grades 5 and 6 teacher’s guide toolkitclassroom watt · teacher’s guide and the student...

ToolkitOOWatt

Classroom

Teacher’s GuideGrades 5 and 6

CreditsSupervision

Monique Camirand, Montréal Science Centre

Co-ordination

Michel Gaumond, Hydro-Québec, Direction Efficacité énergétique

Mathieu Lampron, Montréal Science Centre (phase 1)

Catherine Jolin, Montréal Science Centre (phase 2)

Stephan Chaix, Montréal Science Centre (phase 3)

Concept

Isabelle Desaulniers, DézIDée Muséocréation

Mathieu Lampron, Montréal Science Centre

Texts

Isabelle Desaulniers, DézIDée Muséocréation

Dialogues for role-playing exercises

Josée Plourde

Simplifying science concepts

Dominique Forget

French revision and final re-reading of English text

Marie Pedneault

English translation

Terry Knowles, Pamela Ireland

Illustrations and multimedia

Idéeclic, laboratoire d’intelligence numérique culturelle

Graphic design and publishing

Line Jutras Design

Props

Annie-Claude Gagnon

Costume design

Pascale Matheron

Costume production

Maryse Duranceau (phase 1)Julie Doyon (phase 2)

Interactives – Concept and production

Atelier Multiversions

Sept

embe

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07

Table of Contents [ 1 ]

Table of ContentsIntroduction to the OOWatt Classroom Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

List of Materials Provided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Costumes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Speaking of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

For More Information: Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Knowledge Is Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Evaluation of Science and Technology Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Activities with the Toolkit Part 1: Introduction to Energy Conservation, OOWatt’s Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Activity 1.1: Introduction to the Characters, The Meeting Role-Playing Exercise

Activity 1.2: The Toolkit, OOWatt in Search of the Dastardly Terawattus Energivorus

Activity 1.3: Electricity Timeline, Slideshow on the History of Electricity in Quebec

Part 2: Hydroelectricity, Turn Me On! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Activity 2.1: Hydroelectricity, Turn Me On! Role-Playing Exercise

Activity 2.2: How Hydroelectricity Is Produced, Hydro-Québec Film Energy is neither created nor destroyed

Activity 2.3: How a Hydroelectric Generating Station Works, An Experiment to Demonstrate the Power of Water

Activity 2.4: The Production, Transportation and Distribution Network

An Adventure All Down the Line! and What Am I? Games

Part 3: Making Assumptions, A Virus in My Home? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Activity 3.1: Energy Consumption Habits, A Virus in My Home? Role-Playing Exercise

Activity 3.2: All Kinds of Household Appliances, Family Inventory

Activity 3.3: Energy Consumption at Home, Assumptions Game

Activity 3.4: Energy Efficiency, True or False Game (optional)

Teacher’s Guide

Table of Contents [ 2 ]

Activities with the Toolkit Part 4: Testing Your Assumptions, Tracking Down the Virus! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Activity 4.1: Wasting Energy, Tracking Down the Virus! Role-Playing Exercise

Activity 4.2: Energy Consumption Habits, A Classroom Investigation!

Activity 4.3: Energy Consumption, Collecting Data at Home

Activity 4.4: Energy Consumption, Testing Your Assumptions and Conclusion

Activity 4.5: Power Use by Household Appliances, Wattmeter Experiment

Activity 4.6: Power Use by Household Appliances, Calculating Energy Use (optional)

Activity 4.7: Making Energy Work for You, Electricity Quiz Experiment

Activity 4.8: Series and Parallel Circuits, Connection Experiment (optional)

Part 5: Ways of Saving Energy, Arming Ourselves Against the Virus! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Activity 5.1: Becoming Energy Wise, Arming Ourselves Against the Virus! Role-Playing Exercise

Activity 5.2: Energy-Saving Ideas, Brainstorming

Activity 5.3: Simple, Efficient Tricks and Tips, Suggestions from OOWatt!

Activity 5.4: All Kinds of Energy-Wise Products, Guessing Game

Activity 5.5: The Great Energy Waste, A Film from the National Film Board of Canada (NFB)

Activities without the Toolkit Part 6: Let’s Get Started, Fighting the Virus! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Activity 6.1: Promoting Energy Conservation, Wrap-up and Designing Posters

Activity 6.2: Let’s Get Started! Unplugged! Internet Game (optional)

Activity 6.3: Saving Energy Every Day, Pledge (optional)

Activity 6.4: Protecting the Environment, Other People’s Stories

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Teacher’s Guide

Introduction to the OOWatt Classroom Toolkit [ 3 ]

Introduction to the OOWattClassroom Toolkit

The OOWatt Classroom Toolkit, the result of apartnership between Hydro-Québec and the MontréalScience Centre, is specially designed for elementarycycle 3 (grades 5-6) students. The activities it containswill help them understand the role of science andtechnology in our society and how they can be usedto make a better future, while protecting the environ-ment. More specifically, the Toolkit helps to make youngpeople more aware of the need to save electricity,find solutions by themselves and discover the manyways in which they can save energy, and encouragesthem to promote energy-wise habits day-to-day. All thisis accomplished through various scientific activities,experiments and hands-on exercises.

With the current emphasis on sustainable development,protecting the environment, saving energy and promoting environmental awareness are issues thataffect everyone today – we all have to do our part.

Regardless of what type of energy we consume (electricity, oil, natural gas or other) and how we useit (for heating, lighting, getting around or producinggoods), we know that it is a valuable resource andone that we have to use wisely.

In Quebec, hydroelectricity and wind energy are thetwo main sources for generating electricity. We saythat they are “renewable sources of energy,” in thatthe wind and rivers are constantly renewed. But thereare only a limited number of places where we cantransform water and wind into electricity. The moreenergy we consume, the closer we get to the maximumproduction capacity of our hydroelectric generatingstations and wind turbines. What’s more, since the leastcostly sites have already been developed, electricityrates will inevitably have to rise.

Through real-life situations, elementary cycle 3 studentswill come to understand that electricity has to be purchased, that it has a cost like anything else and thatthey have a role in saving energy if they don’t want tounnecessarily drive up their families’ hydro bills.

Students will see that by saving energy, they canavoid waste and help protect the environment andthe future of our planet.

Teacher’s Guide

A Classroom Toolkit for elementary cycle 3 students

Saving energy is everybody’s business!

NoteThe name InspectorOOWattis pronounced Double-oh Watt.


Main messageIt’s not hard to conserve energy; there are all sorts of products and services available for this purpose.Merely changing some everyday habits can help savesubstantial amounts of energy. Young people can do their share and become “ambassadors” for thiscause at home.

ThemeBy saving energy, we can avoid waste and help to improve the quality of our environment and the future of our planet.

Learning approachThe learning approach used with the Toolkit is basedon discoveries, interactivity and challenges. The projectapproach is key, because it is an enjoyable way tocover different subject areas and link them together.Another benefit is that because it takes several days to carry out all the activities in the Toolkit, studentswill have time to better understand the material and to make changes to their behaviour in the short,medium and long term. Teachers will find that the veryflexible project approach lets them easily incorporateactivities from the Toolkit in their lessons.

Storyline and charactersTo make the Toolkit even more fun to use and motivatestudents, the educational content is structured arounda story featuring two characters. Energy InspectorOOWatt and Terawattus Energivorus, an energy-gobbling virus that may have already “infected” students’ homes, keep the students company through-out the challenges and missions they are given.

The Toolkit has been designed to make young peopleaware of the need to save energy. It takes a gradualapproach, building on this message step by step asthey carry out each new activity.

Two guides come with the OOWatt ClassroomToolkit: the Teacher’s Guide and the Student Activity Book.

The TEACHER’S GUIDE explains the objectives andmethods suggested in the Toolkit, and describes eachof the activities. They are grouped into six parts, accom-panied by six themes related to energy conservation.

• The first five parts are carried out using materialsin the Toolkit, and take three to four weeks.

Teacher’s Guide

The OOWatt Classroom Toolkit: Concept

Structure of the Toolkit and guides


• The sixth part is done without the Toolkit, and maytake one to two weeks in all (a suggested timetableis included on a separate sheet).

• Note that the materials for each part are clearlyidentified with a different colour.

For each activity, the Guide explains:• its goal;

• its length;

• the materials provided and those to be to be obtained (or prepared);

• links with the Quebec Education Program (QEP);

• the suggested procedure, sometimes along with a suggested discussion approach.

The Guide also contains a complete list of the materials in the Toolkit.

It also provides:

• a lexicon entitled Speaking of Electricity;

• a list of programs related to energy conservationand organizations in the field;

• an evaluation form for science and technologycompetencies.

The STUDENT ACTIVITY BOOK contains quizzes and otherexercises for students. At the end is a short list and descriptions of careers related to energy conservation.

General objectives• Learn about the technology used in producing,

transporting and distributing electricity.

• Understand how energy can be wasted in the home.

• Discover different products and everyday habits for saving energy.

• Make students aware of how they can act as“energy-saving ambassadors” at home.

Teacher’s Guide

Objectives of the OOWatt Classroom Toolkit

Ico

n This icon means that you may first need to review the vocabulary to be used during the activity with your students.


Objectives aimed at enhancing students’ experience

Cognitive objectives

• Observe, investigate, make assumptions and devise solutions to scientific and social problems.

• Compare and establish links between different factors; draw conclusions.

• Summarize and communicate information.

• Develop critical judgment.

Affective objectives

• Use imagination and creativity.

• Share in an experience that is intriguing (piquestheir curiosity), entertaining and motivating.

• Develop a positive and respectful attitude towardthe environment and energy conservation.

• Express feelings and opinions.

Sensory objectives

• Examine, touch and handle different objects and measuring instruments.

• Conduct scientific experiments.

The OOWatt Classroom Toolkit meets the requirements of the Ministère de l’Éducation, du Loisir et du Sport education program, while developing cross-curricular competencies.

Broad Areas of Learning

Personal and Career Planning

Place students in educational situations in whichthey can undertake and complete projects that developtheir potential and help them integrate into society.

Environmental Awareness and Consumer Rights

Encourage students to develop an active relationshipwith their environment while maintaining a criticalattitude towards exploitation of the environment,technological development and consumer goods.

Citizenship and Community Life

Ensure that students are involved in action in a spiritof co-operation and solidarity.

Teacher’s Guide

Link with the QEP• Depending on

the activity

Links with the Quebec Education Program (QEP)


Broad Areas of Learning

Science and Technology

• Propose explanations for or solutions to scientificor technological problems.

• Make the most of scientific and technologicaltools, objects and procedures.

• Communicate in the languages used in science and technology.

Mathematics

• Reason using mathematical concepts and processes.

Social Sciences

• Construct their social awareness in order to act as responsible, informed citizens.

• Perceive the organization of a society in its territory.

Language - English

• Write various texts.

Arts Education

• Interpret short scenes.

• Produce individual works in the visual arts.

Cross-curricular Competencies

Intellectual Competencies

• Use information.

• Solve problems.

• Exercise critical judgment.

• Use creativity.

Personal and Social Competencies

• Develop their personal identities.

• Work with others.

Methodological Competencies

• Analyze and perform a task.

• Draw conclusions.

Communication-related Competencies

• Communicate appropriately.

• Conduct self-analysis and self-evaluation.

Teacher’s Guide

List of Materials Provided [ 8 ]

List of Materials ProvidedArranged by colour

The materials are colour coded (with stickers) to make them easier to organize and keep track of. Each colour goes with a particular step or steps. There are no colours for parts 3 and 6, since no materials are provided for those parts.

RED: Parts 1 to 5 (Role-playing exercises)

YELLOW: Part 2

BLUE: Part 4

GREEN: Part 5

Teacher’s Guide

Note

Use the list of materials to check that the Toolkit is complete when you receive it and return it.


Guide and Activity Book(no colour code)

• TEACHER’S GUIDE (one per teacher involved in the project)

• STUDENT ACTIVITY BOOKS (to be handed out)

Materials identified in red

Part 1 and Role-playing exercises

• 1 CD of the Electricity Timeline slideshow(MAC and PC versions)

• OOWatt costume and props

• Terawattus Energivorus costume and props

• 1 laminated copy of the Costumes sheet

• 1 wanted poster for Terawattus Energivorus

• 2 laminated copies of the instruction sheet for Role-playing exercise 1.1, The Meeting

• 4 laminated copies of the instruction sheet for Role-playing exercise 2.1, Turn Me On!

• 7 laminated copies of the instruction sheet for Role-playing exercise 3.1, A Virus in My Home?

• 5 laminated copies of the instruction sheet forRole-playing exercise 4.1, Tracking Down the Virus!

• 6 laminated copies of the instruction sheet for Role-playing exercise 5.1, Arming OurselvesAgainst the Virus!

