Environmental Issues · JHS3 Social Studies

Lesson notes

Learning Objectives

Indicator: B9.2.1.1.1 - Examine ways of conserving energy.

By the end of the lesson, learners can:

Explain the concepts of energy, energy conservation, and energy sources in their own words.
Categorise sources of energy into renewable and non-renewable, giving at least three examples of each.
Identify at least four effects of irresponsible energy use on the family, community, and nation.
Discuss practical ways energy conservation can be practised at home, in school, and in their community.
Create a poster that educates community members on the advantages of energy conservation.

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Curriculum details

Strand: Environment and Sustainability (Strand 2)
Sub-strand: Environmental Issues (2.1)
Content standard: B9.2.1.1 - Demonstrate understanding of energy and ways of conserving it.
Indicator: B9.2.1.1.1 - Examine ways of conserving energy.
Suggested placement: Term 1, Week 7 (Week 7 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 68

Exemplars (from the NaCCA curriculum)

1. Using the thought shower strategy, learners explain the concepts:
i. energy
ii. energy conservation
iii. energy sources.
2. Through the use of the internet, videos or pictures, learners identify and categorise sources of energy into renewable and non-renewable. Give examples of each.
3. Using fishbowl technique, learners identify the effects of irresponsible use of energy on the family, community and the nation.
4. In small groups, learners discuss how energy conservation should be practiced in their community. (e.g., at home, school and institutions, etc).
5. In mixed-ability groups, learners discuss the challenges of energy conservation.
6. In small groups, learners create posters on the advantages of energy conservation to educate members of the community.