Learning Goals
- Explore energy use of everyday devices through hands-on experimentation
- Understand the difference between energy efficiency and energy saving
- Recognize how renewable energy sources work and transfer energy
- Measure and compare energy consumption of different devices
- Connect renewable energy concepts to practical applications
- Understand the difference between energy efficiency and energy saving
- Recognize how renewable energy sources work and transfer energy
- Measure and compare energy consumption of different devices
- Connect renewable energy concepts to practical applications
Description
### Preparation
- Set up 5 stations described below
- Prepare all materials and label stations with numbered signs
- Lay out instructions and create groups of 3-4 participants
- Have timers ready for each station (typically 15-30 minutes per station)
- Print or load fact sheets for background information
- Test all equipment in advance
### A. Introduction (5 minutes)
**Prompt:**
> "The goal of the session is to explore energy use and how renewable energies work. You will rotate through 5 stations in small groups. At each station, you'll experiment hands-on, measure, observe, and discover how energy works. Try everything, ask questions, and take notes on what you learn."
Clarify the rotation schedule and timing.
### B. Station Rotation (5 stations × 15-30 minutes each)
Groups rotate through stations in sequence. Set a timer and move groups through systematically.
---
## Station 1: Wind Power
**Learning Goal:** Understand how wind creates movement, power, and electricity.
### Starter/Basic Level (15 minutes)
- **Activity:** Participants make a windmill out of paper
- **Exploration:** Observe how the windmill works when participants walk forward, backward, and to the side
- **Discussion:** How does movement affect the windmill? What creates the force?
### Advanced Level (20-30 minutes)
- **Activity:** Participants assemble a building set for a small windmill propeller with a motor and LED bulb
- **Exploration:** Blow on the propeller and observe it lights up the LED
- **Challenge:** Try different strengths of breath. What's the minimum wind speed to light the LED?
- **Extension:** Discuss the evolution from traditional windmills to modern wind power plants
---
## Station 2: Solar Power
**Learning Goal:** Understand how light intensity affects energy production.
### Starter/Basic Level (15 minutes)
- **Activity:** Power a lamp connected to a solar cell using sunshine and artificial light
- **Exploration:** Try different light sources and observe brightness changes
- **Discussion:** Why does light intensity matter? Where on Earth gets the most sunlight?
### Advanced Level (20-30 minutes)
- **Activity:** Assemble and connect a solar cell to a lamp or propeller
- **Challenge:** Use different strength lamps to determine the minimum wattage to power the cell
- **Measurement:** Measure voltage and current output under different light conditions
- **Extension:** Calculate efficiency and discuss practical applications
---
## Station 3: Renewable Power Station (Integrated Energy)
**Learning Goal:** Understand how different renewable sources can be combined and how energy transfers between forms.
### Starter/Basic Level (15 minutes)
- **Activity:** Use a one-piece model with 3 types of energy (solar, wind, and hand-driven mechanical/hydro)
- **Exploration:** Link different energy sources to a generator and LED light
- **Observation:** How does each energy type compare in power output?
### Advanced Level (20-30 minutes)
- **Activity:** Connect separate models of solar, wind, and mechanical power to measurement tools
- **Challenge:** Compare energy production of different sources
- **Measurement:** Measure voltage, current, and power output from each source
- **Analysis:** Which source is most efficient? Most reliable? Best for different climates?
---
## Station 4: Energy Use of Everyday Devices
**Learning Goal:** Explore energy consumption of everyday devices and understand the difference between energy efficiency and energy saving.
**Staffed by a facilitator who helps with measuring and facilitates discussion.**
### A. Measuring (10 minutes)
Guided by the facilitator, participants use an electric meter to measure the energy use of everyday devices:
- Examples: hair dryer, classic light bulb, LED light, radio, mobile phone charger, blender, food processor
**Instructions:**
- Plug each device into the meter
- Turn it on and note the wattage reading
- Record measurements on a data sheet
### B. Discussing Efficiency (10 minutes)
**Facilitator Questions:**
> "Which device is the most efficient? What do you think efficiency means?"
Clear up the term "efficiency" in discussion, letting participants figure it out or define it if they cannot:
- Efficiency = performing the same task while using less energy
- Example: LED bulb vs. incandescent bulb producing similar light
**Energy Labels Activity:**
- Show different energy labels (common in EU: A-G rating systems)
- **Question:** "Which label belongs to which tested equipment?"
- Ask the group to pair the right labels with the right device
- Provide hints to help them find the solution
**Debrief Question:**
> "Which device is the most efficient? What does efficiency look like?"
