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The following lesson is the final lesson of a 10-day
Environment Curricula from Do Something, Inc.
Other lessons in this unit are as follows:

Day 1: Introduction
Introduction to global warming, energy conservation and how rising temperatures affect us locally

Day 2: Its Getting Hot In Here! - The Science of Global Warming
Students learn about greenhouse gases and the power of language

Day 3: The Consequences of Global Warming
Students learn about the potential consequences of global warming

Day 4: If the shoe fits... Learning about Ecological Footprints
Students examine their own energy consumption and conservation

Day 5: How Green Is Your School
Students learn how schools can participate in energy conservation

Day 6: Energy Hog - Who’s using up all the energy?
Students compare U.S. energy use to that of other countries

Day 7: Renewable Energy Sources
Students explore different types of renewable energy sources

Day 8: Renewable Energy - How Do You See It?
Students discuss the pros/cons of renewable energy

Day 9: The Politics of Energy Conservation
Students debate the pros/cons of government involvement in energy conservation

Day 10: Presentation Day (See the lesson below)
Students present their energy conservation projects

• To have students present their energy conservation projects
  
• To discuss students’ impressions of energy conservation efforts

• Geography Standard 14: Understands how human actions modify the physical environment
  
• Geography Standard 18: Understands global development and environmental issues
  
• Language Arts Standard 7: Uses listening and speaking strategies for different purpose
  
• Life Skills Thinking and Reasoning Standard 5: Applies basic trouble-shooting and problem-solving techniques

1. Heat up:
Have students go back to their K-W-L chart from Day One and add to the list of what they have learned. What questions have been answered? What still need to be addressed? Was their anything they learned in this unit that was surprising? What do they feel is important to share with others?

2. Have students present their take action projects.

3. During the projects students should talk about the challenges they faced accomplishing this task and how they can continue the work beyond these ten days to address issues of energy conservation.

4. Reflection: Have students discuss the following topics:
a. Do they feel that energy conservation is a topic worth teaching as part of a curriculum? What grade should you start teaching conservation?
b. How responsive are young people of their generation to environmental issues?
c. How willing are people to make changes to their lifestyle to save energy?
d. How has this unit impacted their view of energy consumption?

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