Materials identified in yellow

Part 2

• 1 DVD of the Hydro-Québec film on how hydroelectricity is produced, Energy is neither created nor destroyed

• 6 self-standing panels for the An Adventure All Down the Line! game

A. Reservoir

B. Dam and hydroelectric generating station

C. Transmission line

D. Transformer substation

E. Distribution line

F. Distribution line and home service entrance

• 1 set of 15 cards for the What Am I? game

• 1 small generator

• 5 electric cords

• 1 container

• 1 turbine

• 1 stick to hold the turbine

• 1 timer

• 1 roll of adhesive tape

Teacher’s Guide


Materials identified in blue

Part 4

• 30 thermometers

• 1 wattmeter

• Round red, yellow and green stickers

• 15 9 volt batteries

• 28 mini-bulbs

• 49 electric wires with alligator clips

• 1 laminated copy of the instruction sheetQuiz and answers A

• 1 laminated copy of the instruction sheet Quiz and answers B

Materials identified in green

Part 5

• 1 CD with the Guessing Game(MAC and PC versions)

• 13 mystery object description sheets

• 1 set of LED Christmas lights

• 1 faucet aerator

• Safety caps for electrical outlets

• 1 piece of hot water pipe insulation

• 1 dimmer switch

• 1 reduced-flow shower head

• 1 compact fluorescent bulb

• 1 electronic thermostat

• 1 sheet of plastic window film

• 1 timer for indoor lights

• 1 piece of swimming pool cover fabric

• 1 ENERGY STAR Look for the Energy Star guide

• 1 “Energy wise” light-switch sticker

• 1 DVD of the NFB film The Great Energy Waste

Teacher’s Guide

Costumes [ 11 ]

CostumesALL parts of BOTH costumes fit inside a plastic suit bag.

Teacher’s Guide

Ca

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sMaintenance

Dry clean

Dry clean

DO NOT WASH – Undothe 4 clips to remove thepocket before cleaningthe tunic

Dry clean

DO NOT WASH – Removethe elastic and wash byhand if necessary

Dry clean

Dry clean

Wash with mild soap

Fabric

Shiny copper-colouredcrinkly, 50% polyester,50% rayon

Stretchy metallic polyester

Copper-coloured laméand transparent plastic

Foam and metallic lycra

Adjustable elastic band

Polyester and polyurethane

Polyester

Plastic

Features

Adjustable length and width

2 small, 2 medium and 2 large armbandsStore in the small case

1 moveable pocketcontaining various items

One pair

Worn on the forehead (3 AAA batteries provided)Store in the small case

Sleeves adjustable at wrists

DOES UP IN BACKAdjustable

FRAGILEStore in the small case

Parts

Copper-coloured tunic with pockets

6 armbands

Pocket

Gloves

Headlamp

Green coat with orange fur

Blue belt

Mask

Tera

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Speaking of Electricity [ 12 ]

Speaking of ElectricityConductor

Part of a power line specifically intended to carry the current.

Electric circuit

A system of conductors that carries an electric current.

Electric current

Electrons in constant movement in the same directioninside a conductor (e.g. a copper wire). The current is a source of energy. It can power different devices,generate heat or light or perform work.

Electric energy

Electric energy is used to perform work: moving a load,providing heat or light, running a computer, etc. It ismeasured in watt-hours (Wh), which is an amount ofpower (in watts) over a period of time (in hours).

Electric energy lets us do all kinds of things – bake a cake, read a CD, freeze ice cream or drive an electriccar, for instance.

Electricity

Electricity is a form of energy associated with electriccharges, at rest or in motion. It is produced by themovement of elementary particles of matter (electrons)and manifests itself as different phenomena, for instance as heat, movement, light, etc.

Electrons

Electrons are part of atoms, the building blocks of allmatter. Water, oxygen, metals and the human bodyare all made of atoms. Electrons very often move between atoms. When a large number of electronsmove constantly in the same direction, in a metal wire,for instance, an electric current is created. Becauseelectrons have a negative charge, they are attractedby the positive pole of a magnet.

Energy

Energy is the ability to perform work or transformsomething. The main forms of energy are mechanical,electric, chemical, thermal and radiant.

Energy efficiency

Energy efficiency is a an approach to energyconsumption that calls for wise use so as to reduce consumption, safeguard energy resources and pitch in to protect the environment. We canbecome more energy efficient by changing our wasteful habits and using more efficient products,technologies and processes.

Flow

The amount of water that moves through a river or pipe over a specific period.

Teacher’s Guide


Generator

A generator plays an essential role in a generatingstation, since it produces the electric current. A generator basically consists of two main parts: the stator and the rotor. Electromagnets are attachedto the outside of the rotor, which spins inside the stator. The stator is the immobile part of a generatorand is made of a winding of copper bars. It is themovement of the electromagnets next to the copperwindings that forces electrons to start moving in thewires, and this produces an electric current.

Greenhouse gases

These gases are naturally present in the Earth’satmosphere, and help to trap the heat we get fromthe Sun. Without them, our planet would be one big ice cube! The best-known greenhouse gases arecarbon dioxide (CO2) and methane (CH4).

Over the past 100 years, some human activities havecaused these gases to build up in the atmosphere.One of the main culprits is the burning of coal or oil;in fact, thermal generating stations and cars are themain sources of CO2. Garbage decomposing in landfillsites, meanwhile, gives off tonnes of CH4.

As a result, the Earth’s temperature has risen slightly inrecent years, upsetting the balance of our ecosystems.This is what we call global warming.

Hydroelectric generating station

This refers to any kind of generating station that uses the force created by moving water – a waterfallor a flowing river, for instance – to turn its turbines.That is how the station transforms the mechanicalenergy of the water into electrical energy. There aretwo main types of hydroelectric generating station:reservoir-type generating stations and run-of-rivergenerating stations.

Mechanical energy

A physical body (water, for instance) that has weight and moves with a certain speed is full ofmechanical energy. This kind of energy can be transformed into electric energy, by using the moving body to turn a turbine. This is the basic principle behind hydroelectricity.

Nuclear (thermal) generating station

This kind of generating station uses a nuclear reactor to heat water and turn it into steam, whichthen drives a turbine connected to a generator.

Penstock

A pipe that carries water from the reservoir (behind the dam) to the turbines in a hydroelectricgenerating station.

Teacher’s Guide


Power line

The combination of conductors, insulators and other equipment used to transport or distribute electric energy.

Power use

A value representing the combined effect of the voltageand amperage of an electric current. It shows how muchpower it takes to operate a machine, for instance, or fora household appliance, a machine or a system to work.

A microwave oven, for example, has a power use ratingof about 1 kilowatt, or 1,000 watts.

Recycling

To reduce the amount of waste that ends up in landfills,we have to focus on recycling. That means transformingwaste into new goods, similar to those that wouldhave been thrown out (transforming scrap paper intonewsprint, for example), or different goods (using oldtires to make rubber matting, for instance).

Reduction at source

Reduction at source means reducing the amount of waste we throw out. The principle is simple: buy less, and choose goods without too much unnecessary packaging.

Reservoir

An artificial lake upstream of (behind) a dam, wherewater is retained until it is sent to drive the turbinesin a hydroelectric generating station.

Reservoir-type generating station

This type of generating station is driven by the water stored in an artificial lake, or reservoir, createdby placing a dam across a river. The operator of thegenerating station can easily control the flow of waterto the turbines by deciding how much water to takefrom the reservoir.

Rotor

The moving part in a generator, equipped with electromagnets. The rotor turns inside the stator.

Run-of-river generating station

This type of generating station is driven directly by a flowing river, and has almost no water reservoir. As a result, the amount of energy it produces dependson the flow of the water. The more it rains, the morewater flows in the river and the more electricity thestation can produce.

Stator

The stator is the immobile part of a generator, and is made up of windings of copper bars.

Teacher’s Guide

NoteBoost your students’brainpower.


Sustainable development

Development that meets the needs of the presentgeneration without compromising the ability offuture generations to meet their own needs.

Thermal generating station

A thermal generating station produces energy by burning a fuel such as coal, oil or natural gas. The heatis used to boil water and turn it into steam. The steampressure is used to drive the turbines.

Thermostat

An automatic device used to measure the temperatureindoors and keep it relatively constant.

Turbine

A machine in which water, steam, compressed gas,etc. pushes the paddles, vanes or blades on a wheeland causes it to turn, transforming the energy fromthe fluid or gas into mechanical energy.

Wind energy

Moving air represents energy that we call windpower. This energy can be captured and convertedinto electric energy by means of huge propellers.When the wind sets them spinning, they drive a generator. Machines that use wind power to produceenergy are called “wind turbines.”

Teacher’s Guide

For More Information: Resources [ 16 ]

For More Information: ResourcesVarious programs and guides

Energy-efficient appliances: www.oee.nrcan.gc.ca/energystar

International ecotourism code: www.ecotourism.org

Hydro-Québec, direction Efficacité énergétique: www.hydroquebec.com/residential

Fair-trade products: www.peridar.org

Environmental choice program: www.environmentalchoice.com1 800 478-0399

Turn the Tide: www.newdream.org/turnthetide

Organizations

Agence de l’efficacité énergétique du Québec (AEEQ): www.aee.gouv.qc.ca1 877 727-6655

Coalition for Alternatives to Pesticides: www.cap-quebec.com514 522-2000, ext. 250

Communauto: www.communauto.com

Équiterre: www.equiterre.org1 877 272-6656

Office of Energy Efficiency: www.oee.nrcan.gc.ca1 800 387-2000

Recyc-Québec: www.recyc-quebec.gouv.qc.ca1 866 523-8290

Le Réseau québécois pour la simplicité volontaire:www.simplicitevolontaire.org514 937-3159

Teacher’s Guide

Knowledge Is Power [ 17 ]

Knowledge Is Power• In 1908, Montréal was one of the first cities in

North America to adopt a policy calling for powerlines to be buried. There were far too many overheadpower lines crisscrossing each other, and it madethe city look unattractive. The new measure was alsointended to protect the electricity network fromharsh winter weather.

• In 2006, Hydro-Québec operated not only 55 hydroelectric generating stations, but also 28 thermal generating stations, one nuclear generating station and a windmill farm.

• If all of Hydro-Québec’s transmission and distributionlines were laid end to end in 2006, they would havestretched 141,709 km, or enough to go three and ahalf times around the Earth!

• In 2006, the world’s largest underground generatingstation was the Robert Bourassa generating station.It is 483 m long by 137 m wide, making it as big asfour soccer fields laid end to end.

• In 2006, 97% of all power produced in Quebec washydroelectric. The other 3% was produced by nuclearand thermal generating stations and wind turbines.

• By about 2015, nearly 8% of Quebec’s electricityproduction capacity should come from wind power.

Teacher’s Guide

NoteSpark your students’curiosity during the activities!

And more!

• Hydro-Québec serves nearly 3 million industrial, business and residential customers.

• To produce electricity, maintain its network and serve its customers, Hydro-Québec had just over 22,000 employees in 2006.

Ev

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mEVALUATION CRITERIA 1 2 3 4

COMPETENCY 1: PROPOSE EXPLANATIONS FOR OR SOLUTIONS TO SCIENTIFIC OR TECHNOLOGICAL PROBLEMS

Appropriate description of the problem or set of problems from a scientific or technological point of view

Activities 3.3, 4.3 and 4.4: Energy Consumption at Home (Summary table)• Did the student follow all the required steps in completing the summary table?

Development of relevant explanations or realistic solutions

Activity 6.1: Promoting Energy Conservation (Promotional poster)• Did the student propose realistic solutions?

COMPETENCY 2: MAKE THE MOST OF SCIENTIFIC AND TECHNOLOGICAL TOOLS, OBJECTS AND PROCEDURES

Design and making of instruments, tools or models

Activity 4.7: Making Energy Work for You (Electricity quiz)• Did the student make the connections properly?

COMPETENCY 3: COMMUNICATE IN THE LANGUAGES USED IN SCIENCE AND TECHNOLOGY

Understanding of scientific and technological information

Activity 2.2: How Hydroelectricity Is Produced (Film and quiz)• Did the student understand the concepts?

Evaluation [ 18 ]

Evaluationof Science and Technology Competencies

Teacher’s Guide

Note1 = poor 2 = satisfactory 3 = very good 4 = excellent

COMMENTS:

COMMENTS:

COMMENTS:

COMMENTS:

STUDENT’S NAME DATE

Part 1 [ 19 ]

Part 1Introduction to Energy Conservation

Activities with the Toolkit

Teacher’s Guide

Mission OOWatt’s

1.1 Introduction to the Characters [ 21 ]

Goal of the Activity

A role-playing exercise by two students introducesthe class to the characters featured throughout theactivities: Inspector OOWatt and the dastardlyTerawattus Energivorus.

