Pulsifer's Energy Savers
- 16 Challenges Completed
- 0 Challenges not completed
A Green-Powered Canada
We brainstormed the different sources of energy we knew about. We talked about how some will last forever and others will run out. Our Grade 1 class listened to a book about energy sources and we talked about the ones that we have seen (solar panels on houses, power lines, dams, wind mills). The class voted on which one they were most interested in and we read some more about solar power. We then talked about how they may see more buildings and homes with solar panels as time goes on.
As a class we brainstormed all the different types of transportation we have in our community. We then talked about which ones are better for the environment and why. We wrote the list on the board and had a discussion about which ones we could practically use to get from home to school. Students then designed posters to raise awareness about more environmentally friendly methods of transportation.
We participated in World Water Day (March 22, 2022). We timed our challenges so that we could do the second day of the water works challenge on World Water Day. I had been reading the book 'One Well' to teach my Grade 1 class about water consumption around the world. I notified parents that it was World Water Day and student's had discussions at home about what they could do at home. We watched two short videos to help them understand ways that they could make changes in their lives to reduce water consumption. https://www.youtube.com/watch?v=rl0YiZjTqpw https://www.youtube.com/watch?v=B4ZR53n0D8I We then brainstormed ideas and the wrote and drew pictures about what could be done. I hung them up and posted it for parents. My class was really shocked to learn about water consumption around the world and how the amount of water on Earth is constant. They were eager to reduce!
Do You Really Need It?
As a class (Grade 1) we brainstormed a list on the board of everything in our classroom and at home that takes energy. We then talked about wants and needs and the differences between them. We went through our list and placed each idea under either want or need. We then decided on some things that we use every day that consume energy and estimated how long we use them for. Students decided to give up lights in our classroom for the day and they also pledged to give up something at home. After the weekend, we talked about what they had given up and whether it was a big deal to do so.
We brainstormed what items we have in our lunchboxes and talked about what 'waste' means. We then watched a couple video clips to help further explain how much energy goes into the food we eat. We talked about what items go into the garbage, recycling bin and compost and what we can do to reduce our food waste. We then played a game of pictionary.
How Big Are Your Carbon Feet?
We watched a video about a carbon monster to explain what a carbon footprint is. We then 'calculated' our footprints by colouring in the footprint different colours according to the questions about our energy use. We talked about ways that we can reduce our carbon footprints and students made footprints.
One Hour No Power
We talked about what 'waste' means and what different kinds of waste are. We then talked about why that may look different around the world. We thought about what we waste every day and how we could cut back on that. Students completed the waste tracking sheets at home and we talked about ways that we were able to reduce waste going forward. We tied in how it takes energy to make things that we are wasting and how that is bad for our planet.
The Phantom of the Classroom
We watched a video about phantom power and discussed what is using phantom power in our kitchens. We then looked around our classroom and pointed out everything that was using p.p. and how we could reduce it. Students then drew maps of our classroom and put an 'x' where they saw p.p.. Some attempted to sound out words to label.
Tips and Tricks
What’s For Lunch?
As a class we brainstorm what 'local' means and then came up with a list of foods and markets/farms where we can buy local farms. We discussed what each of those places sell and also how we can grow our own foods. They came up with a dish that they like and with help from their parents, came back with a list of local ingredients. Students then wrote out recipes.