigations:




Measurement.
Analysis of data.
Graphing.
Prediction models
1.08 Use oral and written language to:


Communicate findings.
Defend conclusions of scientific investigations.
1.09 Use technologies and information systems to:

Research.



Gather and analyze data.
Visualize data.
Disseminate findings to others
1.10 Analyze and evaluate information from a scientifically literate
viewpoint by reading, hearing, and/or viewing:



Scientific text.
Articles.
Events in the popular press.
Competency Goal 2: The learner will demonstrate an understanding of
technological design.
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Service-Learning Unit Plan
2.01 Explore evidence that "technology" has many definitions.




Artifact or hardware.
Methodology or technique.
System of production.
Social-technical system.
2.02 Use information systems to:


Identify scientific needs, human needs, or problems that are
subject to technological solution.
Locate resources to obtain and test ideas.
2.03 Evaluate technological designs for:




Application of scientific principles.
Risks and benefits.
Constraints of design.
Consistent testing protocols.
2.04 Apply tenets of technological design to make informed consumer
decisions about:



Products.
Processes.
Systems.
Competency Goal 6: The learner will conduct investigations and examine
models and devices to build an understanding of the characteristics of
energy transfer and/or transformation.
* Prior to teaching this service-learning unit on energy, students should
know what energy is and its various forms.
6.01 Determine how convection and radiation transfer energy
6.02 Analyze heat flow through materials or across space from warm
objects to cooler objects until both objects are at equilibrium.
6.04 Evaluate data for qualitative and quantitative relationships
associated with energy transfer and/or transformation.
6.07 Analyze the Law of Conservation of Energy:


Conclude that energy cannot be created or destroyed, but only
changed from one form into another.
Conclude that the amount of energy stays the same, although
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Service-Learning Unit Plan

within the process some energy is always converted to heat.
Some systems transform energy with less loss of heat than
others.
Stage 2