Materials Required

Materials provided

• OOWatt costume

• Terawattus Energivorus costume

• 2 laminated copies of the instruction sheet for Role-playing exercise 1.1

• A wanted poster describing Terawattus Energivorus,to show to the students

Procedure

• On the day before the exercise, take two studentsaside and ask them if they would like to play theroles of the ingenious Inspector OOWatt andthe dastardly Terawattus Energivorus, and give themthe instruction sheet for Role-playing exercise 1.1.

• The two actors don’t need to learn the script by heart;they can hold it during their performance. They mustrespect the instructions for the exercise, however.

• Using the instruction sheet for Role-playing exercise 1.1, they should practise ahead of time, but in secret, so as to better surprise their class-mates. To add to the surprise, turn out the lightsjust before the performance begins.

Activity 1.1Introduction to the CharactersThe Meeting Role-Playing Exercise

Length10 minutes, not counting students’ preparation time

Teacher’s Guide

NoteThe name InspectorOOWattis pronounced Double-oh Watt.

Getting into Character

If you are playing OOWatt:

• Think of yourself as a Police inspector.

• Speak slowly and with authority.

• Stand up straight.

• Be suspicious of everything, keep looking around all the time as though you expect to see the evildoer everywhere.

If you are playing Terawattus Energivorus:

• Think of yourself as evil.

• Hunch over.

• Walk with a limp.

• Speak with a deep, growly voice.

Script

• OOWatt enters, holding a flashlight, and prowls around the classroom. He seems to be looking for something or someone.

OOWattHello, my name is Inspector Watt. Double-oh Watt. I am looking for the abominable Terawattus Energivorus.Do you know him? This is what he looks like.

• OOWatt shows the class the wanted poster for Terawattus Energivorus and places it on theblackboard chalk tray.

OOWattIf you see him, let me know!

• Terawattus Energivorus turns on the classroom light.

• OOWatt jumps.

Terawattus Energivorus Ha, ha! Do you really think you can catch me, you Zero Zero of a Two Watts?

[ 22 ]

Link with the QEP• Drama

Teacher’s Guide

NoteBoys or girls may play the roles ofOOWatt andTerawattus.

1.1 Introduction to the Characters

• OOWatt is cross – that’s not his name!

OOWattMy name is OOWatt!

• Terawattus Energivorus speaks in a triumphant tone.

Terawattus Energivorus Ha! Be quiet! You’ll never catch me. There are millions of people on my side. They all love using tons of energy!

• OOWatt speaks like a superhero.

OOWattNot so fast, you energy-gobbling heap of scrap metal! I am here to stop you from taking over the world. And I have plenty of assistants to help me. Together we’ll get rid of you, and people will stop wasting energy.

• Terawattus Energivorus is sure of himself, mocking.

Terawattus Energivorus Good luck, my friend. I am invincible! I’m going to continue to infect people all over the world anddevour all the energy I can. Gnahahaha!

• Terawattus Energivorus leaves the room with a menacing laugh.

• OOWatt talks to the class in a confidential tone.

OOWattI have to go after him, but I’m going to need your help.

You’ll find everything you need to start our investigationin the Toolkit. Good luck!

1.1 Introduction to the Characters [ 23 ]Teacher’s Guide

NoteAfter their performance, the actors can take a bow.

1.2 The Toolkit [ 25 ]


Show the class the Classroom Toolkit, with its activity book and interactive materials, and launch a discussion to help students understand the process, how they will be asked to look at their own behaviours and take action.

Materials Required

Materials provided

• The Classroom Toolkit and its contents

• Activity Books to be handed out to students

Procedure

• Show the class the Toolkit produced by theMontréal Science Centre and Hydro-Québec, and a few of the things it contains. Use a mysteriousand confidential tone, to pique their curiosity andtheir interest in the proposed activities (withoutgiving it all away!).

Activity 1.2The ToolkitOOWatt in Search of the Dastardly Terawattus Energivorus

Length20 minutes

Teacher’s Guide

Suggested Approach

Here are some suggestions for launching a discussionabout energy conservation. The idea is not to answerthe questions raised at this point, but simply to “ask the right questions”:

• I’m going to show you this Toolkit produced by theMontréal Science Centre and Hydro-Québec andwhat’s inside. It’s full of activities and experiments to help us get “cured” of the infection by that nastyTerawattus Energivorus!

• Have you ever heard anyone say that it’s wrong towaste electricity? Why is that, do you think?

• First of all, where does electricity come from? How doesit get all the way to our homes?

• What are the benefits of saving energy, for our societyand our families?

• Do you think we can use less energy and still be justas comfortable?

• So suppose we say it’s a good idea to save energy. But how? What can we all do?

• Let’s find out the answers to all these questions by getting together with that clever OOWattand helping him track down the dastardly Terawattus Energivorus!

• With OOWatt, we’ll learn about the history ofelectricity in Quebec, how it is produced, good and badthings about energy consumption, ways of savingenergy and lots more.

• We’ll make discoveries, play games and do scientificexperiments, at school and at home, too. Just likescientists, we’ll make assumptions, do calculationsand make observations, and draw our conclusions.

• By the time we’ve finished the program, we’ll be real energy-saving ambassadors – just like InspectorOOWatt!

1.2 The Toolkit [ 26 ]

Link with the QEP• Social Sciences

Teacher’s Guide

1.2 The Toolkit [ 27 ]Teacher’s Guide

Go

od

to

kn

ow

Why should we use less electricity, whenQuebec generates its own hydroelectricity?

First of all, because rising consumption meansHydro-Québec has to find new sources of energyor build new dams. Second, because the energywe don’t use can be sold to neighbouring statesor provinces, where coal is the main source ofenergy. Lastly, because it’s never a good idea towaste anything!

Source: La Presse, Montréal, Saturday, April 21, 2007,special “environment” section

And besides:

Coal-fired generating stations are the largestsource of air pollution from electricity productionin North America. Half the electricity produced in the United States is from coal.

North American Power Plant Air Emissions, Commissionfor Environmental Cooperation (CEC), 2004

1.3 Electricity Timeline [ 29 ]


The slideshow outlines the main phases in the development of electricity production and consumption in Quebec, from its invention to the present day. Students will come away with a better understanding of the extent and complexity of the huge sites and massive equipment involved, and of their environmental impact.

For more information on the history of electricity: www.hydroquebec.com/learning

Materials Required

Materials provided

• CD of the Electricity Timeline slideshow(MAC and PC versions)

Materials to be obtained

• Computer, multimedia projector and screen

Activity 1.3Electricity TimelineSlideshow on the History of Electricity in Quebec

Length• 5 minutes for

the slideshow • 10 minutes for

the discussion

Teacher’s Guide

Procedure

• Play the slideshow on the history of electricity in Quebec for your class.

• To start the slideshow, just insert the CD in the computer and click on the “Electricity Timeline” icon.

• After the slideshow is over, talk with the students about what they learned, and review the various themes.

1.3 Electricity Timeline [ 30 ]


Teacher’s Guide

Dis

cu

ss

ionThemes

• Life before electricity

• The first uses of electricity

• The impact of electricity on home life

• The construction of hydroelectric generating stations in Quebec

• Growing energy needs: how far can weand should we go?

Part 2 [ 31 ]

Part 2Hydroelectricity


Teacher’s Guide

Turn Me On!

2.1 Hydroelectricity [ 33 ]


Through this role-playing exercise, some studentspresent a humorous look at the theme of this part,i.e. how hydroelectricity is produced in Quebec.

Materials Required

Materials provided

• OOWatt costume




• Any props useful for the role-playing exercise

Procedure

• Call on students or ask for four volunteers to playthe characters. Give them the instruction sheet forRole-playing exercise 2.1.

• The actors read the instruction sheet for Role-playingexercise 2.1 and get ready. They don’t need to learnthe script by heart; they can hold it during theirperformance. They must respect the instructions forthe exercise, however.

Roles

• OOWatt• Terawattus Energivorus

• A six-year-old boy or girl

• A teenage boy or girl

Activity 2.1HydroelectricityTurn Me On! Role-Playing Exercise

Length10 minutes


Teacher’s Guide









• Hunch over.



If you are playing the six-year-old:

• Speak rather quickly, in a higher voice than normal.

• Bounce around a bit when you move.

• Make big, excited movements.

If you are playing the teenager:

• Look as though you are concentrating on your homework.

• Speak with a lazy, but impatient voice.

Script

• The teenager is seated at a desk, doing homework.

• Terawattus Energivorus is hiding under a table.

• OOWatt stands off to the side a bit, watching, with arms crossed.

• The child is turning the classroom light off and on, off and on ...

Child On and off, on and off, on and off. Electricity is magic!

• The teenager is trying to work and is getting irritated with this game.

Teenager You think it’s magic? You know, it takes a lot of peopleworking really hard just so you can flick the lights onand off so easily!

• The child continues playing with the light switch.

• The teenager gets up.

2.1 Hydroelectricity [ 34 ]


Teacher’s Guide

Teenager Knock it off, with the light!

• The child stops playing with the light switch and joins the teenager next to the desk.

Child Where does electricity come from, anyway?

Teenager How should I know? I’m not your teacher! I just know it travels a long way before it gets to our house.

Child It must be tired when it gets here, then!

• OOWatt turns off the light.

• The child and the teenager look at him, eyes wide in surprise.

• OOWatt winks at the child.

OOWattIf the electricity is tired, let’s give it a rest!

• OOWatt turns the light back on and joins the child and the teenager.

OOWatt laughs gently. No, I was just kidding. But sometimes electricity mustfind that we use it up pretty quickly!

• Terawattus Energivorus bursts out from under the table, waving his arms excitedly.

Terawattus Energivorus Oh come on, now! Don’t worry about electricity. The whole idea is to use it up.

Child Really?

Terawattus Energivorus Of course! You’re lucky to have it. Your great-grandparents didn’t.

The child and teenager answer at the same time. That’s true.

Terawattus Energivorus You have electricity to make your lives easier, so take advantage of it! In some countries electricity is a luxury even now. But not here, in Quebec.

Teenager Lucky us!

2.1 Hydroelectricity [ 35 ]Teacher’s Guide

NoteThe furniture and props can be imaginary or simulated.

Terawattus Energivorus We’re very lucky! In Quebec, with all the water we have,we can produce lots and lots and lots of electricity. So go ahead, turn on your televisions, lights, computersand DVD players!

• OOWatt jumps forward and stands nose to nose with Terawattus Energivorus.

OOWattHold it right there, my friend the energy hog! Electricitydoesn’t grow on trees. We have to build dams andcreate huge reservoirs in order to produce electricity. It takes a lot of water!

• The child moves between them to push them apart.

Child But we have lots of water, don’t we?

OOWattThat’s true. We have plenty of water in Quebec, but that’s no reason to waste energy!

Child Why? Does it cost a lot?

OOWattIt sure does! Just think, we also have to build a whole network to carry the electricity from where it is generated. All that costs a lot of money and has an impact on the environment.

Teenager Really? I’d like to know more. Turn me on!!!

2.1 Hydroelectricity [ 36 ]Teacher’s Guide


2.2 How Hydroelectricity Is Produced [ 37 ]


Have your class watch the Hydro-Québec film explaining how hydroelectricity is produced, transported and distributed. Then have them answer the quiz on the film in the Activity Book.

Materials Required

Materials provided

• DVD with the Hydro-Québec film on the production of hydroelectricity, Energy is neither created nor destroyed

• Answer sheet (page 38)


• Television

• DVD player

Procedure

• The students watch the film once.

• They read the questions in the Activity Book.

• Explain the vocabulary in the film, if necessary.

• The students watch the film again.

• They answer the questions in the Activity Book(they can work in teams of two).

• Working from the answer sheet, help the studentscorrect their answers, if necessary.

Activity 2.2How Hydroelectricity Is ProducedHydro-Québec Film Energy is neither created nor destroyed

Length• 2 times 5 minutes

for the film • 20 minutes for

the quiz

Teacher’s Guide

See alsoStudent Activity Book,page 1

Vocabulary

Links with the QEP• Science and

Technology • English • Mathematics

Answer Sheet

Only questions 1 to 9 relate to the film.

Q1. What do you call the movement of electronsin an electric wire?

A1. Electric current

Q2. What machine generates electric energy?

A2. A generator

Q3. The stator is the immobile part of a generator.What do you call the moving part?

A3. The rotor

Q4. What changes the power of moving water?

A4. The difference in elevation and the flow

Q5. Which of these statements apply to a reservoir-type generating station?

A5. It has a water reservoir. More power can be generated when it is needed.

Q6. Which of these statements apply to a run-of-river generating station?

A6. It is fed directly by flowing water. It has only a small water reservoir. The power it generatesvaries with the flow of water.

Q7. What turns a turbine?

A7. The power of the moving water

Q8. What drives a generator?

