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STEAM Environment Model - Grade 9

Energy ConservationPurpose

Model a STEAM Environment Project for Grade 9 Students

IntentInspire students to be community responsive / globally aware when using electrical devices, acknowledging energy consumption, and determining ways to reduce their overall environmental impact on various resources

Science, Technology, Engineering, Arts and Mathematics


Energy Conservation Canada“By investing in the environment, we invest in Canadians, our economy and the prolonged health of our planet. Our government is proud to support initiatives like the Energy Manager Program, which will reduce energy use, operating costs and greenhouse gas emissions, advancing our clean future and helping us realize our global climate change goals.”

Amarjeet Sohi

Canada’s Minister of Natural Resources Natural Resources Canada retrieved on November 18, 2019


https://www.canada.ca/en/natural-resources-canada/news/2019/06/canada-launches-new-energy-efficiency-program.html


Energy Conservation TCDSB

Energy Conservation and Demand Management Plan 2019-2023

[email protected]


https://www.tcdsb.org/Board/environment/energy/Documents/TCDSB2019-2023ECDM_Plan.pdf

https://www.tcdsb.org/Board/environment/energy/Documents/TCDSB2019-2023ECDM_Plan.pdf

mailto:[email protected]


Energy Conservation DeviceKill A Watt® Energy usage Monitor

You can calculate your electrical expenses by the day, week, month, even an entire year. Also check the quality of your power by monitoring Voltage, Line Frequency, and Power Factor.


http://www.p3international.com/products/p4400.html


Energy Conservation Challenge

Human activity has had an impact on the environment.

Assess the impact of human activities on sustainability; apply this knowledge to create and implement a course of action intended to remedy or mitigate negative impacts.






Curriculum Connections

Overall ExpectationsE1. assess some of the costs and benefits associated with the production of electrical energy from renewable

and nonrenewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home

Specific ExpectationsE1.1 analyse the design of a technological device that improves its electrical efficiency or protects other

devices by using or controlling static electricity E1.3 produce a plan of action to reduce electrical energy consumption at home (school) and outline the roles

and responsibilities of various groups

Science and Technology: Physics


Collaborative Connection Question

How have static electricity controls helped in developing new technologies?

What are EnerGuide and ENERGY STAR, and how can they be used when purchasing appliances or electronics?

What appliances consume electrical energy even when they are not in use?



Community Responsive / Global Initiative



Extensions



Resources

The Ontario Curriculum, Science Grades 9 and 10

Ontario Society for Environmental Education

STAO



http://www.edu.gov.on.ca/eng/curriculum/secondary/grade9.html

https://home.osee.ca/resources/

https://stao.ca/cms/


Overall ExpectationsA3. evaluate products or services in relation to specifications, user requirements, and operating conditionsB1. use problem-solving processes and project-management strategies in the planning...delivery of a serviceC1. demonstrate an awareness of the effects of various technologies on the environment

Specific ExpectationsA3.2 suggest improvements to a...service on the basis of a set of criteria relevant to that...serviceB1.4 use a variety of sources to research technological solutions to specific problems or challenges C1.1 describe how various technologies affect the environment, and identify important environmental

considerations associated with different areas of technology


Engineering: Technology


What social and economic factors have influenced the development and use of technology?

How has human development increased the need for more complex technology?






Extensions



Resources

The Ontario Curriculum, Technological Education Grades 9 and 10

CSA Group

ISO



http://www.edu.gov.on.ca/eng/curriculum/secondary/teched910curr09.pdf

https://www.csagroup.org/?utm_referrer=https%3A%2F%2Fwww.google.com%2F

https://www.iso.org/home.html

Arts Drama: Presentation Techniques and Technologies


Overall ExpectationsA3. Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.

Specific ExpectationsA3.1 identify and use a variety of techniques or methods for establishing a rapport between performer and audience A3.3 use a variety of technological tools to communicate or enhance specific aspects of drama works



How has the role of the actor changed with the increased use of computer generated imagery?

How are people affected by live acting, traditional animation, and digital productions?

How might an equally as appealing product be created being less reliant on electricity?






Extensions

Small venue versus stadium performance

Lighting and sound enhancement

Indoor and outdoor settings; daytime and night time productions



Resources

The Ontario Curriculum, The Arts Grades 9 and 10

Theatre Education Makes A Difference in the Digital Age

Ars Electronica



http://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf

https://youtu.be/PzxLuJbeJk8

https://ars.electronica.art/outofthebox/en/theatre-digital-age/

Music: Connections Beyond the ClassroomCurriculum Connections

Overall ExpectationsB4. identify and describe various opportunities for continued engagement in music.

