Computer Science · Grade 10

Active learning ideas

Environmental Impacts of Computing

Active learning helps students grasp the environmental impacts of computing by making abstract data concrete and personal. When students measure their own energy use or handle e-waste samples, they connect their learning to real-world consequences in ways that lectures alone cannot achieve.

• Ontario Curriculum Expectations
• CS.HS.S.12
• CS.HS.S.13

• 40–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inquiry Circle
• 45 min · Small Groups

Footprint Audit: Personal Device Energy Tracker

Students log their weekly device usage on a shared Google Sheet, calculate energy estimates using provided formulas or online calculators, and graph class totals. Groups compare results to national averages and propose one reduction tip each. Share via class presentation.

Analyze the energy consumption associated with data centers and digital devices.

Facilitation Tip

During Footprint Audit, circulate with a timer to keep students focused on collecting data for 15 minutes before transitioning to group comparisons.

What to look for

Present students with three scenarios: (1) A student leaves their laptop on overnight, (2) A company upgrades its servers every two years, (3) A person throws an old smartphone in the regular garbage. Ask students to identify the primary environmental impact for each scenario and briefly explain why.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Inquiry Circle
• 50 min · Small Groups

Lifecycle Stations: E-Waste Exploration

Set up stations for mining impacts (videos and mineral samples), manufacturing (infographics), use/disposal (real e-waste disassembly), and recycling myths (case studies). Groups rotate, noting key challenges at each, then map a full device lifecycle on posters.

Explain the challenges posed by electronic waste (e-waste) and its disposal.

Facilitation Tip

For Lifecycle Stations, assign small groups to one station first, then rotate so each student handles every e-waste sample.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are advising a school board on purchasing new computers. What are the top three environmental considerations you would emphasize, and why are they important?' Encourage students to reference energy use, e-waste, and material sourcing.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Inquiry Circle
• 60 min · Pairs

Design Challenge: Sustainable App Prototype

Pairs brainstorm and sketch an app feature that promotes low-energy computing, like usage reminders or sharing tools. Use paper prototypes or free tools like Figma to build, test with peers, and pitch environmental benefits.

Propose sustainable practices for reducing the environmental impact of computing.

Facilitation Tip

Set a clear 10-minute timer for the Design Challenge’s brainstorming phase to prevent teams from getting stuck in early ideas.

What to look for

On a small card, have students write down one specific action they can take to reduce their personal computing carbon footprint and one question they still have about managing e-waste.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 04

• Inquiry Circle
• 40 min · Whole Class

Debate Carousel: Data Center Dilemmas

Divide class into teams to research and debate topics like cloud vs. local storage energy use or right-to-repair policies. Rotate positions midway, vote on strongest arguments, and compile class recommendations.

Analyze the energy consumption associated with data centers and digital devices.

What to look for

Present students with three scenarios: (1) A student leaves their laptop on overnight, (2) A company upgrades its servers every two years, (3) A person throws an old smartphone in the regular garbage. Ask students to identify the primary environmental impact for each scenario and briefly explain why.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teachers should balance shocking facts with agency by showing students where change is possible. Avoid overwhelming students with doom-and-gloom statistics; instead, pair data with local solutions like repair programs or energy-efficient upgrades. Research shows students retain concepts better when they analyze real-time data (like energy meters) and create artifacts (like app prototypes) that others can use.

Successful learning looks like students confidently explaining how computing choices affect the environment and proposing evidence-based solutions. They should articulate the lifecycle of devices, critique sustainability claims, and design actionable alternatives for reducing their footprint.

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Watch Out for These Misconceptions

• During Footprint Audit, watch for students assuming their devices use negligible energy. Redirect them by having them compare their device’s power draw to a fridge’s 24-hour consumption.

  During Footprint Audit, provide a side-by-side graph of a laptop’s annual energy use versus a refrigerator’s to show relative impact.

• During Lifecycle Stations, watch for students believing all e-waste is recycled domestically. Redirect them by having them sort sample components to identify non-recyclable parts.

  During Lifecycle Stations, include a map of global e-waste flows and have students trace where their sample might end up if improperly disposed.

• During Design Challenge, watch for students dismissing individual actions as insignificant. Redirect them by having them calculate how a small school reducing computer idle time could save annual energy.

  During Design Challenge, require teams to include a calculation of potential energy savings from their app’s proposed feature in their pitch.

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Methods used in this brief

• Inquiry Circle