CLEAN Energy Awareness:

http://www.cleanet.org/clean/literacy/energy.html

Teaching energy awareness can be supported by six concepts:

a. Energy drives the Earth system. 

b. The primary sources of energy used by society are non-renewable stores sources, such as fossil fuels and nuclear, and renewable sources, such as solar, wind, hydro and biomass.

c. Humans' use of energy has consequences on the environment that sustains them.

d. The distribution of stored non-renewable and renewable energy sources varies around the planet, resulting in distribution and transmission costs.

e. There are significant social, political and equity issues associated with the human use of and access to energy.

f. Developing a sustainable energy supply that minimizes impacts on the environment will require informed decision-making, technological and societal innovation and improved efficiency.

Wisconsin K-12 Energy Education Program

A Conceptual Guide to K-12 Energy Education in Wisconsin

HAS CONCEPT MAP

http://www.uwsp.edu/cnr/wcee/keep/resources/Publications/ConceptualGuide/Conceptual_Framework.pdf

Kane, S. (2003). The Development, Evaluation, and Application of a Conceptual Framework for K-12 Renewable Energy Education. Master's Thesis. University of Wisconsin-Stevens Point. 

Estes, C. (2003). Developing, Evaluating, and Disseminating an Energy Education Resource Trunk. Master's Thesis. University of Wisconsin-Stevens Point. 

Neither online: http://www.uwsp.edu/cnr/wcee/pubs.htm

"A Conceptual Framework for Energy Education, K-12.", DoE 1982

ED219285

"Energy literacy" from page 7:

• Understands that we can’t make energy.
• Finds more efficient ways to use energy at home, at school, and on the job, for example through the use of waste heat.
• Has some historical perspective on energy use and extraction; for example, has an informed notion of where we stand on the fossil fuel depletion curve.
• Compares life-cycle costs in deciding on major purchases.
• Invests to save energy, for example by purchasing home insulation when it is cost-effective.
• Knows how much energy is being used in his/her household and where it goes.
• Is aware of the major sources of the energy used in his or her immediate job and in the economy as a whole, including their relative size.
• Understands that all energy use and production has a cost, including an environmental cost.
• Traces energy flows and thinks in terms of energy systems, not just individual components.
• Tries to match energy-quality to energy use.
• Is aware of his/her home’s orientation to sun and wind, and takes whatever advantage of it is possible.
• Supports long-term national efforts to improve energy efficiency.
• Understands a variety of ways of reducing energy use in personal transport.
• Understands how active and passive solar heating work.
• Understands how refrigerators, air conditioners and heat pumps work, and uses them efficiently.
• Keeps learning about energy.

SECTIONS

I. Conversion and Measurement of Energy

II. Energy Flow in the Biosphere

III. Human Use of Energy

IV. Energy History of the United States

V. Energy from Fossil Fuels

VI. Energy from Nuclear Reactions

VII. Energy from Solar Technologies

VIII. Electricity as an Energy Carrier

IX. Economic and Financial Aspects of Energy Use

X. Ethical Issues in Energy Use

XI. Conservation of Energy

XII. Shelter-related Conservation

XIII. Transportation Conservation

AAAS Strand Maps:

The Nature of Science: Scientific World View 1

Scientific Inquiry: Avoiding Bias in Science AB

            Evidence and Reasoning in Inquiry ER

            Scientific Investigations SI

            Scientific Theories ST

Nature of Science: Science and Society 1

            The Scientific Community 1

            Technology and Science 3

Issues in Technology: Decisions about Using Technology DT

            Interaction of Technology and Society IT

Use of Earth's Resources

Weather and Climate

Energy Transformations

The Living Environment: Diversity of Life 5

            Interdependence of Life 5

Flow of Matter and Energy: Flow of Matter in Ecosystems FM

Evolution of Life: Natural Selection NS

Social Change: Social Dimensions SD

Human Society: Social Conflict 7

            Global Interdependence 7

Energy Resources

Communication and Information: Computers C

Historical Perspectives: The Industrial Revolution 10

Common Themes: Constancy 11

Habits of Mind: Public Perception of Science 12

            Values in Science 12