Responsible Energy Use
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark HS.1 Define philanthropy to include giving and sharing; volunteering; and private individual action intended for the common good. Explain how a volunteer individual/group can act for the common good.
    2. Standard DP 06. Role of Family in Philanthropy
      1. Benchmark HS.3 Identify how subgroups and families in society demonstrate giving, volunteering, and civic involvement.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.2 Discuss and give examples of why some humans will sacrifice for the benefit of unknown others.
      2. Benchmark HS.3 Give examples of human interdependence and explain why group formation is one strategy for survival.
      3. Benchmark HS.4 Describe and give examples of characteristics of someone who helps others.
    2. Standard PCS 03. Philanthropy and Economics
      1. Benchmark HS.11 Analyze the impact of volunteerism on the economy of communities.
      2. Benchmark HS.5 Give examples of stewardship decisions throughout history and in current events.
      3. Benchmark HS.9 Analyze a major social issue as a "commons problem" and suggest ways the civil society sector could help to resolve it.
    3. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark HS.1 Utilize the persuasive power of written or oral communication as an instrument of change in the community, nation or the world.
      2. Benchmark HS.3 Participate in acts of democratic citizenship in the community, state or nation, such as petitioning authority, advocating, voting, group problem solving, mock trials or classroom governance and elections.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.11 Discuss the concept of corporate citizenship and corporate responsibility for the common good.
      2. Benchmark HS.3 Describe and compare stewardship in a variety of cultural traditions.
      3. Benchmark HS.4 Cite historical examples of citizen actions that affected the common good.
      4. Benchmark HS.5 Compare and contrast opportunities for students to improve the common good to the opportunities available to students in other countries.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark HS.1 Identify a need in the school, local community, state, nation, or world.
      2. Benchmark HS.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark HS.1 Select a service project based on interests, abilities, and research.

Raise the learners' awareness of responsible energy usage in their daily practice and global energy choices. They connect environmental stewardship to the use of renewable and non-renewable energy sources.

PrintOne 50 Minute Session

The learner will:

  • articulate the difference between renewable and non-renewable energy sources.
  • define environmental stewardship as it relates to the responsible use of our natural energy sources.
  • work with others to make a plan of action to reduce energy use at school.
  • carry out the plan and promote it through advocacy.

American Lung Association website:

  1. Anticipatory Set:

    Ask the young people to name an energy source. Write all their ideas on a chart. They may think of food, gas, oil, wind, or another of the many ways energy is produced. Then ask them to star the energy sources we use to run our homes, schools, communities, and machines. Tell the young people that some of these are sustainable, or renewable, sources, meaning their source won't ever get used up, like wind and sun. 

  2. Talk about the pros and cons of renewable and non-renewable energy sources. (Definitions: A non-renewable energy source is one that gets used up and cannot be recreated in a short period of time. A renewable energy source can be replenished in a short period of time, like oil.) 

    Why is it good for the environment to use less non-renewable energy?

  3. Invite an expert in energy resources to visit in person or virtually. Alternatively, find information about local energy resources and choices online or through email inquiries. 

  4. Discuss whose responsibility it is to care for the environment. Define environmental stewardship as the careful and responsible management of our environment. Have them connect how environmental stewardship includes using less energy from non-renewable sources and more energy from renewable sources. Discuss the learners' personal responsibility to the environment and their future as it relates to energy.

  5. Discuss ways to take personal action and be advocates to others for being responsible users of the earth's natural resources. Explain that advocacy is one type of philanthropy because speaking up involves giving their time and talent for the common good.

    Have the learners brainstorm ways to reduce energy consumption and advocate for conservation and the use of renewable energy sources. Encourage creative thinking and a range of ideas at this point.

  6. After brainstorming ideas, have the group select actions and projects to complete as a service project.