A8. A turbine

Q9. Complete the following sentence with thesewords: powerful / transformed / force

A9. The surging force of our water is transformedinto a form of energy just as powerful: electricity.

2.2 How Hydroelectricity Is Produced [ 38 ]Teacher’s Guide

NoteThe questions followthe sequence in whichthe information is presented in the film.

2.2 How Hydroelectricity Is Produced [ 39 ]Teacher’s Guide

NoteSpark your student’s curiositywhile correcting the quizzes!

Q10.How much energy do ten 100 W light bulbs use in one hour?

A10. 10 x 100 W x 1 h = 1000 Wh = 1 kWh

Q11. About how many electric light bulbs do you use in your home?

A11. electric light bulbs

Q12. Can you imagine how many light bulbs are used every day in Quebec and all of Canada?

A12. Estimated number of light bulbs in each home X number of residents in Quebec

Estimated number of light bulbs in each home X number of residents in Canada

You can make your students think about provincialand national energy consumption by pointing out that these figures relate only to light bulbs inpeople’s homes!

Ask them to imagine how many light bulbs are used every day if we add those in schools, offices,restaurants, stores, factories, and so on.

And can they imagine how much energy is consumedif you add all the bulbs in household appliances,audiovisual equipment, machinery, etc.?

2.3 How a Hydroelectric Generating Station Works [ 41 ]


A number of student volunteers use a container and a turbine (provided) to conduct a demonstrationin front of the class showing the effects of differentlevels of water (head) on a turbine. The demonstrationillustrates the phenomenon of the power of water.

By making observations and recording them in theActivity Book, the students come to understand that it is the power of water that drives the turbines in a generating station and produces electricity. They also learn that this force depends on the head,that is the difference in elevation between the water behind (upstream) the dam and that below (downstream) the dam.

For the in-class experiment, the difference in elevationis the difference between the level of water in thecontainer and the hole at the bottom of the container,out of which the water flows and drives the turbine.

Then, using a diagram of a hydroelectric generatingstation, remind them that the energy of the movementof water (mechanical energy) is transformed into electricenergy by the generator, consisting of the stator andthe rotor.

At the very end of the activity, you can invite all thestudents to repeat the experiment at home (optional:the procedure is explained in the Student Activity Book).

Activity 2.3How a Hydroelectric Generating Station WorksAn Experiment to Demonstrate the Power of Water

Length30 minutes

Teacher’s Guide


2.3 How a Hydroelectric Generating Station Works [ 42 ]

Link with the QEP• Science and

Technology

Teacher’s Guide

Materials Required

Materials provided

• Laminated diagram of a hydroelectric generating station

• 1 container

• 1 turbine

• 1 stick to hold the turbine

• 1 timer

• Adhesive tape

Materials to be prepared

• 1 jug of water

• 1 dish pan

Procedure

An experiment to demonstrate the power of water

• Explain to the class that they are going to conductan experiment to study the phenomenon of thepower of water, using a turbine and a container toprovide the flow of water. They will have to countthe number of times the turbine turns with each of three different levels of water, so as to find theone that makes the turbine turn fastest.

• Choose three students to conduct the demonstrationin front of the class, and give each one a job: one willbe responsible for the water, one for the turbine andone for the timer.

Preparation

• The student in charge of the water first places a piece of adhesive tape over the hole near the bottom of the container.

• He or she then holds the container over the dishpan and fills it up to the lower level (B).

• The student in charge of the turbine places thestick in the turbine and points out to the class that one blade is coloured, making it easier tocount the number of times the blade turns.

• The student in charge of the timer makes sure he or she knows how it works.

• Meanwhile, the other students read the questionsin the Activity Book.

• Explain any terms they are not sure of.

Assumption

Before starting the experiment, ask your studentswhich level of water they think will make the turbineturn fastest, and to vote on it by raising their handsand explaining their reasoning. They can also estimatethe number of times the turbine will turn in 10 seconds.

On the blackboard, write down only the number ofstudents who voted for the bottom (B), middle (M)and top (T) levels, without their reasons.

Experiment

1. The class comes to the front to see the demonstration properly.

2. The student in charge of the turbine holds it levelin front of the hole, using the stick. He or she mayhave to move the turbine after the water starts flowing, to keep it in the stream of water.

3. At the same time, the student in charge of:

• the water removes the tape from the hole,

• the timer starts the timer (and counts 10 seconds),

• the turbine starts counting the number of times it turns. The other students in the classmay count along.

4. After 10 seconds, the student in charge of:

• the timer says “Stop!”,

• the turbine says how many times it turned and writes that number on the board.

5. The student in charge of the water tapes up thehole again and fills the container again, this timeup to the middle (M) level.

6. Repeat steps 2 to 5 for levels M and T.

2.3 How a Hydroelectric Generating Station Works [ 43 ]Teacher’s Guide


Vocabulary

• After the experiment, have the students answer the questions in the Activity Book, on their own or in teams of two.

• Using the answer sheet on page 46, check the answers in class and compare the results with the initial assumptions.

Diagram of a hydroelectric generating station

• Using the diagram in the Activity Book, the students try to explain how a generating station works.

• Help them, using the explanation on the right-hand side of this page and the generating station poster.


Ex

pla

na

tio

nHow hydroelectricity is produced

1. The water in the reservoir gains speedand power when it moves through thepenstock, making the turbine turn quickly.

2. The turbine is connected to the rotor, the moving part of the generator. When it turns, the rotor turns as well.

3. When the rotor turns in the stator (the immobile part of the generator), it creates electric energy.

4. The electricity produced is then transported and distributed to users.

Remember that:

• the generator at the generating stationtransforms the mechanical energy of the water into electric energy,

• the mechanical energy comes from theforce of the water that turns the turbine,which in turn turns the rotor,

• the power of the water varies dependingon the difference in elevation and flow of the water.

See alsoStudent Activity Book, page 4. There isalso a diagram of agenerating station in the Activity Book, on page 8.

Knowledge is power

• The turbines at the Brisay generating station,on the Caniapiscau River, weigh 300 tonneseach. That’s as much as 50 African elephants!

• You can visit a hydroelectric generating station. To find out how, see www.hydroquebec.com/teachers/field-trips

Terminal station

Reservoir (upstreamlevel)

Dam

Water intake

Penstock

Gate

Step-up transformer

Hydroelectric generating station

High-voltage line

Tailrace (downstream level)

Draft tube

Generator

Turbine

Step-up transformer

Illus

trat

ion:

La

Cité

de

l’éne

rgie

A hydroelectric generating station


NoteThe generator is connected to the turbine, and transforms theenergy from the flowing water into electric energy.

Answers to the questions on the experiment to demonstrate the power of water

Q1. Which of the three water levels makes the turbine turn the most times in 10 seconds?

A1. The top level (T)

Q2. The power of flowing water makes the turbineturn faster or slower. Why is the power greatestfor the level you chose in the question above?

A2. The farther the water falls and the greater the flowof water, the more hydraulic energy is produced.(In our experiment, the flow of water was constant.)The power of the moving water turns the turbine, which then drives the generator and produces electric energy.

Q3. Why do you think we need to build a dam to produce hydroelectric power?

A3. To create a reservoir of water and increase the distance the water falls.

Q4. Where do you think the turbines are placed in a hydroelectric generating station, in relation to the water intakes, which are usually locatedon the wall of the dam?

A4. The turbines are installed as low as possible inrelation to the water intakes, so as to create thegreatest possible difference in elevation. This makesit possible to generate more electric energy.


SourceThis experiment was inspired by the book Éveil à l’esprit scientifique chez lespetits, 46 nouvelles expériences, Cahier 2,Collection Éveil, SAMSON P., ÉditionsGuérin, 1990. p. 51.

2.4 The Production, Transportation and Distribution Network [ 47 ]


An Adventure All Down the Line!

The students have to put the parts of a hydroelectricnetwork in the right order, to understand how it isorganized, from production to consumption.

What Am I?

The students try to identify and define the mainparts of the electricity production, transportation and distribution network, by answering the questions on the What Am I? game cards, and trying to matchthem with the illustrations on the panels used for the first game.

Materials Required

Materials provided

• 6 illustrated self-standing panels for the An Adventure All Down the Line! game (See the images on the panels, on page 50.)

• Solution to the An Adventure All Down the Line!game (page 50)

• Solution to the What Am I? game (page 51)

• 5 electric cords

• 1 small generator

• 1 set of 15 cards for the What Am I? game

Activity 2.4The Production, Transportation and Distribution NetworkAn Adventure All Down the Line! and What Am I? Games

Length40 minutes for the two games

Teacher’s Guide

Procedure

An Adventure All Down the Line! game

• Divide the students into seven teams.

• Push back the desks to make a space about 6 metres wide. Have the teams sit in a circle around the space.

• Give the small generator to one team, and an illustrated self-standing panel to the other six. Give five teams an electric cord.

• Each team explains its illustration to the others,names the part of the network it represents andsuggests where it belongs in the network. All theteams discuss the suggestions. Guide the discussionusing the solution on page 50. Once the studentshave reached a consensus, the team places its imagein the middle of the circle, in the agreed-upon order.

• Read out the instructions on the right, as the game progresses.



Technology

Teacher’s Guide

Ins

tr

uc

tio

ns1. Look carefully at the illustrations on the

panels; they represent different equipmentand facilities that make up the hydro-electric network. What are they called? Describe your illustration to the class.

2. Now let’s see how the electricity travels all the way from where it is produced toour homes. What order should the panelsgo in? What do you think?

3. We’ll have to link the parts of the network with the electric cords, of course.They plug into the illustrated panels.

4. To see whether our network really works,we’ll need a source of energy to play therole of the generator at the generatingstation and produce the electricity topower our network: the small generator!

5. Before turning on the small generator,let’s close the curtains and turn out thelights. The lights in the city came on. Well done! That means everything in the network is in the right order!

Important

The lights on the houses (last panel) will light up ONLY if the teams place the panels in the right order.

What Am I? game

Once the network has been assembled correctly, this game lets you review how the components are arranged and describe them.

• Keep the same teams.

• One at a time, each team picks up a What Am I? card.

• One of the team members reads out the riddle on the card.

• The team members try to match the statement onthe card with the proper illustration in the network.They place the card next to their chosen image.

• Once all the cards have been placed by the differentteams, check whether they are matched up correctly,using the solution on page 51.

2.4 The Production, Transportation and Distribution Network [ 49 ]Teacher’s Guide

SolutionAn Adventure All Down the Line!

For the network to operate, the illustrated self-standing panels must be placed in the following order:


Reservoir Dam and hydroelectric generating station Transmission line

Transformer substation Distribution line Distribution line and home service entrance

A B C

D E F

Teacher’s Guide

NoteThe small generatormust be connected to panel A at the end of the game.

Solution to the What Am I? game

Definitions and how to match up the cards and the illustrated self-standing panels

Panel A

Q1. I am a huge basin, designed to provide a reserveof water at all times.

A1. Reservoir

Q2. Vast areas have to be flooded to create me, andthis can have a huge impact on the environment.

A2. Reservoir

Panel B

Q3. I am built on a river. Just like the ones beaversmake, I create a large body of water upstream.

A3. Dam

Q4. I am a facility where electricity is produced by means of water power that drives turbines.

A4. Hydroelectric generating station

Q5. We produce 97% of the electricity in Quebec!

A5. Hydroelectric generating stations

Panel C

Q6. I am a metal support structure. I am so tall that I sometimes get struck by lightning!

A6. Tower

Q7. I hold up electric wires to carry electricity from the generating station to customers.

A7. Tower

Panels B to F

Q8. We hang from towers or wooden poles and carry electricity.

A8. Electric wires

Q9. We are made of several strands of a metal material that is a good conductor, and we carryelectric energy.

A9. Electric wires


NoteThe panels are shown on the previous page.

Panel D

Q10.I am located near cities, and reduce the voltageso that electricity can be distributed to residentialcustomers.

A10. Transformer substation

Q11. I hum day and night, and I am surrounded by a security fence to keep kids and adults out.

A11. Transformer substation

Panels E or F

Q12. There are lots of me lining streets and highways,carrying electric wires to distribute electricity.

A12. Pole

Panel F

Q13. Perched high on a pole, I reduce the electric voltage to supply a few houses.

A13. Step-down transformer

Q14.I keep track of the amount of electric energyused in a home.

A14. Electricity meter


NoteSpark your students’curiosity while correcting the quiz!

Part 3 [ 53 ]

Part 3Making Assumptions


Teacher’s Guide

AVirus in My Home?

3.1 Energy Consumption Habits [ 55 ]


Through this role-playing exercise, some studentspresent a humorous look at the theme of this part,i.e. energy consumption habits at home.

