8 y ee a Created by Diana Loewen & Stephen Walsh Contents: Introduction How to Play Key Concepts/Big Ideas Curriculum Connections Focus Questions Activity 3 Sources for Further Study References irechiia 70,000 2 $400 ®@erxvouuswn a ElectroCity is an online game in the tradition of city building games such as SimCity and Anno. Players have 150 turns to spend and produce resources to make th: iy thrive. Players must balance energy, money, environmental impact, and public opinion to receive a score based on all these elements. Whether you build an industrial powerhouse metropolis or a green-minded regional centre is up to you. The game is so quick and interesting, you may want to try both. wT genesis ElectroCity was developed by the New a Zealand energy producer, Genesis be. Sei eS Energy. They provide energy for the i. SOAs Si country by means of gas, coal, water, _ ee pe and wind. The game is meant to ~ 1, encourage awareness surrounding he energy production and consumption. The game is immediately fun and ) addictive but its strength lies in the educational opportunities that it enables. This media study guide will provide various resources for teachers and students that are interested in the interaction of the environment with human society and the issues that surround energy production.3 ElectroCity is easy to play, but decidedly difficult to master. Full instructions can be found on the site at www.electrocity.co.nz. Although the best results can be obtained by a delicate balance, you may find that your opinions about the ideal balance are different from those of your peers. SS a a = eon resource and land tile set, but every one has some of each type of geography. Play starts with $400 and 10,000 people in your sleepy little town, all of whom are happy. You generate money by collecting taxes (Local Body areas Rates), extracting and selling roc a | ESESE resources, and by skipping turns. Keep building your town as you see fit. The sliders on the bottom will tell you how you are performing with power management and environmental impact. Everything you build will have unique effects on these and other factors. You may want to experiment with a variety of strategies to try and create the city that you Prefer. Use all the information available to make informed decisions. You might even choose to play the stock market. At the end of 150 days you will receive a grade based on the choices you made throughout the game. You have the option of sharing your city with the world and, if you set up a teacher's account, you can gather together your students’ cities for analysis, discussion, 10 EEE or bragging rights.There are three key concepts that ElectroCity ri forces. The extent to which each concept is supported will depend on the activities that you chose to engage in. How the How concerns about energy, environment, and economy can influence the livability of a community. 5 students to make choices randomly generated environment that the game assigns them. They may be in an area with dense forests that can be logged for immediate monetary conserved as a buffer to pollution and a draw for tourists. These decisions will in-turn affect the other choices that must be made in the game. Through completion of various activities students will develop a deeper understanding ‘of the interconnectedness of the natural environment and the human systems that inhabit it. the interconnectedness of the natural mment and human systems play a How the lifestyle choices and energy solutions a society role in many current ees nal and global ee influence each _ other. We live in a global world where environmental, economic, political, and social issues have no borders. The actions of citizens in one region can sometimes drastical impact the lives of others around the globe. ElectroCity provides a microcosm through which to analyse how the impact that the choices our society makes can have broader effects. Certain activities highlight encourage this global mind set.Curriculum Connections study guide can be used as an independent == == Ee resource in any way the user sees fit. However, 2 = —— it to fulfil certain outcomes of the ulum of the Canadian provinces of Ontario and British Columbia (B.C.). ~ Develop an understanding of the interaction between humans and the environment, the impact of the physical environment on the development of human societies and cultures, and the impact of humans on the environment — understanding these interactions involves developing spatial awareness about geophysical features and human impacts. - Develop an understanding of how economic systems work and their place in an interconnected alobal economy so they are aware of the onmental, and economic decisions, and the trade-offs involved in balancing