Specific ExpectationsB4.3 identify opportunities for and explain the benefits of participating in co-curricular music activities and

other arts activities in the school



How does the use of electricity (using more devices) make music richer and/or more valuable?

How might an equally as appealing product be created using less electricity?

How are people affected by digital and acoustic music?

Music: Connections Beyond the Classroom





Extensions

Music generated on a computer

Soundboard / Mixer

Turntable

Music created with electronic instrumentsElectronic KeybooardElectric BassElectric GuitarElectronic Drum Set, etc.



Resources



Kerrang.com

Inhabitat.com



https://www.kerrang.com/features/10-artists-helping-to-save-the-planet-this-earth-day/

https://inhabitat.com/6-big-name-musicians-and-bands-who-are-helping-to-protect-the-planet/

Mathematics Linear RelationsCurriculum Connections

Overall Expectations• apply data-management techniques to investigate relationships between two variables; • demonstrate an understanding of the characteristics of a linear relation;

Specific Expectations• design and carry out an investigation or experiment involving relationships between two variables, including

the collection and organization of data, using appropriate methods, equipment, and/or technology• describe trends and relationships observed in data, make inferences from data, compare the inferences

with hypotheses about the data, and explain any differences between the inferences and the hypotheses


How might life / work balance be disrupted by budget constraints?

How can we demonstrate the positive effects of energy conservation apart from saving money?


Mathematics Linear Relations



Mathematics Linear Relations

Mathematics Linear RelationsExtensions


Mathematics Linear RelationsResources

The Ontario Curriculum, Mathematics Grade 9 and 10

Resources4Rethinking.ca

University of Western Ontario Resources


http://www.edu.gov.on.ca/eng/curriculum/secondary/math910curr.pdf

http://www.resources4rethinking.ca/en/resource/real-world-math-lessons-7-9-and-12

https://www.lib.uwo.ca/files/education/teaching_resources/teaching%20mathematics%20-%20secondary.pdf

STEAM Environment Model

Other environmental websites, projects and articles that may interest youhttps://energyschoolchallenge.com/

http://resources4rethinking.ca/en/resource/plastics-challenge

https://practicalaction.org/schools/plastics-challenge/

https://schools.bchydro.com/

http://www.campbellriver.ca/docs/default-source/your-city-hall/Green-City/energy-challenge-kit(full).pdf?sfvrsn=0

International Journal of Environmental & Science Education Vol. 6, No. 2, April 2011, 161-172


https://energyschoolchallenge.com/

http://resources4rethinking.ca/en/resource/plastics-challenge

https://practicalaction.org/schools/plastics-challenge/

https://schools.bchydro.com/

http://www.campbellriver.ca/docs/default-source/your-city-hall/Green-City/energy-challenge-kit(full).pdf?sfvrsn=0

https://pdfs.semanticscholar.org/5b44/5b5570cd6b2bcbabf27c66a07b94c44eebb4.pdf


Arts Media ArtsCurriculum Connections

Overall ExpectationsA3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and

techniques to produce and present media art works for a variety of audiences and purposes.

Specific ExpectationsA3.1 explore and experiment with a variety of media/ materials and traditional and/ or emerging

technologies, tools, and techniques, and apply them to produce art works



How might you use a digital scrapbook to illustrate your personal values and those of your community?

How do some digital artists deal with issues related to nature or the environment in their work?

What do you see as the potential of these or similar media artists to help society address environmental challenges in the future?


Arts Media Arts



Arts Media Arts

Extensions


Arts Media Arts

Resources


EXHIBITION: 2019 Emerging Digital Artists Award

My Modern Met


Arts Media Arts


https://www.trinitysquarevideo.com/exhibition-2019-emerging-digital-artist-award/

https://mymodernmet.com/environmental-art/

Arts Visual ArtsCurriculum Connections

Overall ExpectationsA3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or

emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.

Specific ExpectationsA3. demonstrate an understanding of some of the ways in which art works can be presented to reach a variety

of audiences



How have digital tools changed art practice?

How has computer generated imagery (CGI) changed the connection of the artist and the audience?

What criteria would you use when selecting an art work to present to your class?

Would you use different criteria when selecting a work for a community art show? Why?


Arts Visual Arts



Arts Visual Arts

Extensions


Arts Visual Arts

Resources


The Work of Art in the Age of Mechanical Reproduction


Arts Visual Arts


https://web.mit.edu/allanmc/www/benjamin.pdf