Materials Required

Materials provided

• OOWatt costume


• 7 laminated copies of the instruction sheet forRole-playing exercise 3.1


• Any props useful for the role-playing exercise (e.g. soap, towel, computer keyboard, blinds, television, etc.)

Activity 3.1Energy Consumption HabitsA Virus in My Home? Role-Playing Exercise

Length10 minutes

Teacher’s Guide

Note

You can choose either of the two suggested scripts.

Procedure

• Call on the students or ask for seven volunteers to play the characters. Give them the instructionsheet for Role-playing exercise 3.1.

• The actors read the instruction sheet for Role-playingexercise 3.1 and get ready. They don’t need to learnthe script by heart; they can hold it during theirperformance. They must respect the instructionsfor the exercise, however.

Roles


• A teenager (boy or girl) with long hair, taking a shower

• A parent (voice)

• A lamp

• A computer

• A television









• Hunch over.





Teacher’s Guide

NoteBoys or girls may play the roles of OOWatt,Terawattus and theother characters.

3.1 Energy Consumption Habits [ 57 ]Teacher’s Guide

Script 1

• The teenager is in the shower, singing his or her favourite song.

• The parent is near the shower, as if he or she is standing outside the bathroom door.

• OOWatt and Terawattus Energivorusare just on the edge of the scene, watching, with their arms crossed.

Parent (voice) [Teenager’s name], you’ve been in the shower for 20 minutes now. Hurry up or there won’t be any hot water for the rest of the family.

Teenager Just five more minutes! I still have to wash my hair.

Parent (voice) No, not a minute more! You’re wasting water and electricity. Get out of the shower right now!

• Terawattus Energivorus enters the bathroom andtalks to the teenager through the shower curtain.

Terawattus EnergivorusGo ahead, take all the time you need to wash your hair.What does it matter anyway? There’s plenty of water.Everyone else can just wait about five minutes and thenthey’ll have more hot water.

Teenager You’re right.

Terawattus EnergivorusBesides, showers are a good idea. You use a lot lesswater when you take a shower than when you have abath. And you’ve got every right to take your time.Cleanliness is important, it’s no place to cut costs. So go ahead and scrub. You’re not wasting anything.

• OOWatt enters the bathroom.

OOWattThat’s enough. It’s true that a shower uses less waterthan a bath, but not when it lasts half an hour! I manage to take my shower in eight minutes, including my uniform. Get it?

• OOWatt holds out a towel for the teenager.

OOWattThink about our poor planet. Enough with wasting! Now it’s time to dry off!


Script 2

• If the student actors wish, they can draw the lamp,computer and television characters they will beplaying on large pieces of cardboard and hold themin front of them during these skits.

• Near the lamp, you can place a table with a book. A few chairs placed strategically around theappliances could give the impression that the scene is taking place in a family room.

• The appliances are unhappy. They’re complainingand sighing ...

Television, sighing I’m bored!

Lamp I’m hot!

Computer I’m tired!

Lamp I think they’ve forgotten me.

Television Me too, they’ve forgotten me!

Computer And me too.

Lamp I’ve been on for hours. I’m really, really hot.

Television I’ve been on the same station for hours and hours, and no one is even watching me.

Computer I wish someone would at least put me on standby orhibernate me. I could get some rest. But no, here I am,ready and waiting, but I don’t know for what.

Lamp Why won’t someone turn me off? Are they waiting for my bulb to burn out?

TelevisionAnd I’m feeling all alone, left on all the time eventhough nobody is watching me. I just sit here talking to myself, that’s all.


NoteThe students playingthe appliances sit in a semicircle facing the rest of the class.

Computer A computer isn’t made to be left on all the time.

Television A television isn’t supposed to be left on all the time either!

Terawattus Energivorus, talking to the class: Ah, do you hear them? Complaining, always complaining.

Terawattus Energivorus, speaking to the appliances: You should be happy to be working, and pleased thatpeople turn you on.

Lamp We’re not made to be left on all the time.

Terawattus Energivorus You’re made to serve human beings, and they can leave you running if they like. So stop moaning.

OOWattI don’t agree, not at all! Poor lamp, poor computer and poor television! They have the right to rest once in a while.

Terawattus Energivorus They’ll rest when they stop working!

OOWattIn the meantime, they work just fine, but that’s no reason to leave them running when you don’t needthem and wear them out.

Lamp, computer and television Thank you, OOWatt!

OOWattYou’re welcome. I can’t stand seeing all that electricitywasted for nothing. Just spare a thought for our poorplanet: Enough with wasting! Let’s be energy wise!




Using the Activity Book, the students count up all thehousehold appliances in their homes, one room at atime. They will realize how many different applianceswe use these days in our homes.

Procedure

In class

• Take the time to explain their mission to the students,reviewing the questions on the inventory sheet inthe Activity Book.

• You can also suggest that they ask their grandparentswhat appliances didn’t exist in their day, so that theycan see how the number and variety of applianceshas increased over the years.

3.2 All Kinds of Household Appliances [ 61 ]

Activity 3.2All Kinds of Household AppliancesFamily Inventory

Length• 10 minutes in class • 30 minutes at home • 10 minutes

in-class review

Teacher’s Guide


AT HOME

At home

• The students look in each room and make a list ofall the electric appliances there – even those thatare unplugged or stored in a cupboard.

• They should not make any spelling mistakes in the names of the appliances.

• They add up the number of appliances in eachroom, and then the grand total, and answer thequestions about what they found.

Back in class

• Rather than asking each student to report on his or her inventory, just take a survey by asking themto raise their hands.

For example: Who has fewer than 15 householdappliances in their home? Who counted fewer than 20 household appliances? Between 21 and 30? Between 31 and 40? More than 40?

• Then the students form teams of four and add upthe total number of appliances they noted in theActivity Book. Write each team’s results on theblackboard, and then have the class add it all up.

• To help them understand the overall impact onenergy consumption, ask them to think about thetotal for the whole school, the whole city or thewhole country.

• Lastly, ask them to decide: Do we have too manyhousehold appliances in our homes? Are they allreally useful?

3.2 All Kinds of Household Appliances [ 62 ]

Links with the QEP• Mathematics

(calculation) • English (writing)

Teacher’s Guide

3.3 Energy Consumption at Home [ 63 ]


The students start thinking about their own energyconsumption and that of their families, by makingassumptions about different day-to-day situations.They will test their assumptions later using the scientific method and decide whether they were right or wrong.

Procedure

• The students can work on their own or in teams of two. Each student fills out his or her own Activity Book, however.

• Present the activity using the suggestions on the following page.

• The students list their assumptions in the firstcolumn of the summary table (Activity Book, pages 14 to 17). For each statement, they choosethe assumption they feel best applies to theirfamily’s energy consumption.

• Explain any terms they do not understand.

Activity 3.3Energy Consumption at HomeAssumptions Game

Length15 minutes

Teacher’s Guide

See alsoStudent Activity Book, page 13

Note

The summary table will also be used in activities 4.3 (Collecting Data at Home) and 4.4 (Testing Your Assumptions and Conclusion).

Suggested Approach

Introduction

Now we will start thinking about how much energy we and our families use.

What do you think?

• Are you and your family energy hogs or energy wise at home?

• Who in your family uses the most electricity?

• Who uses the least?

• Which appliances use the most electricity?

• What day-to-day habits do you think could help you avoid wasting energy?

• What habits in your family could stand to be improved, in your opinion?

Conclusion

To find the answers to these questions and others, we’re going to start by making assumptions about different day-to-day situations that cause us to usemore or less energy.

Later, you’ll use the scientific method to test yourassumptions and find out whether you were right.

Whatever your findings, whether you were right orwrong, it will help you learn more about your energy use at home.

3.3 Energy Consumption at Home [ 64 ]


Technology

Teacher’s Guide

3.4 Energy Efficiency [ 65 ]


The students must decide which of these statementsabout the energy efficiency of certain appliances,some statistics and some energy consumption myths are true or false.

Procedure

• Have the students form teams of two. Have themread out the statements in the Activity Book andcircle the answers they think are right.

• Correct their answers in class, using the answers on the following pages.

• For each question, lead a discussion about the themes in the quiz, to encourage the students to think about their energy use.

Activity 3.4Energy EfficiencyTrue or False Game

Length30 minutes

Teacher’s Guide

OPTIONAL


Answers to the True or False game

Q1. If you set the thermostat higher than the temperature you want, the room will heat up faster. T or F?

A1. False. The thermostat setting doesn’t make the room heat up faster. You’re just more likely to overheat the room.

Q2. Most electronic appliances (DVD players, microwave ovens, etc.) consume electricity even if they are not in use. T or F?

A2. True. In standby mode, most electronic appliances(televisions, VCRs, DVD players, computers, moni-tors, sound systems, etc.) continue to consumeenergy. They need a bit of electricity to keep somefunctions running, such as a clock, or the abilityto receive commands from the remote control,keep data in memory, etc.

Q3. Cold air leaking in around poorly insulated doorsand windows, and warm air leaking out, can addup to 25% of the heat lost in a home, on average.T or F?

A3. True. That’s a lot, isn’t it? That’s why it’s soimportant to go around with a sheet of paper, a feather or just your hand to detect drafts, and then seal them up.

Q4. Of all the big household appliances (stove, refrigerator, dishwasher, clothes washer anddryer), refrigerators are the ones that use the most electricity. T or F?

A4. True, in most cases, because they’re always running. But it also depends on how often you do the laundry. A clothes washer and dryer, when they are used frequently during the week,can use even more electricity than a refrigerator.

Q5. A 15 W compact fluorescent bulb gives less lightthan a 60 W incandescent light bulb. T or F?

A5. False. A 15 W compact fluorescent bulb can shedas much light as a 60 W incandescent bulb.

Q6. A tap that drips once a second wastes 9,600 litresof drinking water a year. T or F?

A6. True. That’s why it’s so important to fix leakingtaps. One drop of hot water per second adds up to about $40 over the year.

Q7. Heating represents over half the total energyconsumption in a home. T or F?

A7. True. Heating alone represents more than 50% (on average) of total energy consumption in a home.

3.4 Energy Efficiency [ 66 ]Teacher’s Guide


Technology

Q8. Between them, the bathroom fan and the fanover the stove can suck out all the heated air in your house in just over one hour. T or F?

A8. True. So don’t leave them running if you don’tneed them!

Q9. It is more economical to leave a light on all the time than to turn it off and on every timeyou leave or enter a room. T or F?

A9. False. Flicking a light switch doesn’t use any extra electricity. It is more economical to turn off the light whenever you leave a room for atleast 10 to 15 minutes.

Q10. It is better to leave the thermostat set to onetemperature all winter, since changing it frequentlywill increase energy consumption. T or F?

A10. False. It’s the other way around! Turning down the thermostat by a few degrees before going tobed or leaving the house for a few hours helpssave electricity.

Q11. All things considered, battery-powered applianceswaste more energy than those that plug in. T or F?

A11. True. If you consider that making batteries usesenergy, that a battery doesn’t contain much energyand wears out even if it isn’t used, and that it is a danger for the environment when it comes timeto dispose of it (because of the heavy metals itcontains), it is better to plug electronic devices in directly.

Q12. Turning off the water heater if you’re going awayfor the weekend saves a considerable amount ofenergy. T or F?

A12. False. Turning off a water heater doesn’t save muchelectricity. It is better to leave an insulating coveraround the water heater at all times, as that willhelp prevent energy losses.

Q13. When you turn a computer on and off, it wastesenergy. T or F?

A13. False. Turning your computer off when you aren’tusing it reduces wear and tear and saves energy.

Q14.When boiling water, it takes less energy to use an electric kettle or even the microwave oventhan a stovetop kettle. T or F?

A14. True. It is more energy wise to use an electric kettleor the microwave oven, since they use less energythan the stove, and the energy is transferred moredirectly to the water, with less loss of heat.

3.4 Energy Efficiency [ 67 ]

NoteSpark your students’curiosity while correcting the quiz!

Teacher’s Guide

Part 4 [ 69 ]

Part 4Testing Your Assumptions


Teacher’s Guide

Tracking Downthe Virus!

4.1 Wasting Energy [ 71 ]


Through this role-playing exercise, some studentspresent a humorous look at the theme of this part,i.e. tracking down bad habits that waste energy.

Materials Required

Materials provided

• OOWatt costume





Procedure

• Call on students or ask for five volunteers to playthe characters. Give them the instruction sheet forRole-playing exercise 4.1.

• The actors read the instruction sheet for Role-playingexercise 4.1 and get ready. They don’t need to learnthe script by heart; they can hold it during theirperformance. They must respect the instructionsfor the exercise, however.

Roles


• Mrs. Scrubbit, a cleaning fanatic

• The washing machine

• The dishwasher

Activity 4.1Wasting EnergyTracking Down the Virus! Role-Playing Exercise

Length10 minutes

NoteBoys or girls may play the roles of OOWatt,Terawattus and theother characters.

