Your Planet, Your Future

How to Use This Program

Duke Energy and The National Theatre for Children (NTC) invite you to use these e-learning resources to teach your students about energy efficiency. The digital materials below are designed to get your students excited about understanding this important subject.

Want to know the best way to use the related videos, games and activities to educate your class? Watch this short video and learn how to easily add Your Planet, Your Future to your curriculum.



Student Activities

The Your Planet, Your Future activities page features educational games and activities. Access in the classroom or at home to learn more about energy efficiency and the exciting opportunities available in the energy industry.

Access Student Activities
 
Educational Standards

We know your class time is extremely valuable. That’s why NTC ensures that all of our materials are aligned with state and national educational standards. It’s important that the Your Planet, Your Future program adds to your existing curriculum and keeps students on track with their ongoing learning.

Click here for details about how each activity aligns with educational standards and corresponds with your state’s curricula.

Educational Standards
Program Video

The 30-minute Your Planet, Your Future online access video offers a virtual lesson in energy efficiency for grades 9-12. The video host will introduce a series of entertaining improv sketches featuring a variety of characters in situations revolving around climate change, carbon footprints, energy usage and other vital topics.

The online access video can be viewed in classrooms or from home, either synchronously or on individual devices. It’s an entertaining and convenient way to generate discussion on resources and energy conservation.

Educator Assessments

Below are some suggestions for how you can assess your students’ ongoing learning quickly and effectively.

These assessments are easy for you and your students to complete and help ensure your class is getting the maximum educational value from the related activities.

High School Educational Assessments Program Video Hands-on lessons Digital games Interactive activities Print materials
Draw a concept map x        
Write three things another student may misunderstand about the topic x x      
Journal reflection x x     x
Submit screenshot of completed activity     x x  
Hand in completed activity         x
Have students make collages relating to the topic x x      
Have students host their own talk show relating to the topic x        
Each student rolls a die and briefly answers aloud a question based on the number rolled:
  1. I want to remember . . .
  2. Something I learned today
  3. One word to sum up what I learned
  4. Something I already knew
  5. I’m still confused about . . .
  6. An “aha” moment that I had today
 x        
Present students with an analogy prompt: “The concept being covered is like ____ because ____.” x x      

Hands-On Lessons

Your students can enhance what they learn from the program with these fun, hands-on lessons and experiments. These lessons can be done in the classroom or easily adapted for students to do at home with their families.

They’re a fun and educational way for students to learn with family members. The materials needed for these lessons are basic supplies that most people have at home. Follow up with your students to make sure they enjoyed and learned from these activities.

 
Lesson 1:
Introduction
Objective

Students will complete a model of the carbon cycle. Students will look at the balance of carbon among the systems and construct an explanation of how the movement of carbon can result in changes to the system.

Purpose of Activity

Read or Listen, Identify Details, Apply Skillss

21st Century Skills

Critical Thinking, Collaboration

Cognitive Level

Strategic Thinking, Extended Thinking, Skills and Concepts

Class Time

60 minutes

Materials
Procedure
  1. Introduce students to the fact that we use fossil fuels to perform everyday functions like driving cars, warming our homes and powering our schools, hospitals and businesses. While this contributes to our mobility, economy and high quality of life, it also produces emissions. Have them read the definition of the carbon cycle in the Student sheet.
  2. Show students photos of a city and a decaying forest. Ask them what questions they have about the phenomenon. In what ways is carbon added to the carbon cycle?
  3. Review the data table on the student sheet with students. They should understand the process for each movement of CO2. For example, they may be unfamiliar with the idea that CO2 can be absorbed or released by ocean water or stored in rocks or fossil fuels.
  4. Use the data to answer Question #1 and have materials to research an issue. Research how changes to the carbon cycle affect:
    • Air
    • Water
    • Living things
    • People

Critical Thinking Questions

What are ways humans contribute to the carbon cycle?

  • Driving cars, heating homes, running businesses, etc.

What are ways you can help reduce your carbon footprint?

  • Driving less, turning out lights, using energy-efficient appliances, etc.


 
Lesson 2:

Objective
Students will learn about various careers related to energy. Students will learn about specific energy careers based on their interests.

Purpose of Activity
Read or Listen, Identify Details

Cognitive Level
Extended Thinking, Recall and Reproduction

Class Time
1 class period + 5-10 minutes each class for presentations for 2-3 class periods

Materials

  • Students need a computer/Chromebook/iPad, etc.

Procedure

  1. Show this video showcasing a variety of jobs related to energy.
    https://www.youtube.com/watch?v=En9Bjtvq-48 (2 minutes)
  2. As students watch the video have them write down as many of the benefits of working in the energy industry that they can.
  3. Identify which of those benefits seem most important in a career for them.
  4. Brainstorm as many careers as you can in the energy industry.
  5. As a class, build a mind map. Start the center of the map with ‘Energy Careers’.
  6. Have each student pick one career from the map. Encourage them to pick a career that interests them.
  7. Have each student find a 2-5 minute ‘day in the life video’ highlighting an individual's experience in the field of energy. If they cannot find their exact career, have them pick a similar career.
  8. Have students research the education/training needed for the career as well as the average income and job prospects for the career.
  9. Have students give a quick intro to their career to the class and then show the day in the life video. You can spend a couple of class periods doing all presentations or do 1-3 each day until all students have presented.
  10. If you cannot spare the time have students present in small groups or pick a few to share with the whole class.

Critical Thinking Questions

What kinds of jobs are available in the energy industry?

  • Solar panel installer, wind turbine technician, power plant manager, oil driller, etc.

What training is necessary to work in the energy industry?

  • It varies. Some jobs can start right after high school, while others require a two- or four-year degree.