### C. Energy Saving Discussion (5 minutes)
Lead a discussion with these questions:
- "How important are legal standards for energy efficiency?"
- "Will you change how you use electrical devices after today?"
- "What's the difference between efficiency and saving?"
### Notes on Station 4
This station has similar descriptions for both basic and advanced levels. It can be extended to 30 minutes by:
- Adding more devices to test
- Calculating home energy use (exercise sheet provided in materials)
- Comparing daily/weekly/annual energy costs
- Analyzing energy bills
The list of energy efficiency tips in the materials can be an inspiration for discussion.
---
## Station 5: Cooking with Natural Energy
**Objective:** Explore ways to use natural energy to perform tasks without electricity. Create awareness of low-electricity lifestyles.
### Starter/Basic Level (20 minutes)
- **Activity:** Participants view pictures and videos of cooking appliances using no electricity:
- Hay boxes
- Solar cookers
- Solar ovens
- Efficient 2-pot cookers for fuel wood
- E-pressure cookers
**Prompt displayed at station:**
> "Look at the material together and discuss ways of cooking with or without electricity or fuel. Which would you want to try?"
**Discussion:** How do these methods work? Where in the world are they common? What are the advantages and challenges?
### Advanced Level (30 minutes)
- **Activity:** Participants build a solar oven
- **Instructions provided:** Assembly steps, materials, and tools at the station
- **Testing:** If time allows, test the oven's heating capacity with sun or lamps
- **Discussion:** Efficiency, scalability, and practical applications
---
## C. Debrief (20 minutes)
### A. Immediate Impressions (5 minutes)
Ask the participants:
> "Which station was the most surprising or memorable for you? Why?"
Go around the circle and let each person share briefly.
### B. Group Reflection (10 minutes)
Ask participants to reflect on connections:
> "What common themes about energy production and use can you see across all the stations?"
Guide discussion using these questions:
- "Did your view on energy efficiency or renewable energy change?"
- "How could communities or households benefit from these technologies?"
- "Which renewable sources seem most practical where you live?"
- "What barriers exist to using more renewable energy?"
Document key takeaways on a board.
### C. Key Points to Highlight
- Renewable sources can be combined for better results
- Efficiency matters as much as production (using less is as important as producing more)
- Everyday choices (devices, cooking methods, heating) affect overall energy demand
- Renewable technologies are practical and already available
- Individual and collective action can create significant change
---
## Variations for Different Contexts
### Time-Flexible Options
- **Short version (60-100 min):** Choose 2-3 stations for focused learning on specific topics
- **Standard version (120-150 min):** All 5 stations with shorter activities
- **Extended version (180-200 min):** All 5 stations with both basic and advanced components
### Knowledge Level Adaptations
- **Starter groups:** Use basic level activities across all stations
- **Advanced groups:** Use advanced level activities
- **Mixed groups:** Combine basic and advanced in different stations or have choice
### Context Adaptations
- **School setting:** Focus on renewable energy stations; combine with science curriculum
- **Community workshop:** Include Station 5 (cooking) for practical life application
- **Corporate training:** Link energy concepts to organizational energy use
## Modifications and Extensions
- **Accessibility:** Ensure wheelchair access to all stations; provide accessible versions of assembly tasks
- **Language:** Provide fact sheets and instructions in multiple languages
- **Low-tech alternatives:** Links to DIY and low-cost versions of all equipment provided in materials
- **Digital extension:** Participants photograph or film their learning at each station
- **Home connection:** Give participants energy audit sheets to measure home energy use
## Notes for Facilitator
- Test all equipment before the training to ensure everything works
- Have replacement parts and batteries on hand
- Assign a facilitator or assistant to Station 4 (energy use measurement) for safety and accuracy
- Keep groups moving on schedule—use a clear signal for transitions
- Encourage exploration and experimentation; there are no "wrong" results
- Create a psychologically safe environment where participants feel comfortable trying things
- For advanced groups, go deeper into the measurement and calculation aspects
- Connect this method to Module 1 concepts (climate change causes) and Module 3 concepts (energy justice)
## Related Methods
- Use as standalone module or follow Method 2.1 (Energy Ball) as continuation
- Excellent foundation for Module 4 (Active Citizenship) discussions on energy policy
- Set up 5 stations described below
- Prepare all materials and label stations with numbered signs
- Lay out instructions and create groups of 3-4 participants
- Have timers ready for each station (typically 15-30 minutes per station)
- Print or load fact sheets for background information
- Test all equipment in advance
### A. Introduction (5 minutes)
**Prompt:**
> "The goal of the session is to explore energy use and how renewable energies work. You will rotate through 5 stations in small groups. At each station, you'll experiment hands-on, measure, observe, and discover how energy works. Try everything, ask questions, and take notes on what you learn."