Teacher’s Guide









• Hunch over.



If you are playing Mrs. Scrubbit:

• Wear a scarf around your head, hold a rag, a dish mop or a sponge in your hand.

• Roll up your sleeves.

• Speak enthusiastically and move with lots of energy.

If you are playing the washing machine or the dishwasher

• Since you won’t be moving much, try to use an original voice.

• If you want to move around, remember to keepyour feet in the same place, like an appliance thatis rocking back and forth.

Script

• If the actors wish, they can draw the appliancesthey will be playing on large pieces of cardboardand hold them in front of them during the skit.

• Inspector OOWatt comes to the Scrubbit family home and rings at the door.

OOWattDring, dring!

• Mrs. Scrubbit opens the imaginary door, enthusiastically.

Mrs. Scrubbit Oh, hello! Are you the one selling the electric mops? I’ve been waiting for you.

OOWatt, smiling No, actually, I’m not selling anything. I’m InspectorWatt. Double-oh Watt. I received a complaint from yourwashing machine and dishwasher.

• Mrs. Scrubbit stops smiling. She is worried.

Mrs. Scrubbit Oh, yes?

OOWattIt seems that you are being wasteful. I need to investigate.

4.1 Wasting Energy [ 72 ]


Teacher’s Guide

• OOWatt enters and begins inspecting the corners and all over the house, saying “Hmmm” and “Oh, my!”

• Terawattus Energivorus tiptoes through the opendoor and hides behind the dishwasher to watch.

OOWattHmmm. Oh, my! I see. I would like to question your washing machine.

• OOWatt stops in front of the student playingthe washing machine.

OOWattSo it appears that there is a great deal of waste going on here?

Washing machine Oh, you should see them! The whole family, doing their laundry all the time, any old way!

Mrs. Scrubbit, eyes wide Oh come, now!

OOWatt, speaking to the washing machineCan you be more specific, please?

Washing machine They do the laundry no matter how few items they have.And they often use way too much water.

• OOWatt scratches his chin, as if thinking.

OOWattI understand ...

Washing machine Look here: I have an economy cycle. But nobody uses it. NEVER!

OOWattI see, I see.

• OOWatt takes a close look at the dishwasher.

OOWattAnd you, dishwasher, you have a complaint to make too?

Dishwasher Yes, you won’t believe it! They rinse the dishes in hotwater before they load me! It’s really not necessary. I can do that, and besides ...

Mrs. Scrubbit, interrupting the dishwasher Now, stop! We don’t always do that.

4.1 Wasting Energy [ 73 ]Teacher’s Guide


4.1 Wasting Energy [ 74 ]Teacher’s Guide

OOWatt, speaking to the dishwasherPlease continue.

Dishwasher They run me before I’m even completely full. It’s not agood idea. And I wish they’d use the short cycle moreoften. That would waste less water and electricity.

• Terawattus Energivorus comes out of hiding and stands in front of the appliances.

Terawattus Energivorus, to the appliancesOh, quit complaining, you two. That’s all you have to do, wash things. The people in the family are too busy to worry about little details like water and electricity.

OOWattStop right there, Terawattus, I don’t agree. I don’t agree at all.

Terawattus Energivorus, surprised Why not? I thought it made perfect sense.

OOWattWhen we waste water and electricity, we endanger our planet’s future. And that’s not just a little detail.

Terawattus Energivorus Well, that’s just the way it is. There’s nothing we can do about it.

OOWattThat’s not true. We can all change our habits withoutcompletely changing the way we live.

Dishwasher and washing machine Good idea!

Mrs. Scrubbit, a bit ashamed Yes ... good idea!




The students learn about gathering information,giving them the opportunity to think about people’s energy consumption habits and why they waste energy.

You can encourage the discussion by using the questions in the Activity Book and getting the students to use their memories.

Procedure

In the morning

• Explain the activity. Have the students start by reading the questions in their Activity Book andasking for explanations, as necessary. Tell them notto answer the questions right away, but rememberthem and observe the group’s energy consumptionhabits carefully all morning.

Activity 4.2Energy Consumption HabitsA Classroom Investigation!

Length• 10 minutes

in the morning • 20 minutes

after lunch

Teacher’s Guide


After lunch

• Lead a discussion on the themes raised by eachquestion in the Activity Book, and have the classanswer the questions together.

• This is a good time to talk about their good andbad energy consumption habits and discuss thingsthey could do to avoid wasting energy. For instance,why they should turn out the lights when they leavethe classroom, or resolutions they can make aboutusing the drapes and blinds to warm or cool theclassroom and avoid wasting energy on heating orair conditioning.

At the end of the activity

• Have them elect monitors to handle daily tasks toavoid waste. The monitors can change every week,so that everyone gets a turn.



Technology

Teacher’s Guide

Su

gg

es

tio

nsEnergy-saving jobs

• Turn out the lights when everyone leaves the classroom for recess, and turn them back on after recess.

• During the heating season, close the drapes and blinds at the end of the dayand open them in the morning.

• During warm weather, close the drapesand blinds when the sun is pouring inthrough the windows and heating up the classroom.

• Go around and make sure all the computers are off.

Note

Some observations are more applicable in the winter, when the students can check for drafts around windows with a feather or a tissue, for instance.


Technology

4.3 Energy Consumption: Collecting Data at Home [ 77 ]


Using the questions in the Activity Book, the studentstake measurements and make observations in theirown homes. They collect data that they will use laterto test their assumptions about their families’ energy use.

Materials Required

Materials provided

• 30 thermometers

Procedure

• Start by reviewing the questions in the Activity Book with them, to make sure they understand the instructions and the terms.

• At the end of the day, before they leave, give eachstudent a thermometer, to be brought back at theend of the activity.

• Over three evenings, the students will take the different measurements and make the appropriateobservations, and compile their data. They will answereach question. For some of the questions, they areto write the data directly in the second column ofthe summary table in the Activity Book.

Activity 4.3Energy ConsumptionCollecting Data at Home

Length• 10 minutes in class • About 90 minutes

at home, over three evenings

Teacher’s Guide

See alsoStudent Activity Book,pages 14 to 17 and 23

AT HOME

4.4 Energy Consumption: Testing Your Assumptions and Conclusion [ 79 ]


In class, the students test their initial assumptions by analyzing the data they gathered at home. They draw conclusions about their families’ energyconsumption habits and think about how to improvethem, if need be.

Procedure

• Introduce the activity by using the suggestions on the next page.

• To be sure that the students understand the instructions, review the questions in column 3 of the summary table in the Activity Book.

• The students test their initial assumptions by answering the questions in column 3 of the summary table.

• In teams of two, the students compare their resultsand what they show about their families’ energyconsumption. They also answer the questions incolumn 4 of the summary table concerning waysthey can save energy in the specific cases listed inthe table.

• With the students back in a group, review their discussions and go over the facts in the Knowledge is power box on page 81.

• Conclude the activity using the suggestions on the next page.

Activity 4.4Energy ConsumptionTesting Your Assumptions and Conclusion

Length45 minutes

Teacher’s Guide

Vocabulary

See alsoStudent Activity Book,pages 14 to 17 and 27

Suggested Approach

Introduction

Now that you have finished collecting your data, it’s time to test your initial assumptions. We’ll find out whether you were right or wrong.

To make things easier, try to answer these questions:

Conclusion

Just turning a single appliance like your television on or off won’t make a big difference to Quebec’s energyneeds. But imagine what would happened if everyoneturned their televisions on at the same time! Generatingstations would have to boost their electricity productionquite a bit. And that’s exactly what happens each evening, for instance, when people in every home turn ontheir stoves to start making supper at about 6 o’clock.

It’s the same thing when it comes to saving energy. One person’s actions don’t have a big impact, except ona family’s electricity bill. But if everyone were energy wise,we’d see positive effects all over the world!

4.4 Energy Consumption: Testing Your Assumptions and Conclusion [ 80 ]


Technology

Teacher’s Guide

Qu

es

tio

ns After completing column 3

in the summary table

• What conclusions can you draw from your analysis?

• How would you describe your family’s energyconsumption (good, fair or bad)?

• Are people in your family energy wise or energy hogs?

• What resolutions should you make?

• What actions are the most important?

4.4 Energy Consumption: Testing Your Assumptions and Conclusion [ 81 ]Teacher’s Guide

Kn

ow

led

ge

is

po

we

r • Baths and showers account for more than one-third (35%) of the drinking water we use in our homes.

• A top-loading washing machine uses about 75 litres of water for each load, and a dishwasheruses up to 60 litres.

• To save energy, you are better to run the washingmachine and dishwasher only when you have a full load.

• You get your laundry just as clean if you washit in cold water as if you wash it in hot or warm water.

• If you use a dishwasher, it is more energy wise to let the dishes air dry than to use the drying cycle.

4.5 Power Use by Household Appliances: Wattmeter Experiment [ 83 ]


The students use the wattmeter to measure and compare power use by different household appliances. They learn about the concept of energywise appliances and those that are energy hogs.

Materials Required

Materials provided

• 1 wattmeter

• Round red, yellow and green stickers


• 1 extension cord

• Small household appliances, like a hairdryer, razor, radio, lamp, clothes iron, curling iron, etc.

Activity 4.5Power Use by Household AppliancesWattmeter Experiment

Length• 5 minutes in class • 10 minutes at home • 50 minutes for

review in class

Teacher’s Guide

Note

Three appliances from this activity willalso be used in the following activity.

It is best to carry out activities 4.5 and4.6 on the same day.


Procedure

• The day before the activity, ask several volunteersto each bring a small electric appliance from home.They can look at the list of appliances in activity 3.2for inspiration.

• Tell them that they will be ranking the appliancesby measuring their power use with a wattmeter.

• Show them the wattmeter with its transparentcase, and give them a few minutes to look at itsinternal connections (you can pass it around or ask the students to come forward).

• With the students, look at the instructions in theActivity Book. Then ask them to make an assumptionabout how much energy their appliance uses(question 2) and to place a sticker corresponding to their assumption on it.

How much electricity does it use?- not much? (green)- a medium amount? (yellow)- a lot? (red)

• Before conducting the wattmeter experiment, havethe students rank the appliances based on theirassumptions. Have them hold their appliances andmake a line, with the most energy wise (using notmuch energy) appliances at one end and the biggestenergy hogs (using lots of energy) at the other.



Technology

Teacher’s Guide

Imp

or

tan

t • Make sure the students bring in differentappliances and that at least one person brings a hair dryer.

• You may wish to bring in some householdappliances yourself, in case some students forget or aren’t allowed by their parents tobring one in.

• You can also test some appliances available at the school, such as a microwave oven, television, DVD player, computer, coffee maker,toaster, etc.

• Then the students take turns plugging theirappliances into the wattmeter (which also has to beplugged in!) and measuring the power use in watts.

• They immediately note, in answer to question 3 in the Activity Book, the power range of theirappliances, and then answer questions 4 and 5,while you write the details for all the appliances on the blackboard. Correct the colour of the stickersthe students placed on the appliances, as necessary.

• When the experiment is over, the students rate all the appliances tested by increasing power use(question 6). They can do this part in teams of two.Make sure they see which appliances are the biggestenergy hogs.

• To conclude, explain that to really find out whetheran appliance uses a lot of energy, the students haveto consider not only its power use, but also howlong it is used. Electricity consumption is calculatedusing this equation:

Electricity consumption (in kWh) = Power use (in kW) X Hours of use

• So an appliance that is fairly energy wise but that is used for a long time will consume as muchenergy as a real energy hog that is used for just afew minutes!


NoteIt is interesting to show the difference between the Low andHigh settings, if theappliance has them.

Teacher’s Guide

Note

Amperes, volts, watts ...

For more information on the three unitsused to measure electricity, see:www.hydroquebec.com/learning

4.6 Power Use by Household Appliances: Calculating Energy Use [ 87 ]

Activity 4.6Power Use by Household AppliancesCalculating Energy Use

Length20 minutes

Teacher’s Guide


The students must calculate the annual cost ofenergy consumption by three appliances that use different amounts of power, out of those tested with the wattmeter. Their calculations will takeaccount of the approximate time each appliance is used by each family member.

Materials Required


• Three of the appliances used in Activity 4.5

Procedure

• The students choose three appliances: one thatregisters in the green zone of the wattmeter, one in the yellow zone and one in the red zone.

• They do the calculations in the Activity Book as you read out the instructions on the next page. Knowledge is power

The largest unit of measurement for electricity consumption is the terawatthour. That’s where Terawattus Energivorusgets his name.