different interests. Curricular Competencies: = Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions. Sample topic: Demonstrate debating skil including defining and clarifying a problem, issue or inquiry. - Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places. Ontario Curriculum: Concepts: Int ionships - This concept requires students to explore connections within and between natural and human environments. The interconnected parts of an environment or environments work together to form a system. Students must understand the relationships that exist within a system and then analyse the relationships between systems in order to determine the impact they have on one another. implications of the events, developments, and/or phenomena that In order to solve problems, make decisions or judgements, or formulate plans of action effectively, students need to develop their ability to examine issues from multiple perspectives. Specific Expectations: A113 - describe possible features of a sustainable community in the future and analyse some challenges associated with creating such a community. A 25 - evaluate evidence and draw conclusions about issues related to the interrelationship between human settlement and sustainability. 3.5 - describe various ways in which human settlement has affected the environment. A.3.6 - describe some practices that individuals and communities have adopted to help make human settlements more sustainable.ocus Questions E) ElectroCity is great fun and can be a powerful learning tool when students have the proper direction. The following are some suggested focus questions that can get you thinking about the specific topics. You may want te tailor the focus questions to suit the emphasis of your lesson. Do games like ElectroCity make connections How important is it to consider sues? Why clo the advantages and you think this is true? disadvantages of energy use and development? Activity 1: promotional Project You have become the Mayor of a flourishing little toum with plenty of potential. As the Mayor, you must convince people to bring their families to live there! You have been asked to create a brief Promotional video. You will need to point out the advantages of living in your community, assure concerned environmentalists that the leaders are addressing the environmental impact of growth, promote tourism and investment, etc. Make sure that your production is clear, concise, and sends the message to your viewers that your community is a great place to be! Rubric: Minimal Approaching Meets Effort Expectations Expectations ‘Attempt to create amedia | Creates amedia production | Media production b wel- Media Production | production butt ditrcts fom | buttometimes feature of the | "prodaced and leary ‘ousity the information ordoes not add | production may ditract rom | communicate the important to the presentoion the ltormation information tothe vewer Ie iuncleor why people would | One ortwo advantages of | _ Alladvantoges are clearly Strengths of Lving inthe | want to lve nthe communty. | ving inthe community are | stated and reitated for canty Community ecions are not related tothe meme. ‘purpose of the game, Did not dicuss or barely Discussed disadvantages of | Discussed disadvantages of Counter Argument: How | mentioned disadvantages of | living in thelr community. | ving in their community and does the Mayor respond Tving in their community. suggested ways that they can to rim? improve inthe future. Het my group do the work. | contributed a bt but the rest | I participated fully and helped Participation (Sel of the group did mott ofthe | my group when | could. ‘Assessment) ‘workAct Vv ty FA Community Creation and Debate BUILD LARGE WIND FARM? a BUILD GAS TURBINE PLANT? a When you play ElectroCity, you have 150 turns to create a community using a particular kind of energy source and building practices. Will you be an environmentally conscious developer and build a community using sustainable methods (such as wind farms and tidal energy), or will you be an Industrialist and develop your community through more traditional practices (nuclear energy, coal and gas)? Are you going to log the forests or build parks? The game marks you on four different areas: Energy Management (How often did you run out of electricity’ Your Popularity (Are your people happy?); Your Population (Did your city grow?); and Your Environment (How much did you impact the environment?). Keep track of your numbers and prepare to debate the advantages and disadvantages of living in your style of community. (At Least) Two Sides to Every Argument Suggested Resources ElectroCity has information packages on Thermal, Wind and Hydro, and Solar Energy that may be useful for students. Thermal