Activity: Create Your Own Energy Saving Movie

Grade Level:

Theme:

Cooling and Heating, Electricity, Food, Materials, Transportation, Water

Activity Overview: Understanding energy, energy consumption and the role that energy plays in our daily lives is vital in order to create good energy sustainable habits. Making sure you and the people in your community are fully aware of different types of energy production as well as the resources available regarding energy conservation, for example recycling options, is a great way to promote sustainability in your community.

For this activity the students are encouraged to use their creativity to create their own energy saving short film. This film can go over the importance of saving energy in regards to a specific area of saving energy. For example, the importance of not wasting food specifically or water, electricity, etc. Additionally the film can be in whatever style the student wants, as long as it demonstrates a clear theme relating to energy production and informs about the importance of energy conservation.

Step 1: Have the students separate into small groups of 3 or 4 people, or the students could work individually if they choose.
Step 2: Have the students pick a topic, avoiding having more than one group cover the same material in order to increase the number of topics being investigated and in the end gain more information through the activity.
Step 3: Give the students a couple of days to do research on the material they have chosen to base their informational film on. This research should include general information on what their energy source is, how it is used in industry, how it impacts the environment and how it impacts our everyday lives.
Step 4: Have the students create their films (each film should be about 5 min long). This can be done in class, as an at home project or a combination of both. Encourage the students to be creative but also clear about the information they are trying to present.
Step 5: Have each group present their films to the class. Additionally, give the class a minute or two after each presentation to ask questions about the films.

TEKS

HS - Environmental Systems: 1(B)

E.1(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials

English I / II / III / IV: 11

11 - use research skills to plan and present in written, oral, or multimodal formats

Visual Media and Production: 3, 3(A), 3(B),

3 - The student produces visual representations that communicate with others. The student is expected to:

3(A) use a variety of forms and technologies to communicate specific messages;

3(B) use a range of techniques to create a media text and reflect critically on the work produced

Contemporary Media: 2, 2(A), 2(B), 2(C), 2(E), and 3, 3(A), 3(b), 3(C)

(2) The student analyzes and critiques the significance of visual representations. The student is expected to:

(A) evaluate the persuasive techniques of media messages such as glittering generalities, associations with personalities, logical fallacies, and use of symbols;

(B) compare and contrast media with other art forms;

(C) analyze techniques used in visual media;

(D) explore the emotional and intellectual effects of visual media on viewers; and

(E) recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

(3) The student produces visual representations that communicate with others. The student is expected to:

(A) use a variety of forms and technologies to communicate specific messages;

(B) use a range of techniques to create a media text and reflect critically on the work produced; and

(C) study the relationship between subject matter and choice of media for presenting that subject.