OPTIONAL

Example

1. Power use in watts (W) shown on the hair dryer: 1300 watts

or Average power use of the hair dryer as shown in the red zone of the wattmeter:(1100 W + 1500 W) ÷ 2 = 1300 W

2. Power use in kilowatts (kW): 1300 W ÷ 1000 = 1.3 kW

3. Mom: 10 min per day x 7 days = 70 min/weekDad: 0 min (He hasn’t got any hair!)Sister: 15 min per day x 7 days = 105 min/weekBrother: 10 min x 2 days = 20 min/week Me: 2 min x 5 days = 10 min/weekTOTAL: 205 min/week ÷ 60 min = 3.41 h/week

4. 3.41 hours x 52 weeks = 177.6 hours per year

5. 1.3 kW x 177.6 hours = 230.966 kWh

6. 230.966 kWh x $0.07/kWh = $16.16 per year

Conclusion

The annual consumption cost for each appliance maynot seem like much. But remember that there are alot of appliances in your home – put them togetherand the cost adds up quickly! Now think about howmuch electricity is used all over Quebec. That’s whywe have to be careful not to be wasteful about usingour household appliances!

4.6 Power Use by Household Appliances: Calculating Energy Use [ 88 ]

Link with the QEP• Mathematics

Teacher’s Guide

Ins

tr

uc

tio

ns For each appliance:

1. Find the power use in watts (W) indicated onthe appliance. If the power use is not shown,calculate the average power use in the zonemeasured by the wattmeter for this appliance.

2. Divide by 1000 to get the power use in kilowatts (kW).

3. Estimate the number of minutes of use of theappliance by each family member in ONE week;add each number to get the total for the family;then divide by 60 to convert minutes to hours.

4. Multiply the number of hours of use by 52 to determine the number of hours of use in a year by the family.

5. Multiply the power use of the appliance in kW by the number of hours of use in a year.This gives the annual electricity consumptionin kWh of the appliance by the family.

6. Multiply by $0.07/kWh1 to get the annual costof electricity consumption of the appliance for the family.

1. Electricity rate in effect in April 2007. Includes taxes.

4.7 Making Energy Work for You [ 89 ]


The students make a quiz game that introduces themto electric connections and teaches them about theenvironmental impact of using batteries.

They make the holder for the multiple-choice quiz,including the connections. They learn about theconcepts of open and closed circuits, contacts, terminals, conductive and insulating materials, etc.Each game is connected to a battery, which suppliesthe current, and a bulb that lights up only if the players match the right questions and answers.

The students are given the questions and answersto use for the game, which is about using and

recycling batteries.

Activity 4.7Making Energy Work for YouElectricity Quiz Experiment

Length45 minutes

Teacher’s Guide

Note

Have the students form teams of two.They share the connection materials,but each student makes his or her ownholder for the quiz.


Materials Required

Materials provided

• 15 9 V batteries

• 15 mini-bulbs


• 1 laminated copy of Quiz and answers A

• 1 laminated copy of Quiz and answers B


• 30 cardboard sheets, 8.5 x 11 inch

• Paper clips (4 per student)

• 15 one-hole punches

• 1 roll of aluminum foil

• 30 pairs of scissors

• 30 rolls of adhesive tape

• Two-sided copies of Quiz and answers A (15 copies)

• Two-sided copies of Quiz and answers B (15 copies)

Procedure

• Present the activity by explaining that in the wallsof a house, for instance, there are various electriccircuits ready at any time to supply the electricityproduced by generating stations and transported to our homes.

• Separate the class in two and give the copies of Quiz and answers A to one group and the copies of Quiz and answers B to the other.

• Distribute the materials to the students andexplain that they are going to use them to make an electric circuit.

• Using the suggestions below, help the studentsidentify and figure out the different parts of anelectric circuit.

Suggested Approach

• Which of the materials I gave you is the part thatsupplies the electricity? (Answer: the battery)

• How will we know that the circuit is working properly?(Answer: the bulb will light up)

• What carries the electric current? (Answer: the electric wires and the aluminum foil)

4.7 Making Energy Work for You [ 90 ]

Links with the QEP• Science and

Technology • Social Sciences

Teacher’s Guide

Procedure (cont’d)

• Using the information in the Activity Book, and bytrial and error, the teammates work together to makethe connections and assemble the components oftheir circuit.

Making the circuit

1. Connect the end of one wire to the positive (+) terminal on the battery.

2. Connect the end of another wire to the negative (-)terminal on the battery.

3. With the other end of one of the two wires, touchthe contact on the tip of the light bulb.

4. Touch the end of a third wire to the contact on the screw base of the light bulb.

The ends of two wires mustn’t be touching anything. The students will use this set-up once they have made their games.

Plans for the connections for quizzes A and B

The students then finish making their games byconnecting the aluminum strips to the cardboard as explained and shown in the Activity Book.

• The grey lines represent the strips of aluminum foil,which make the contact between the questionsand the right answers.

• The green lines represent the pieces of aluminumfoil used to cover up the holes of the wrong answers.This makes it look as though all the answers have thesame kind of terminal, so the game isn’t too easy.

4.7 Making Energy Work for You [ 91 ]Teacher’s Guide


• In teams of two, the students test their connections.One holds the wires to the bulb, while the othercloses the circuit by touching the hole of a questionwith one clip and the right answer with the otherclip. The bulb should light up. The students shouldalso test their connections with the incorrect answers,to make sure the bulb doesn’t light up.

Playing the game

• Once the games are working properly, the studentsin group A exchange quizzes with those in group B.

• The students in both groups take turns trying toanswer the questions. If they get a right answer,the bulb will light up. While one plays, the othercounts the number of times the bulb lights up onthe first try, and keeps score.

• If the student doesn’t get the answer right away,the teammate can read the question and try tohelp find the right answer.

Conclusion

• Ask the students how many right answers they got.

• Finish up the activity by reviewing what they learnedabout connections, open and closed circuits, and theimpact of using electric batteries.

• Afterwards, all the students retrieve their gamesand can take them home if they wish. They can play them with their families and even make a different game with new questions. They musthand in the batteries, wires and bulbs from theToolkit, however.

4.7 Making Energy Work for You [ 92 ]Teacher’s Guide

Th

ink

sa

fety

Why can’t you plug the wires directly intoa wall socket, instead of using a battery?

• Because the materials you are using(light bulb, cardboard, aluminum foil,electric wires) aren’t strong enough forthe powerful electric current used in ourhomes.

• You could get an electric shock and eveninjure yourself very badly.

• So if students want to use their games athome, make sure they use a battery!

Suggested Approach

Instead of using wires, you can use otherstrips of aluminum foil, attaching themdirectly to the contacts on a small light bulb.Make sure they are properly insulated.

4.8 Series and Parallel Circuits [ 93 ]


The students learn more about the concepts introduced in Activity 4.7 and are introduced to series and parallel circuits, by creating both of these circuits, working as teams.

Materials Required

Materials provided

• 14 9 V batteries

• 28 mini-bulbs


Procedure

• Have the students form teams of four. Two teammates make a series circuit, and the other two, a parallel circuit. Each half of the team must find a way to light up the two bulbs on its circuit.

• Each team of two making a series circuit gets 1 battery, 2 bulbs and 3 electric wires. Each teammaking a parallel circuit gets 1 battery, 2 bulbsand 4 electric wires.

• Using the diagrams in the Activity Book, the students attempt to put together the wires,battery and bulbs so as to build the circuit assignedto them. Regardless of which kind of circuit they are making, the two bulbs should light up.

Activity 4.8Series and Parallel CircuitsConnection Experiment

Length20 minutes

Teacher’s Guide


OPTIONAL

• Once the circuits are working, the four team members explain to each other how they made their circuits.

• Finish the activity with the help of the suggestions below.

Suggested Approach

What is the difference between the two circuits?

The bulbs in the series circuit aren’t as bright as thosein the parallel circuit!

Why?

In a series circuit, the energy from the source (battery) is shared and divided up among all the bulbs used. Thismeans that the more bulbs are added, the less voltagereaches each one and the less light they produce.

In a parallel circuit, each of the bulbs is directly poweredby all the energy from the source (the battery). This meansthat each bulb receives the maximum voltage and thelight from each one is bright and constant.

4.8 Series and Parallel Circuits [ 94 ]


Technology

Teacher’s Guide

Go

od

to

kn

ow

Are parallel and series circuits used in our homes?

In our homes, all the equipment directlyconnected to electric circuits (light fixtures,baseboard heaters, bathroom fans, etc. )and the electric sockets for plugging inhousehold appliances (kettle, television,lamp, etc.) are connected to parallel circuits,so that if something goes wrong with one of them it won’t automatically knock out all the others.

It is important not to plug too manyappliances into a single circuit, just thesame, for the voltage of the current adds up and can overload the circuit. When this happens, a protective device on ahome’s distribution panel (a “breaker”)cuts power to the circuit in order to prevent the wires from overheating andpossibly causing a fire.

It is mainly the internal components ofequipment and appliances that are connectedto one another by series circuits.


Part 5 [ 95 ]

Part 5Ways of Saving Energy


Teacher’s Guide

ArmingOurselves Against

Virus! the

5.1 Becoming Energy Wise [ 97 ]


Through this role-playing exercise, some studentspresent a humorous look at the theme of this part,i.e. ways of saving energy.

Materials Required

Materials provided

• OOWatt costume





Procedure

• Call on students or ask for five volunteers to playthe characters. Give them the instruction sheet forRole-playing exercise 5.1.

• The actors read the instruction sheet for Role-playing exercise 5.1 and get ready. They don’tneed to learn the script by heart; they can hold it during their performance. They must respect theinstructions for the exercise, however.

Roles


• Mr. Appliance

• Mrs. Appliance

• Sophie Appliance (12 years old)

• Charles Appliance (5 years old)

Activity 5.1Becoming Energy WiseArming Ourselves Against the Virus! Role-Playing Exercise

Length10 minutes


Teacher’s Guide









• Hunch over.



Script

• The Appliance family is gathered around the kitchen table. Mr. Appliance is holding the electricity bill.

Mr. Appliance Sophie and Charles, your mother and I have called this meeting to talk about our electricity bill.

Mrs. Appliance Our electricity bill keeps going up month after month.We have to do something.

Sophie Sure, I’ll help. What do we have to do?

Mr. Appliance Everyone has to pitch in and come up with ideas. When we have some good ideas for saving electricity,we’ll go camping with the trailer for a week as a reward.

Charles Great, I’d love to go camping!

Mr. Appliance So let’s hear some ideas.

5.1 Becoming Energy Wise [ 98 ]


Teacher’s Guide

• Charles and Sophie get louder and louder with each other.

Charles points to his sister. Sophie could stop taking hour-long showers.

Sophie points to her brother. Charles could turn off his computer games when he’s not playing them!

Charles points to his sister. Sophie could turn off the light in her room when she leaves.

Sophie points to her brother. And Charles could make sure he shuts the front door in the winter!!!

• Mr. Appliance interrupts them.

Mr. Appliance That’s enough! I don’t want to hear any arguments.

Mrs. Appliance Come now! We’re not looking for what other people can do, but what you YOURSELVES can do.

Sophie thinks. Well, ummm ... I could spend less time drying my hair. It would look just as nice if I let it dry by itself a bit.

Mr. Appliance Good idea! Excellent!

Charles I’ll make sure I always close the outside doors, and I’ll unplug my rabbit nightlight.

Mr. Appliance Son, that’s a good idea about the doors, but you cankeep your nightlight.

Sophie Will I have to stop listening to my music?

• Terawattus Energivorus jumps in, rather irritated.

Terawattus Energivorus I wouldn’t be surprised, if you keep on like this. I don’tunderstand it. Energy is made to be used up. I warn you,if you try to save on electricity, you’ll have to changeyour whole lifestyle. Your lives will be totally boooooring!!!

Sophie I don’t want my life to be boooooring!

• OOWatt interrupts.

5.1 Becoming Energy Wise [ 99 ]Teacher’s Guide


OOWattNow, now, let’s all calm down. It’s not like that at all. I am Inspector OOWatt, and I want to congratulateyou on the ideas you’ve come up with. I’m sure that youcan find lots more. But I also want to reassure you thatyou can do things to reduce your electricity bill withoutmaking huge changes in your lives.

Mrs. Appliance Really?

Charles Whew!

Sophie That’s good to hear!

OOWattYou’ll see, there are all sorts of ways of using less electricity. It’s much easier than you think to be less wasteful.

Mr. Appliance I’m all in favour of being less wasteful. Let’s get startedright away!

OOWattAnd besides, with all the new products available now,it’s even easier to be energy wise and to help the planetby using less.

Mrs. Appliance All right, you’ve convinced me. We’ll sell the trailer and go camping in the woods!

Sophie Oh no! That means I can’t take my hair dryer!

5.1 Becoming Energy Wise [ 100 ]Teacher’s Guide



5.2 Energy-Saving Ideas [ 101 ]


The students form teams and think up simple tricksand tips for saving electricity and any other form of energy at home, inspired by all the activities they have done so far.