Assessments:
Formative and Summative
Student Products and
Performances



Students will conduct audits of the classrooms. All students will be
expected to know how to conduct an audit and complete the audit
checklist.
Students will assess classroom, office, and non-classroom space to
determine how plug loads impact the energy usage in their school.
Each student will complete a plug load assessment for a
room/space within the school building.
Students will create posters as a demonstration of their learning
and understanding of energy conservation.
Students will develop a plan to educate their school and
community about energy usage and conservation. This will involve
an Energy Assembly/play/skit and/or or another studentdeveloped idea.
Standardized tests record progress students have made toward
comprehension of their goals.
During the course of the service project, after completing each of
the audits, plug load report, and patrols, students will write a
reflection on what the data means to them. Students can project
what changes can be made to conserve energy within our school.
These can be kept in a journal or notebook and will be monitored
on an informal basis by the teacher.
Rubrics
To be determined in individual lesson plans.
Stage 3
Academic Instructional Procedures and Activities
Initial lesson should introduce the concepts and essential questions that
will be addressed in the unit.
Pre-service Academic
Learning Activities
Investigation
Planning and Preparation
Investigation. Students will explore energy in its various forms, how
energy is transferred, why it is important to conserve energy and how to
do that.
Through small group and whole group discussions, students brainstorm
ideas and strategies they believe would most successfully reduce energy
consumption within our school.
Preparation. Students will visit with the custodial staff to ask questions
and participate in conversation about energy usage and conservation at
their own school. Students will develop a list of ways to reduce energy
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Service-Learning Unit Plan
consumption within the school building. What operates on electricity that
can be turned off when not in use? If we want the building to stay cool,
what strategies can be performed to assist with that goal? Changing some
simple human behaviors can help to reduce our energy usage. Students
will gather knowledge from several other resources: Alicia Strange, Energy
Engineer for Guilford County Schools, the E=WISE2 Program manual, and
the NEED Project.
Students will make a commitment to be energy wise, as members of the
E=WISE2 team. The E=WISE2 team will consist of an administrator, a
custodial staff member, at least one teacher, and students.
Students will also connect with the administrators, food service manager,
and other teachers and staff within the building to discuss the process of
auditing and patrolling the school in an effort to determine our usage and
to make suggestions for conservation.
Preparing for the audit. Prior to auditing the building, students must have
an audit checklist and understand the process. As a class, students will
audit their science class. Students will use their equipment from the
E=WISE2 program to determine energy usage and waste. Students will also
complete the plug load study assessment for the classroom. They will
facilitate a monitoring session as well, so they understand the process that
is to take place.
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Service-Learning Unit Plan
The service activity associated with this unit is the E=WISE2 program. The
program guide is attached to the unit plan. The specific service activities
are briefly defined below:
E=WISE2 2009 - 2010 Program Summary
The E=WISE2 program is based on four basic principles: assessment,
raising awareness, educating, and monitoring.
Assessment The first step to implementing the four principals is to
perform an assessment of your school’s energy habits. Each team will start
their school program by performing an initial “secret” audit of the energy
habits of the people in the school. The teams will check rooms to see if
lights have been turned off when the room is unoccupied, if the computers
are in sleep mode, if the doors are closed, and if the HVAC units are
unobstructed (if applicable). This will allow each team to establish a good
baseline of their building’s energy habits. Each team will also perform a
plug load study of a typical classroom, office, and non-classroom space to
learn how plug loads impact the energy usage in their school.
Service Activities
Awareness
Each team will create an energy awareness poster. Each
school will raise awareness about the E=WISE2 program and energy
efficiency to their school during an Energy Assembly or similar activity.
Education
The teams then develop a plan for educating the building
occupants about energy efficiency and conservation. Suggestions for
educating include columns in school newsletters, energy tips/facts during
school announcements; Change the World campaigns, plays/skits, energy
fairs, green day, etc. The teams can choose to do additional activities to
educate the broader community about energy efficiency and conservation.
Monitoring
As the teams implement their awareness and education
activities, they will need to continue to monitor habits by patrolling the
school and issuing “thank yous” or “tickets”, recording their findings and
comparing these findings to their baseline. This will allow each team to
measure their success in changing the energy habits within their school.
Teams will also facilitate the use of the School Energy Shut Down
Checklists for breaks (appendix g – j).
Closing/Demonstration
Activities
As a final service piece and demonstration of learning, students can write
up their results, of both the assessments and monitoring, and submit them
to Guilford County Schools as recommendations to improve energy
consumption.
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Service-Learning Unit Plan
They may request to present their findings to the Guilford County School
Board.
Journal/notebook writing on topics about energy use, assessments, audits,
monitoring, and conservation.
Energy Awareness Poster
Reflection Activities
(share, process,
generalize, analyze,
evaluate)
Energy saving tips on announcements/school newsletter
Energy conservation assembly/skit to be broadcast on school T.V.
Students will brainstorm and discuss as a class what lessons they learned
about the service learning process and how the next 6th grade class could
take the project to the next level.
Materials Needed
Resources Available
See the E=WISE2 program
manual for a guide
Our schools and relationships with the administrators, custodial staff, food
service manager, and teachers
Other materials needed as
stated within individual
lessons
Alicia Strange, Energy Engineer, Guilford County Schools
E=WISE2 Program Manual
http://www.need.org/links.php
http://www.twhvac.kenton.kyschools.us
http://www.servicelearningnky.org
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Service-Learning Unit Plan
LESSON 1
Date:
Unit: Energy
NCSCOS Objective:
6.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or
transformation.
Essential Question:
Why is understanding energy transfer worth knowing?
Essential Vocabulary:
Materials/Resources:
Students should already be familiar with the
following terms: energy, potential energy, kinetic
energy, mechanical energy, thermal energy,
electrical energy, chemical energy, nuclear energy,
electromagnetic energy




3 x 5 index card
Scissors
Rubber band
Safety goggles
New term identified in this lesson:

