Preface
Energy conservation is touted by some as the new "alternative energy resource," and this is a resource which requires very little technical or industry knowledge to extract. It only needs an informed perspective on the relevance and necessity of personal practices and habits of mind that contribute to conservation of our energy sources. Central to the unit are the types of conservation actions and proposals that will be attainable to and developed by students. Student investigations of energy consumption through both Personal Energy Inventories as well as a School-Wide Energy Audit and the development of energy consumption proposals are the foci of the unit and will be discussed in those sections below.
While the fundamental nexus of this narrative is energy conservation, many routes must be taken to approach this topic with some scientific literacy and understanding of the social and political facets involved. The following introductory passages are highly subjective and intentionally present a one-sided argument. These thoughts are included to give an emotional or ethical context to the topic of energy conservation and its necessity as part of a global sustainable energy future. It is also intended to be a strategy for encouraging student interest and personal involvement in the unit content.
Evoking student interest in purely fundamental science concepts is often difficult, as these may lack clear relevance to their experience and world view. It is frequently effective to frame the content within applicable societal issues, especially when taken from the public opinion standpoint. The introduction of this unit is decidedly from the antagonist, pseudo-sensationalist perspective. One must beware that the use of exaggerated details and claims does not undermine the validity and scientific background of the issues relating to energy conservation; nevertheless, this tactic may be a developmentally appropriate strategy for engaging my adolescent audience. This aim is also sought by the use of general inspirational quotes included throughout this narrative, which are not only very broadly applicable but also directed toward the unit content. These quotes are not included in this narrative in order to reinforce the content; rather, they are intentionally placed within the narrative to supplement the content and may be used during instruction to generate student interest and stimulate participation in classroom discussions.
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