Procedure

• Referring to the activities done already, start bybriefly summarizing energy consumption habits as they apply to lighting, heating, hot water, household appliances, small appliances that use different amounts of electricity, etc.

• The students work in teams of four, brainstorming to come up with at least five ways of saving energyat home. They write their ideas in the Activity Book.

Suggested Approach

If we want to be responsible, energy-wise members of society, the idea is not to give up the benefits of electricity or other forms of energy, but just not to use too much of them or waste them!

Activity 5.2Energy-Saving IdeasBrainstorming

Length25 minutes

Teacher’s Guide

Note

It is a good idea to do activities 5.2 and 5.3 during the same period.


5.3 Simple, Efficient Tricks and Tips [ 103 ]


The students check their energy-saving ideas againstthose suggested by OOWatt. They choose someof OOWatt’s ideas to add to their own list.

Procedure

• Have the students form teams of four, with thesame teammates as in Activity 5.2.

• They look at OOWatt’s suggestions and chooseand check off the energy-saving ideas best suitedto themselves and their families. The team membersneed not be unanimous, but they are encouragedto discuss and explain their choices.


• The teams choose their favourites from the suggestions they checked off, and add them to their own lists.

• Finish up the activity by asking individual students to choose and name the ONE suggestion that theyplan to apply in their own lives in future.

Conclusion

There are all kinds of simple ways to save energy. It’s easy to become more energy wise by changingsome of our habits.

Activity 5.3Simple, Efficient Tricks and TipsSuggestions from OOWatt!

Length25 minutes


Teacher’s Guide


5.4 All Kinds of Energy-Wise Products [ 105 ]


The Guessing Game is a computer game projected on a screen, to test the students’ memories. The goalof the game is to collect as many objects as possibleby giving the right answers. The students will learnabout the wide range of energy-saving products onthe market.

Materials Required

Materials provided

• 1 CD with the Guessing Game(MAC and PC versions)

• 13 mystery object description sheets

• 13 objects:

- 1 set of LED Christmas lights - 1 faucet aerator - safety caps for electrical outlets - 1 piece of hot water pipe insulation- 1 dimmer switch - 1 reduced-flow shower head - 1 compact fluorescent bulb - 1 electronic thermostat - 1 sheet of plastic window film - 1 timer for indoor lights - 1 piece of swimming pool cover fabric - 1 ENERGY STAR Look for the Energy Star guide- 1 “Energy wise” light-switch sticker


• Computer, multimedia projector and screen

Activity 5.4All Kinds of Energy-Wise ProductsGuessing Game

Length45 minutes

Teacher’s Guide

Procedure• Have the students form seven teams. Each team

can choose a name for itself (e.g. The Sparks, The Green Team, Energy Wizards, etc.).

• To play: - Insert the CD-ROM in the computer.- Open the “Guessing Game” file.

• On the screen you will see 28 numbered cards, face down. On the other side of the cards are 14 pairsof pictures, 13 of them showing energy-saving itemsand the last pair a picture of Terawattus Energivorus.

• Teams take turns deciding which two cards they want you to turn over. If one of the TerawattusEnergivorus card turns up, they immediately lose their turn. The Terawattus Energivorus pair of cards must be the last one chosen. The teamscontinue until one of them chooses a matchingpair of cards.

• When a pair of cards turns up, ask the team two questions:

- What is this?- How is it used?

• If the team gives the right answers, click on one of the images in the pair to see the item in use, andthen hand the item shown on the card to the team.You can read the information off the descriptive sheetto everyone. If the team gives the wrong answers,move on to the next team.

• The team that completes the game with the mostitems wins!

• You can play more than once, to try to improveeach team’s score (the pairs of cards are not in thesame places from one game to the next). Just clickon “Start over” at any time to restart the game.

• When the game is finished, let the students look atand handle the items for 5 to 10 minutes. Each itemcomes with a laminated descriptive sheet.

Suggested Approach

We can save energy by being less wasteful, but also by using products that allow us to reduce or optimizeour energy use. These products are inexpensive and easyto find. We’re going to play a game to learn more aboutthem, and test your memories at the same time!

5.4 All Kinds of Energy-Wise Products [ 106 ]


Technology

Teacher’s Guide

5.5 The Great Energy Waste [ 107 ]


The students watch an animated film produced by the National Film Board, to review some of theconcepts they’ve already seen and reinforce theimportance of saving energy.

Materials Required

Materials provided

• DVD of the NFB film The Great Energy Waste

Procedure

• Have the students watch the film carefully.

• They then answer the questions in the Activity Book.The idea is above all to have them talk about thefilm and think about where they stand on the issueof wasting energy.

• Lead a discussion in class to let the students voice their opinions.


Activity 5.5The Great Energy WasteA Film from the National Film Board of Canada (NFB)

Length20 minutes, includingin-class discussion

Teacher’s Guide


Vocabulary

Answers

Q1. What do you think was the main message of the film?

A1. Canadians have to be reminded about the need to save energy.

Q2. Dr. Now urged people to “go and waste, go onhurry, scram, make haste!” How do you find his message?

A2. The students have to choose a feeling or animpression (funny, worrisome, sad, who cares?,disgusting, crazy).

To encourage people to use more energy, Dr. Now toldthem to “Do it now, please hurry, there’s lots of it!”

A3 to A6. The students have to explain their answers.

Q3. What did he mean?

Q4. What do you think?

Q5. Is he right?

Q6. Is it OK to waste a resource if there’s lots of it? Why?

Q7. Nelson Permafrost devised a “mix of tactics” to remind Canadians to use energy wisely. Which one do you like best?

A7. The students have to choose from:

• A twist of caution

• A dollop of hindsight

• A pinch of concern for future generations

• A massive dose of creativity, initiative and resourcefulness

Q8. Why is that one your favourite? Can you explainwith an example?

A8. The students must explain their answers.

Q9. Did you notice the solutions citizens came up with for saving energy? Can you name at least one?

A9. • Use fewer household appliances.

• Carpool.

• Weather strip windows.

• Walk instead of driving.

• Use a push mower.

5.5 The Great Energy Waste [ 108 ]

Links with the QEP• Social Sciences • English

Teacher’s Guide

Part 6 [ 109 ]

Part 6Let’s Get Started

Activities without the Toolkit

Teacher’s Guide

Fighting

Before returning the Toolkit, please photocopy pages 111 to 120, inclusive, as well as the “Speaking of Electricity” section(pages 12 to 15), the Resources section (page 16) and the Science and Technology Competencies evaluation form (page 18).

the Virus!

6.1 Promoting Energy Conservation [ 111 ]


By preparing a summary, the students can review the concepts they learned during the activities withthe Toolkit.

They complete the summary by designing a promotional poster to make their peers aware that by saving energy, they can avoid waste and help to protect the environment and our planet’s future.

In addition, designing the poster reminds them that they have a role to play as “energy-saving ambassadors.”

Materials Required


• Writing materials or computer

• Art supplies


• Double-sided photocopiesand the description ofActivity 6.1, before returningthe Toolkit.

Activity 6.1Promoting Energy ConservationWrap-up and Designing Posters

Length• 90 minutes,

wrap-up and designing posters

• 30 minutes, hanging the posters

Teacher’s Guide


Procedure

• Start by asking the students to summarize on theirown, in the Activity Book, what they have learnedabout energy efficiency during the activities.

• Then have them prepare the main message for their posters, in teams of two, working from theirsummaries. Their message should be designed toconvince their peers to think about saving energy,and suggest ways of doing so.

• Write their messages on the blackboard. Make sureto choose a variety of suggestions and work withthe teams to find variations, if the suggestions aretoo similar. Each message must promote energyconservation in a responsible society.

• The students produce their posters in teams of two, following the instructions on this page.

• The choice of the backing (paper, cardboard, foamcore, etc.) materials (gouache, felt pens, glue, etc.) and artistic techniques (cartoons, drawings, painting, collage, photos, etc.) is up to you and your students.

• All the posters may be displayed in the classroom or, even better, in a public area of the school. The students are sure to be proud to hold an “official opening” for their poster display.

6.1 Promoting Energy Conservation [ 112 ]

Links with the QEP• Social Sciences • English • Art

Teacher’s Guide

Su

gg

es

tio

nsOfficial opening

• Organize a small ceremony attended by the Principal.

• Officially announce the event over the PA system.

• Invite other students to come andadmire the posters at lunchtime, withyour students present to explain them.

• Organize a one-week contest where visitors can vote for their three favourite posters.

Instructions

Each poster must include:

1. A title

2. A message

3. A slogan or catchy phrase

4. Useful and concise information

5. One or more illustrations (drawings, magazine photos, etc.)

6.2 Let’s Get Started! [ 113 ]

The Montréal Science Centre and Hydro-Québec havedeveloped an Internet game starring OOWatt.

Are you ready for a challenge? Come try it out, at www.unplugged.qc.ca

Activity 6.2Let’s Get Started!Unplugged! Internet Game

Length15 minutes

Teacher’s Guide

OPTIONAL

6.3 Saving Energy Every Day [ 115 ]


The pledge, in the form of a diploma, is a sort of “official” recognition that the students have completed the activities in the Toolkit, and a way of encouraging them to continue saving energy.

Procedure

• Using their finest handwriting, the students complete the “pledge” in the Activity Book.

• By signing it, they are making a commitment to apply three energy-saving resolutions of their choice.

• At a formal ceremony, each student solemnly reads his or her resolution to the group, and then is congratulated by the whole class for becoming energy wise and an ambassador for OOWatt’s mission!

• Wrap up the activity with the statement in the box on the left or something similar.

Activity 6.3Saving Energy Every DayPledge

Length30 minutes

Teacher’s Guide


OPTIONAL

Reminder

Being energy wise doesn’t mean youhave to do without energy in your life.You just have to avoid overusing andwasting it!

6.4 Protecting the Environment [ 117 ]


Various fictitious stories introduce the students to a wide variety of simple tricks and tips for savingenergy and protecting the environment. They will see how avoiding waste is more than just a matter of saving energy, and how the future is in their hands. Then they just have to apply what they’ve learned!

Materials Required


• Double-sided photocopies of the description ofActivity 6.4, including the table of the Most PopularStories, to be made before returning the Toolkit.

Activity 6.4Protecting the EnvironmentOther People’s Stories

Length60 minutes

Teacher’s Guide


Procedure

• The students carry out this activity individually.

• Remind them that there are all kinds of simple tipsand tricks they can use to save energy and protectthe environment as a whole. They read a series of(fictitious) accounts by men, women and childrenof all ages who are already committed to pitching in.

• Ask the students to read all the stories and choose three behaviours or habits for themselvesand their families.

• Afterwards, each student tells the rest of the classwhich habits he or she has chosen.

• Using the table on page 119, determine which fiveactions or characters are the most popular, and askthe students to reread those statements.

• Finish off the activity by explaining the concept of the 3Rs of responsible consumption.

6.4 Protecting the Environment [ 118 ]

Links with the QEP• Environmental

Awareness andConsumer Rights

• Social Sciences • English

Teacher’s Guide

Imp

or

tan

tThe 3Rs of responsible consumption

1. REDUCE at source Consume less, buy less, avoid items with too much packaging

2. REUSE Find other uses for things like plastic and cardboard containers, clothes, etc.

3. RECYCLE Turn plastic, glass, metal and paperwaste into new items.

Most Popular Stories

6.4 Protecting the Environment [ 119 ]Teacher’s Guide

Ta

ble

Character Number of votes

Mary, age 34

Alex, age 12

Mark, age 47

Nathalie and Simon, age 26

Lisa, age 67

Joshua, age 40

Anthony, age 14

Amelia, age 8

Ali, age 22

Marylou, age 20

Greg, age 51

Kathleen, age 13

Character Number of votes

Nick, Marco and Sana, ages 19, 11 and 10

Véronique and Yasmina, age 15

Béata, age 33

Hugo, age 18

Juliette, age 6

Alonzo and Ana, ages 79 and 73

Isabelle, age 35

Alice, age 10

Charlotte, age 12

Sabine, age 31

Louise, age 57

Conclusion [ 120 ]Teacher’s Guide

ConclusionYou’re now finished with the OOWatt Toolkit! We hope that you found it a useful teaching tool.

Thank you for helping to teach young people aboutthe importance of using energy – and the resourcesavailable for producing it – wisely.

They have a tremendous contribution to make, todayand tomorrow, to meeting the challenge of energyefficiency. And much of the credit for their effortsgoes to you. Well done!

Su

gg

es

tio

ns For more information on hydroelectricity

and the different ways electricity is generated, we suggest you check out the Les Zénergéticskit produced by Hydro-Québec.

You’ll find details on this kit and all the other learning resources available from Hydro-Québecat www.hydroquebec.com/teachers.

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