Clarify the rotation schedule and timing.
### B. Station Rotation (5 stations × 15-30 minutes each)
Groups rotate through stations in sequence. Set a timer and move groups through systematically.
---
## Station 1: Wind Power
**Learning Goal:** Understand how wind creates movement, power, and electricity.
### Starter/Basic Level (15 minutes)
- **Activity:** Participants make a windmill out of paper
- **Exploration:** Observe how the windmill works when participants walk forward, backward, and to the side
- **Discussion:** How does movement affect the windmill? What creates the force?
### Advanced Level (20-30 minutes)
- **Activity:** Participants assemble a building set for a small windmill propeller with a motor and LED bulb
- **Exploration:** Blow on the propeller and observe it lights up the LED
- **Challenge:** Try different strengths of breath. What's the minimum wind speed to light the LED?
- **Extension:** Discuss the evolution from traditional windmills to modern wind power plants
---
## Station 2: Solar Power
**Learning Goal:** Understand how light intensity affects energy production.
### Starter/Basic Level (15 minutes)
- **Activity:** Power a lamp connected to a solar cell using sunshine and artificial light
- **Exploration:** Try different light sources and observe brightness changes
- **Discussion:** Why does light intensity matter? Where on Earth gets the most sunlight?
### Advanced Level (20-30 minutes)
- **Activity:** Assemble and connect a solar cell to a lamp or propeller
- **Challenge:** Use different strength lamps to determine the minimum wattage to power the cell
- **Measurement:** Measure voltage and current output under different light conditions
- **Extension:** Calculate efficiency and discuss practical applications
---
## Station 3: Renewable Power Station (Integrated Energy)
**Learning Goal:** Understand how different renewable sources can be combined and how energy transfers between forms.
### Starter/Basic Level (15 minutes)
- **Activity:** Use a one-piece model with 3 types of energy (solar, wind, and hand-driven mechanical/hydro)
- **Exploration:** Link different energy sources to a generator and LED light
- **Observation:** How does each energy type compare in power output?
### Advanced Level (20-30 minutes)
- **Activity:** Connect separate models of solar, wind, and mechanical power to measurement tools
- **Challenge:** Compare energy production of different sources
- **Measurement:** Measure voltage, current, and power output from each source
- **Analysis:** Which source is most efficient? Most reliable? Best for different climates?
---
## Station 4: Energy Use of Everyday Devices
**Learning Goal:** Explore energy consumption of everyday devices and understand the difference between energy efficiency and energy saving.
**Staffed by a facilitator who helps with measuring and facilitates discussion.**
### A. Measuring (10 minutes)
Guided by the facilitator, participants use an electric meter to measure the energy use of everyday devices:
- Examples: hair dryer, classic light bulb, LED light, radio, mobile phone charger, blender, food processor
**Instructions:**
- Plug each device into the meter
- Turn it on and note the wattage reading
- Record measurements on a data sheet
### B. Discussing Efficiency (10 minutes)
**Facilitator Questions:**
> "Which device is the most efficient? What do you think efficiency means?"
Clear up the term "efficiency" in discussion, letting participants figure it out or define it if they cannot:
- Efficiency = performing the same task while using less energy
- Example: LED bulb vs. incandescent bulb producing similar light
**Energy Labels Activity:**
- Show different energy labels (common in EU: A-G rating systems)
- **Question:** "Which label belongs to which tested equipment?"
- Ask the group to pair the right labels with the right device
- Provide hints to help them find the solution
**Debrief Question:**
> "Which device is the most efficient? What does efficiency look like?"
### C. Energy Saving Discussion (5 minutes)
Lead a discussion with these questions:
- "How important are legal standards for energy efficiency?"
- "Will you change how you use electrical devices after today?"
- "What's the difference between efficiency and saving?"
### Notes on Station 4
This station has similar descriptions for both basic and advanced levels. It can be extended to 30 minutes by:
- Adding more devices to test
- Calculating home energy use (exercise sheet provided in materials)
- Comparing daily/weekly/annual energy costs
- Analyzing energy bills
The list of energy efficiency tips in the materials can be an inspiration for discussion.
