👣 Learning journeys for "Adding up how much you demand"

Posing this hinge question...

How does what you pay depend on what you switch on?

may provoke responses which enable you to allow children to engage with exploring the importance of the idea of the power of appliance to energy paid for at one of three levels.

Teaching ideas from different levels can of course be introduced as appropriate to each child's learning journey.

Particular tripwires to bear in mind

Keep these in mind as you guide children through the selected level.

Shallow

🩺 Again, starting out, you're likely to find children latching onto a single line of thinking, considering one facet of the question.

Turning on a big thing costs heaps.

It's the things that are turned on for longest that cost you.

Even little things turned on for a long time cost you.

🔎 To help children see what they think and to develop those thoughts you might promote discussions using the following set of thoughts as prompts for children to agree or disagree with.

Find out how long and how powerful. Put them together to figure out the cost.

How do you put them together?

On for longer and demanding more when they're on...

Here are some approaches to extend exploration at this starter level.

Digging

🩺 Children may appreciate that there are multiple facets to the question, but require significant support to work out how to combine these facets.

Both little and big things turned on for a long time cost you.

But does a little one turned on for a long time cost more than a big one turned on for a short time?

🔎 To help children see what they think and to develop those thoughts you might promote discussions using using the following set of thoughts as prompts for children to agree or disagree with.

Combine power and how they're on for to find the cost.

How do you put them together? Add, times?

The clue is in what you get charged for.

Here are some approaches to extend exploration at this deeper level.

In depth

🩺 Children appreciate the place of numbers in the discussions, and recognise that there is interplay between the different numerical descriptions: that numbers giving the magnitudes of two different quantities both contribute.

How long and how powerful — both with numbers.

Power and hours. Put the two together.

Kilowatt-hours is what you get charged for. So you have to figure those out.

🔎 To help children see what they think and to develop those thoughts you might promote discussions using using the following set of thoughts as prompts for children to agree or disagree with.

Figure out the cost from m power and from time on.

How many watts tells you something, but you also need to think about time.

Kilowatt-hours. Just look at the name and think of boxes.

Here are some approaches to extend exploration at depth.