ttp:/iuunuelectrocity.co.nzlimagesitactsheets! ‘Thermal20Eneray.pdf Wind Ittp://uunwelectrocity.co.nzlimagesitactsheets! ‘Winds20Eneray-pdf Hydro Iittp://uunuelectrocity.co.nzlimagesitactsheets! hydronzoeneray.pdt Solar ‘Mttp:/huunuelectrocity.co.nzlimagesitactsheets) solare20energy.pdtInstructions: Choose an element of ElectroCity and discuss how it reflects, oversimplifies, or misrepresents the real world. You will need to research real life situations to back up your opinions. For example, perhaps there is a proposed energy Project in your province. Are the concerns of stakeholders and citizens in that real world situation reflected in the game? If not, what adjustments would you make? Frame your argument as a letter to the game creators, Genesis Energy, either applauding them for their accuracy or suggesting ways to make the game more in line with reality. cleanenergycanada.org based on the energy production situation in New Zealand, but the island nation has made a commitment against nuclear power generation in their country. However, nuclear energy is a reality and is frequently a focus of discussion around energy production and so it was included in the game. After the game was created, developers changed the impact that nuclear power has on your city, creating more dissatisfaction with your citizens based on environmental concerns. This was in response to growing concern about the safety and environmental impact of nuclear power. is Resources: wuww.ec.ge.ca - Environment Canada’ www.nrean.ge.ca - Natural Resources Canada www.desmog.ca - environmental issue news outlet. limate and clean energy think tank www.davidsuzuki.org - environmental conservation advocacy group GRIDWATCH for iO or Android allows users to track Ontario's power production and usage. POWERCENTS for iOS or Android allows users to track Ontario's ‘power prices and changes. moSources for Further Study 8 Website of Genesis Energy, the creators of ElectroCity - https://www.genesisenergy.co.nz/home Schoolgen is an energy efficiency advocacy site developed by Genesis Energy for collaboration with schools in New Zealand - http://www.schoolgen.co.nz/ Gridwatch allows you to watch power generation and consumption of the province of Ontario in real-time - http://live.gridwatch.ca/home-page.html National Grid let's you track the energy production of Great Britian - http://nationalgrid.stephenmorley.org/ Handbook for using games and simulations in the K-12 classroom - http://www.siia.net/Portals/o/pdf/games_final.pdf The World Energy Council has many programmes, publications, and data regarding energy production and consumption around the world - http://www.worldenergy.org/ The Natural Resource Defence Council provides a wide range of information and advocacy ‘options on issues of the environment and human communities - https://www.nrdc.org/ References: Image Sources: In-Game screenshot images retrieved from ElectroCity (2016) Genesis Energy NZ Power Company bttp:lhuunwelectrocity.counal- Jirgen from Sandemeben, Germany (photographer). (2003). Wind turbines in @ rapeseed field in Take Sandemeben, Germany. CC 2.0. Retrieved from: Pee tttpelfcommonstdhinwedia.orghi/Fie:Albernctive Emergieip ering Pers Prereretny want. On turn Mark BA (photographer). (2009). Cooling towers of Botunice NPP (V1 onthe loft and Vz onthe ight) €¢ | ly 2o Retrieved from htipel/commons vdhimedio.orghuthi/ieJaslovkeBohunice, Power Plant, 1JPG oar Pe Original concepts of Arthur John Beanlands; Ambrose Lee, (1906); and Conrad Swan, (1987), Flag of | (ony ys) British Columbia. Public Domain. Retrieved fromm: Klotz, Mark (Photographer) (2014) Rally against Kinder Morgan oil pipeline on Burnaby Mountain. Retrieved from: https: huwuuflicke.com/photos/markllotz/15817987315. arene) https/len.wihipedia.orghuihi/Flag_of British Columbia# Imedia/FileFlag_of British Columbia..vg Peper Visual Capitalist (2016). Uranium as an Energy Source. Retrieved from wunumining-technology.com_ A cebedebeipaioel Ce rey Walden, T. (2016). Wind Eneray in Canada. Canadian Wind Energy Association. Retrieved from: http: //camwea.ca/2018-great-year-wind-energy-canadal Other Sources: Bott, R. (2014). The Evolution of Canada's Ol! and Gas Industry. Canadian Centre for Energy Information. http: Atnawenergybe.calcache/oilAwuancentreforenergy.com/shopping/uploadsit22.pdt Genesis Energy. (2007-2016). ElectroCity [Flash Game]. Genesis Energy: New Zealand. Retrieved from http: /Auuamelectrocity.couna! Ontario Public Service. (2013). The Ontario Curriculum Grades 1 to 8 Social Studies, History, and Geography, Revised. [Program of Studies]. Retrieved from http: /Auunuedu.gov.on.caleng! Province of British Columbia. (2016). BC's New Curriculum: Social Studies. (Program of Studies]. Retrieved from httpsl[eurrieulumm.gov-be-eal