Energy Consumption

High School Physics

General Info

Created ByJoe Kulesza
SchoolHigh School
LocationCarol Stream, IL
RoleInstructional Coach

About the Lesson

Subject Area
Lesson/UnitEnergy & Climate Change

Using the QFT

Place in the Unit/LessonBeginning
Brief description of the unitunit in one to two sentences. I helped a physical science teacher who was doing a unit on Energy. He wanted to incorporate what is know about the effects of energy within the context of climate change.
Final QFocusClimate Change

Student Work

Student Questions

Priority questions in bold

Group 1

  1. Will it affect the amount of money I make?
  2. Does it affect what I do?
  3. When will it affect my children?
  4. Can global warming affect my children?
  5. Are the humans responsible for global warming?
  6. What is responsible for causing temperatures to rise?
  7. Is life better or worse since the use of fossil fuels?
  8. Isn’t life better now than before we used fossil fuels?
  9. What can humans do to keep the planet in good shape?
  10. What’s the worst that can happen?
  11. Are the effects of global warming bad?
  12. What effects does global warming have?

Group 2

  1. Should someone become concerned?
  2. How do fossil fuels burning affect global warming?
  3. How are fossil fuels bad for the earth?
  4. What effects does global warming have on certain places?
  5. How is global warming bad for the planet?
  6. What other resources could we find that won’t cause pollution?
  7. Isn’t the earth supposed to warm up?
  8. How are humans affecting climate change?
  9. How bad is the climate change?
  10. At what rate is the climate changing?

Group 3

  1. How can science change the climate?
  2. Can science change the climate?
  3. What can we as humans do to help the environment for future generations?
  4. Why have the temperatures drastically increased?
  5. If we change our daily activities can we help the environment for future generations?
  6. How do we know?
  7. What can we do to change it?
  8. Why do we care?
  9. Why do we learn about this?
  10. How many people care?
  11. Is there a significant change in climate now?
  12. What is the change in climate now?

Group 4

  1. Does pollution play an important role here?
  2. How will I make money off of this?
  3. How will global warming impact their lives?
  4. What do people have to do with the change in climate?
  5. How does climate affect us?
  6. How does burning fossil fuels cause global warming?
  7. Do we have more than usable resources?
  8. What are all of the resources we have at our disposal?
  9. Why do we burn chemicals and other things if we know they’re bad for us?
  10. How can we make the climate and air better for our living system?
  11. Can we make the air and climate better for our living environment?

Group 5

  1. Is the change in climate caused by humans?  Or by itself?
  2. Can wind turbines help with global warming?
  3. How has climate changed over the years, due to the changing technology?
  4. How will it affect their children’s health?
  5. Are humans responsible for global warming?
  6. How can we stop global warming?
  7. Can global warming be stopped?
  8. Can global warming be slowed down?
  9. How many gases affect us?
  10. Do all gases affect us?
  11. What is global warming?
  12. What are the effects of global warming?



What were your prioritization instructions?

Which, if any of these, matter to teenagers, should matter to teenagers, matter to you? Why?

Teacher Reflections

Maybe the next thing to do is to get the students to work to categorize these questions, or to organize them in some way…

Maybe ask the students, “Which, if any of these, matter to teenagers, should matter to teenagers, matter to you?  Why?”

This can be done in a variety of ways, but maybe one way would be to give each student a copy of the question list, and to give each group print-outs of the question number and question so that they can sort them according to the categories they create, define, deem important, etc.

What is the end and purpose of all this?  Well, some possibilities might include:

  1. To have the students chart a course for the learning they’re interested in, and to help you determine the direction this unit should take, while considering their areas of interest.
  2. To teach them to think more deeply about their questions, and to practice their metacognitive skills.
  3. To give them experience collaborating together toward a common goal.  You might have to think through how to advise them in this process.
  4. To have them pick an area that THEY want to research or to do a presentation on.  If there are 6 groups, perhaps you assign one of the top 6 questions to each group.