Energy transformation
Activating Strategy/Emotional Hook (ENGAGE): This can be done as a teacher model or with the entire
class.
Discover Activity: What would make a card jump?
1. Fold an index card in half.
2. In the edge opposite the fold, cut two slits that are about 2cm long and 2cm apart.
3. Keep the card folded and loop a rubber band through the slits. With the fold toward you, gently
open the card like a tent and flatten it against your desk. Leave your hand on the card, keeping
it flat until you are ready to release it.
4. Predict what will happen to the card if you let go. Then test your prediction.
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Service-Learning Unit Plan
Tips: The rubber band should be just large enough to stretch out when the card is flattened.
Students should wear safety goggles.
Expected Outcome: When the card is released, the rubber band will snap back and pull the card
with it.
Think it over
Draw Conclusions… Describe what happened to the card. Based on your
the relationship between potential and kinetic energy?
observations, what is
Sample answer: When I flattened the card, I stretched the rubber band and gave it potential energy.
When I released the card, the potential energy was converted to kinetic energy as the rubber band
snapped back and pulled the card with it.
Teacher Input/Student Active Participation(EXPLORE/EXPLAIN):
Explore: Students will observe common devices within the classroom. In small groups, students will
make a list of objects that change electrical energy into other forms. For example, a cell phone changes
electrical energy into electromagnetic energy. Other good examples include: your body changing the
chemical energy in food into mechanical energy, and a toaster changing electrical energy to thermal
energy. Students should describe which form or forms of energy the electrical energy becomes. Do
these devices change energy a single time, or are there multiple changes in energy? Students will share
their results with the whole group.
Explain: After discussing the results of the activating strategy and the student exploration, the teacher
will guide students to the understanding that energy changes, or transforms. Students will develop a
definition of energy transformation (Think-Pair-Share). Teacher will also discuss the most common
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Service-Learning Unit Plan
energy transformation between potential and kinetic energy.
Additional Student Activities (ELABORATE/EXTEND):
Begin discussion of electrical energy within the entire school building. Students have just observed their
own classroom. Now, ask students to generate a list of the other areas within the school and the
devices that operate on electrical energy within those areas. For example: Cafeteria:
refrigerator/cooling units, ovens, dishwasher, etc. This can be done as a whole group; someone can
record on the whiteboard as students generate ideas.
Summarizing Activity (EVALUATE):
As a ticket out the door, on a piece of scratch paper, have students write one of the devices generated
in the list of the whole school and describe the energy transformation. For example, a refrigerator turns
electrical energy into thermal energy. Collect these and use for tomorrow’s lesson.
Homework:
Upon leaving school today, choose 3 electrical appliances, other than what has been discussed in class
today. List these appliances and the way that energy is transformed. Are there multiple
transformations? Include all of these transformations.
To think about: Where in North Carolina could you go that would be the most isolated from publicallygenerated electrical energy (i.e. power lines, electrical outlets, etc.)?
Comments:
This is the first lesson associated with the service-learning unit for 6th grade energy. To tie the
curriculum into the service, this is where the lessons begin; however, it is imperative that students have
a strong understanding of energy and the various forms of energy prior to these lessons. Please be sure
to teach this material prior to this service-learning unit!
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Service-Learning Unit Plan
LESSON 2
Date:
Unit: Energy
NCSCOS Objective:
6.07 Analyze the Law of Conservation of Energy:



Conclude that energy cannot be created or destroyed, but only changed from one form into
another.
Conclude that the amount of energy stays the same, although within the process some energy is
always converted to heat.
Some systems transform energy with less loss of heat than others.
Essential Question:
In what way does the law of conservation of energy impact our school building? Our homes and
community?
Essential Vocabulary:
Students should already be familiar with the terms
mechanical and thermal energy.
Materials/Resources:

Spinning top
 Law of conservation of energy
 Heat
Activating Strategy/Emotional Hook (ENGAGE):
1.
2.
3.
4.
Set a spinning top in motion.
Ask students, “Will the top remain in motion forever?”
When students answer “No,” ask “Then what happens to the energy?”
Elicit student responses.
Teacher notes: Try not to lead students to these conclusions yet if they are not coming to
them on their own! This will be discussed in further detail later in the lesson!
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Service-Learning Unit Plan
Students should be able to conclude:
o
o
o
o
o
Energy is not created or destroyed, but it changes.
As the top spun, the mechanical energy was converted to thermal energy.
As the top spun, it encountered friction with the floor and from the air.
Friction caused the energy transformation.
The spinning top will slow and eventually stop because of friction, but the energy is not
destroyed-it is transformed.
Teacher Input/Student Active Participation(EXPLORE/EXPLAIN):
Explore: Have students take out their homework from Lesson 1: Energy Transformation. Analyze how
the energy changed forms. What happens to the energy? Have students share hypotheses generated
from their homework. This can then be collected as an assessment of students’ understanding of energy
transformation.
Teacher Prompt: “Now rub your hands together quickly. This is another example of energy
transformation. Compare what is happening with your hands to the energy of the spinning top.”
Students should be able to conclude:


Like the spinning top, friction causes the mechanical energy of their moving hands to transform
into thermal energy.
As the top spun, it encountered friction with the floor and from the air. Friction caused the
energy transformation. The spinning top will slow and eventually stop because of friction, but
the energy is not destroyed-it is transformed.
Teacher Prompt: “What do you feel when you rub your hands together?”
Student response should be:




Heat is produced.
Heat is when thermal energy moves from a warmer object to a cooler object.
Often, when energy is transformed, some of the energy is converted to heat.
Because changes from mechanical energy to thermal energy, some of the energy is converted to
heat. These machines/systems are not 100% efficient due to the unintentional transference of
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Service-Learning Unit Plan
mechanical energy to thermal energy.
Reinforcement (Think, Pair, Share):
You may want to talk again about the spinning top.

What is the law of conservation of energy? Based on their knowledge gained from the
activating strategy and student exploration, have students create a definition.
 Using what they already know, what does it mean to conserve energy? Students should form
their own definitions.
Give time for them to think through the activity and what they learned from lesson 1. Students can
then collaborate with a partner. Share as a whole-group and try to come to a common definition…
Goals for Student Understanding:
According to the law of conservation of energy, energy cannot be created or destroyed. The total
amount of energy is the same before and after any transformation. If you add up all the new forms
of energy after a transformation, all of the original energy will be accounted for.
Building on the activities from Lesson 1 and Exploring Unintentional Energy Transference:
Teacher Prompt: “Name appliances within the classroom and school building that transform energy.
Now, think about a system/appliance that is presently not in use, a VCR/DVD player for example. Put
your hand on the VCR/DVD when it is not playing a video and power is off. Do you feel heat? If so, does
that mean that energy is flowing through the system? Since this system isn’t in use, is energy still being
transformed?”
Students Should be Able to Conclude:

Although the VCR is not in its primary use, there is a clock on the VCR that continues to operate
and use energy.
Teacher Prompt: If the machine is not being used for its primary purpose, but is still using energy, would
this be considered a loss or wasted energy? Why?
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Service-Learning Unit Plan
Students Should be Able to Conclude:


Machines typically have a specific purpose. Not all energy used by that machine goes to this
purpose; some energy is dissipated (lost), such as transference of mechanical energy to thermal
energy.
Loss of energy can be evaluated and addressed.
Additional Student Activities (ELABORATE/EXTEND):
Elaborate: Students will now take that list of appliances within the school building and describe the
heat loss that occurs with the energy transformation.
o
o
o
For example, a VCR/DVD player operates by electrical energy. This electrical energy is
transformed into mechanical energy…the VCR/DVD plays the video.
The electrical energy is also transformed into electromagnetic energy, the energy of
light, so we see the picture in the television and the clock (if applicable).
Energy also changes into thermal energy and heat loss occurs.
Goals for Student Understanding:
Energy has not been created or destroyed but merely changed from one form to another. The total
amount of energy remains the same, but some has been converted to heat.
Extend: Discuss why energy loss is harmful. Students brainstorm a list of ways to prevent energy loss
within the school.
Explore the question: What can each person do as an individual, a class, and a school to conserve
energy? This should be documented for later used in the service-learning project.
Summarizing Activity (EVALUATE):
Students will begin a reflection or “hypothesis” journal. As their first entry, they should answer the
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Service-Learning Unit Plan
following:
1. What does energy transformation mean to you?
2. Is energy transformation an important topic to understand? Why?
3. Choose a place where you spend a great amount of time, i.e. home, school, gym, etc. How does
the law of conservation of energy relate to you in that environment?
Additional leading questions that you may want to offer here:




What do you use that uses mechanical energy? This can be a list of objects/appliances
that the student may interact with.
How (Why) does the energy transform?
How is heat created by these appliances?
Do you think any of these appliances may cause more heat loss than others, and in turn,
and be less energy efficient?
Homework:
Choose one person outside of class with whom to discuss energy consumption. Write the details
of your conversation and be prepared to discuss as a class.
Students should Explore two or more of the following:






Do you think that people are generally conservative or wasteful of energy?
Depending on whom you choose to speak with, as stewards of our home, school, and
community, what could be done differently to conserve energy? For example, if you choose to
talk to a parent, what does your family do within your house that would make the home energy
efficient or wasteful?
Identify areas in your own life where you are wasteful of energy. How could you take greater
responsibility for your own actions?
What is the impact upon our environment when we are wasteful of energy?
Can students determine strategies to change the behavior? Ex. Turn the lights/TV off each time
you leave the room or monitor your family’s habits and record them on a chart.
Write the details of your conversation and be prepared to discuss as a class.
Comments:
After completing this lesson, you will begin to steer students toward the service-learning project. Be
sure that students comprehend these objectives, 6.04 and 6.07, as they are the basis for the service!
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Service-Learning Unit Plan
LESSON 3
Date:
Unit: Energy
NCSCOS Objective:
6.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or
transformation.
6.07 Analyze the Law of Conservation of Energy:



Conclude that energy cannot be created or destroyed, but only changed from one form into
another.
Conclude that the amount of energy stays the same, although within the process some energy is
always converted to heat.
Some systems transform energy with less loss of heat than others.
Essential Question:
What can be done to reduce energy consumption at our school? How does that meet a genuine need?
Essential Vocabulary:
Materials/Resources:

No new vocabulary will be introduced unless it
comes from the guest speaker.





Guest speaker (examples):
o Alicia Strange, Energy Engineer,
Guilford County Schools
o Duke Energy representative
o Community electrician, can be from
GCS
Computer(s) with Internet access
E=WISE2 Program Manual
http://www.need.org/links.php
http://www.twhvac.kenton.kyschools.us
http://www.servicelearningnky.org
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Service-Learning Unit Plan
Activating Strategy/Emotional Hook (ENGAGE):
Alicia Strange, Energy Engineer from Guilford County Schools, will be a guest speaker for today’s lesson.
Be sure to call in advance and schedule her to come and speak with the students. If Ms. Strange is not
available, another community member can be invited to speak to the students about electrical energy
and energy efficiency. (Ex. Duke Energy, an electrician, etc.)
Engage: Prior to speaking with the guest, students should create a K-W-L organizer.
1. What do students already know about energy? Energy consumption? Energy conservation?
Students should write three ideas of what they already know.
2. Then, students should generate a list of questions. What do they want to know? Again, three
questions of what they want to know. This can be done independently or as a whole group
brainstorming activity. Students will use these questions to engage in conversation with the
guest speaker.
Teacher Input/Student Active Participation(EXPLORE/EXPLAIN):
Explore: Students discuss their homework in small groups, sharing what they learned in their
conversations. They should share the following with their group members:





Who did you speak with?
What environment did you discuss…home, school, other?
Do you feel that you are energy efficient or wasteful in this environment?
What areas did you see yourself being efficient? Wasteful?
For areas where you are wasteful, what strategies did you discuss to conserve energy?
These conversations should get students thinking! They should be on track to becoming energy
stewards for their school!
Explain: At this point, the guest speaker will be introduced. The guest speaker will discuss their
profession and what they see in terms of energy consumption and conservation within their job. How
do they see electrical energy being used? Is energy being wasted? How is this waste harmful to the
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Service-Learning Unit Plan
school district and/or the environment? If energy is being wasted,, what are strategies to reduce waste
and make us more energy efficient? Conversation should ensue between the speaker and students.
Students can share some of their responses to the homework with the guest speaker. Students will also
ask questions from their K-W-L.
Additional Student Activities (ELABORATE/EXTEND):
What now? Students will discuss how to make their school more energy efficient. Taking ideas from the
guest speaker, as well as searching the Internet, students will generate a list of ideas. The teacher can
provide students with the established E=WISE2 Program Manual and websites listed in the resources
section above. What service could we provide that would make our school more energy efficient? Have
someone record the list of ideas to use as a discussion tool for the next lesson.
Summarizing Activity (EVALUATE):
Students will complete their K-W-L graphic organizer. What did they learn about energy, energy
consumption, or energy conservation? Share with the class.
Homework:
Start with self…how can you be a good steward for energy conservation? Take steps in energy
conservation and record what you do upon leaving class today until your return to science tomorrow.
Comments:
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