---
## Station 5: Cooking with Natural Energy
**Objective:** Explore ways to use natural energy to perform tasks without electricity. Create awareness of low-electricity lifestyles.
### Starter/Basic Level (20 minutes)
- **Activity:** Participants view pictures and videos of cooking appliances using no electricity:
- Hay boxes
- Solar cookers
- Solar ovens
- Efficient 2-pot cookers for fuel wood
- E-pressure cookers
**Prompt displayed at station:**
> "Look at the material together and discuss ways of cooking with or without electricity or fuel. Which would you want to try?"
**Discussion:** How do these methods work? Where in the world are they common? What are the advantages and challenges?
### Advanced Level (30 minutes)
- **Activity:** Participants build a solar oven
- **Instructions provided:** Assembly steps, materials, and tools at the station
- **Testing:** If time allows, test the oven's heating capacity with sun or lamps
- **Discussion:** Efficiency, scalability, and practical applications
---
## C. Debrief (20 minutes)
### A. Immediate Impressions (5 minutes)
Ask the participants:
> "Which station was the most surprising or memorable for you? Why?"
Go around the circle and let each person share briefly.
### B. Group Reflection (10 minutes)
Ask participants to reflect on connections:
> "What common themes about energy production and use can you see across all the stations?"
Guide discussion using these questions:
- "Did your view on energy efficiency or renewable energy change?"
- "How could communities or households benefit from these technologies?"
- "Which renewable sources seem most practical where you live?"
- "What barriers exist to using more renewable energy?"
Document key takeaways on a board.
### C. Key Points to Highlight
- Renewable sources can be combined for better results
- Efficiency matters as much as production (using less is as important as producing more)
- Everyday choices (devices, cooking methods, heating) affect overall energy demand
- Renewable technologies are practical and already available
- Individual and collective action can create significant change
---
## Variations for Different Contexts
### Time-Flexible Options
- **Short version (60-100 min):** Choose 2-3 stations for focused learning on specific topics
- **Standard version (120-150 min):** All 5 stations with shorter activities
- **Extended version (180-200 min):** All 5 stations with both basic and advanced components
### Knowledge Level Adaptations
- **Starter groups:** Use basic level activities across all stations
- **Advanced groups:** Use advanced level activities
- **Mixed groups:** Combine basic and advanced in different stations or have choice
### Context Adaptations
- **School setting:** Focus on renewable energy stations; combine with science curriculum
- **Community workshop:** Include Station 5 (cooking) for practical life application
- **Corporate training:** Link energy concepts to organizational energy use
## Modifications and Extensions
- **Accessibility:** Ensure wheelchair access to all stations; provide accessible versions of assembly tasks
- **Language:** Provide fact sheets and instructions in multiple languages
- **Low-tech alternatives:** Links to DIY and low-cost versions of all equipment provided in materials
- **Digital extension:** Participants photograph or film their learning at each station
- **Home connection:** Give participants energy audit sheets to measure home energy use
## Notes for Facilitator
- Test all equipment before the training to ensure everything works
- Have replacement parts and batteries on hand
- Assign a facilitator or assistant to Station 4 (energy use measurement) for safety and accuracy
- Keep groups moving on schedule—use a clear signal for transitions
- Encourage exploration and experimentation; there are no "wrong" results
- Create a psychologically safe environment where participants feel comfortable trying things
- For advanced groups, go deeper into the measurement and calculation aspects
- Connect this method to Module 1 concepts (climate change causes) and Module 3 concepts (energy justice)
## Related Methods
- Use as standalone module or follow Method 2.1 (Energy Ball) as continuation
- Excellent foundation for Module 4 (Active Citizenship) discussions on energy policy
Preparation
- Set up 5 stations described below
- Prepare all materials and label stations with numbered signs
- Lay out instructions and create groups of 3-4 participants
- Have timers ready for each station (typically 15-30 minutes per station)
- Print or load fact sheets for background information
- Test all equipment in advance
- Prepare all materials and label stations with numbered signs
- Lay out instructions and create groups of 3-4 participants
- Have timers ready for each station (typically 15-30 minutes per station)
- Print or load fact sheets for background information
- Test all equipment in advance
Topics
Energy Literacy
Renewable Energy
Materials Needed
- Models and instruction sheets for experiment stations<br /><br /><br />
- Energy labels for tested devices<br /><br /><br />
- Numbered signs for each station<br /><br /><br />
- Instructions for each station<br /><br /><br />
- Fact sheets for background information at every station<br /><br /><br />
- Links to experiment models and low-cost alternatives
Contributor
INFORSE-Europe