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Clarkson Energy Choices Board Game
http://www.clarkson.edu/highschool/k12/project/energychoicesgame.html

Clarkson and St. Lawrence Universities

This board game, designed for middle school students, introduces the concepts of energy use in our lives and the real impact that personal choices can have on our energy consumption, energy bills, and fuel supply.

Activity takes about 1 class period for game and 1 class period for follow-up discussion. Cards and Game board need to be printed.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 4 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

About Teaching the Guiding Principle
Other materials addressing GPg

Energy Literacy

Economic security is impacted by energy choices.
Other materials addressing:
7.1 Economic security.
Humans transfer and transform energy from the environment into forms useful for human endeavors.
Other materials addressing:
4.1 Humans transfer and transform energy.
One way to manage energy resources is through conservation.
Other materials addressing:
6.2 Conserving energy.
Earth has finite energy resources.
Other materials addressing:
6.4 Earth has finite energy resources.

Excellence in Environmental Education Guidelines

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:A) Individuals and groups
Other materials addressing:
A) Individuals and groups.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:D) Technology
Other materials addressing:
D) Technology.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:A) Identifying and investigating issues
Other materials addressing:
A) Identifying and investigating issues.
3. Skills for Understanding and Addressing Environmental Issues:3.2 Decision-Making and Citizenship Skills:B) Evaluating the need for citizen action
Other materials addressing:
B) Evaluating the need for citizen action.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Game may miss an opportunity to relate the impact of personal energy use choices on global environmental (focus is on financial cost to player). This piece should be added by the educator.

About the Science

  • Well-designed game that makes relative energy use of household appliances, heating/cooling systems, and transportation choices easy to compare so players can weigh the impact of their choices as they play the game.
  • Neither sources for the numbers that are used are cited nor mathematical equations given for how relative energy use of systems, appliances, and vehicles was determined. Educator should be prepared to answer these questions from students and might need to find this information elsewhere.

About the Pedagogy

  • Game is played in groups, allowing for group problem solving, strategizing, etc.
  • Game structure provides for follow up discussions about energy choices.
  • Great design design - very middle school oriented.

Technical Details/Ease of Use

  • Ready to go.
  • Game and all instructions and materials are downloadable in pdf form from site.
  • Needs prep time to cut out cards.

Next Generation Science Standards See how this Activity supports:

Middle School

Disciplinary Core Ideas: 2

MS-ESS3.C2:Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

Cross Cutting Concepts: 2

Energy and Matter, Cause and effect

MS-C2.1:Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.

MS-C5.3:Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).

Science and Engineering Practices: 4

Developing and Using Models, Constructing Explanations and Designing Solutions, Obtaining, Evaluating, and Communicating Information, Asking Questions and Defining Problems

MS-P1.2:ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.

MS-P2.1:Evaluate limitations of a model for a proposed object or tool.

MS-P6.5:Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion

MS-P8.2:Integrate qualitative and/or quantitative scientific and/or technical information in written text with that contained in media and visual displays to clarify claims and findings.


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